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dc.contributor.advisorCarney, Jamie
dc.contributor.authorMills, Kimberly
dc.date.accessioned2010-08-04T15:37:59Z
dc.date.available2010-08-04T15:37:59Z
dc.date.issued2010-08-04T15:37:59Z
dc.identifier.urihttp://hdl.handle.net/10415/2295
dc.description.abstractThe purpose of this study was to investigate the relationship between perceived parenting style, locus of control, self-efficacy, and student outcome (i.e. academic performance, GPA) in a sample of college students. The relationship among gender and ethnicity were also examined across these variables. There were 100 participants in this study, including 78 females and 22 males from a university in the Southeastern United States. All participants were between the ages of 19–23. Respondents were asked to supply their demographic information as well as self-report on their academic performance. Additionally, participants completed three questionnaires, including the Parental Authority Questionnaire, Adult Nowicki-Strickland Internal-External Control Scale, and the General Self-Efficacy Scale. Regression analysis was used to analyze the data. In sum, findings in the current study suggested that overall, parenting style and student outcome were not significantly related; self-efficacy did not moderate the relationship between parenting style and student outcome; locus of control did not moderate the relationship between parenting style and student outcome; parenting style and gender were not significantly related; self-efficacy and gender were significantly related; locus of control and gender were not significantly related. Implications for parents, college counselors, counselor educators and future research are discussed.en
dc.rightsEMBARGO_NOT_AUBURNen
dc.subjectEducationen
dc.subjectCounseling Psychologyen
dc.subjectRehabilitation and Special Educationen
dc.titleParenting Styles Influence on Locus of Control, Self-Efficacy and Academic Adjustment in College Studentsen
dc.typedissertationen
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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