Self-Control and Decision-Making Skills as Predictors of College Enrollment: Role of Parental Influences

Self-control and planful decision-making can play a critical role in promoting academic outcomes. Nonetheless, little is known about how parental influences impact these noncognitive skills in promoting college enrollment. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we examined adolescent self-control and decision-making skills (at wave 1) as predictors of college enrollment (at wave 3). Further, we assessed if the effect of parental influences (i.e., maternal academic involvement, maternal academic expectations, parental control/limit-setting, and parental education) on college enrollment was indirect and operated through the associations of parenting variables with adolescent self-control and planful decision making. Both self-control and decision-making skills significantly predicted college enrollment, controlling for age, gender, family income, and cognitive ability. Parental control/limit-setting and educational level had significant direct effects on college enrollment and were not significantly related to adolescent self-control or planful decision making skills. The effect of maternal academic involvement on college enrollment was indirect and operated through its associations with adolescent self-control and decision-making skills. The effect of maternal academic expectations on college enrollment was both direct and indirect, through its association with adolescent decision-making skills. Our findings suggest that individual and family-based interventions that target critical noncognitive skills, such as self-control and planful decision making, hold promise in promoting college enrollment.