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ERIC Number: ED532250
Record Type: Non-Journal
Publication Date: 2011
Pages: 137
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-1377-6
ISSN: N/A
The Effects of Parenting Style on College Transition
Smith, Gerri
ProQuest LLC, Ph.D. Dissertation, Walden University
College retention rates are a growing problem for many universities. Previous researchers focused on the inconsistencies between high school exit exams and college entrance exams, marginalized groups, and students with disabilities. However, a gap remains in the current literature regarding other external variables that may affect college transition. The purpose of this study was to examine two nonacademic constructs, (specifically, perceived parenting style and locus of control orientation) as predictors of college adjustment from Bandura's social learning perspective. Thirty college freshmen, from a suburban community in the Northeastern U.S., participated in this study. Participants reported their high school grade point averages on a demographic survey, as well as completing (a) a parent authoritative questionnaire, (b) the adult Nowicki-Strickland locus of control survey as predictors of college adjustment, and (c) the student adaptation to college questionnaire. The student adaptation to college questionnaire served as the criterion variable in the hierarchical multiple regression analysis. The results of a correlation analysis revealed no significant relationship between perceived parenting style and locus of control orientation and successful college adjustment. However, in MANOVA, using parenting style as the predictor variable and the four subscales of the SACQ as the dependent variables, results revealed a significant difference between authoritative parenting style and the other styles in the areas of academic adjustment and personal/emotional adjustment. The study may help effect positive social change by providing insight to professionals to help them counsel and support incoming freshmen and their parents about nonacademic and academic success factors and improve retention rates and first-year success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nowicki Strickland Locus of Control Scale; Student Adaptation to College Questionnaire