Influence of parenting styles on the adjustment and academic achievement of traditional college freshmen

Using self-report questionnaire data, the Parental Authority Questionnaire, Quick Word Test, Rosenberg Self-Esteem Inventory, and family demographics (i.e., family structure and parental education) were administered to 101 co llege freshmen. Researchers examined the relationship between parenting sty les and (a) academic achievement and (b) adjustment of traditional college freshmen. Multiple regression models demonstrated that authoritative parent ing style was positively related to student's academic adjustment. Moreover Self-esteem was significantly predictive of social, personal-emotional, go al commitment-institutional, academic, and overall adjustment of traditiona l college freshmen. Implications are drawn for parents as well as education al institutions.