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08-05-2017 | Original Paper | Uitgave 9/2017

Journal of Child and Family Studies 9/2017

Parental Autonomy Support and College Student Academic Outcomes

Tijdschrift:
Journal of Child and Family Studies > Uitgave 9/2017
Auteur:
Daphne E. Pedersen

Abstract

According to self-determination theory, parental autonomy support enhances children’s motivation and well-being. Past studies have documented an association between parental autonomy support and outcomes in the academic realm among younger children and adolescents. Using data from a sample of undergraduates attending a public university (N = 492), this proposition was tested by examining five measures of academic well-being and covitality among college students: school-related stress, school spillover, academic motivation, grade point average, and satisfaction with university. Results indicated that when parents of college-age students fostered autonomy—that is, when they encouraged their adult children to make their own decisions, select coursework, budget money, and take the initiative to deal with academic and interpersonal issues—daughters were more satisfied with university life. However, other forms of student well-being were not significantly associated with parental autonomy support, and the models were not significant among college men.

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