Abstract

Research has demonstrated that parenting styles partially explain college students’ academic adjustment. However, to account for academic adjustment more fully, additional contributors should be identified and tested. We examined the fit of a hypothesized model consisting of parenting styles, indicators of well-being, and academic adjustment among 315 college students. The model demonstrated a close fit to the data and contained several significant paths.

Document Type

Article

Publication Date

3-2014

Notes/Citation Information

Published in Journal of College Student Development, v. 55, no. 2, p. 139-150.

© 2014 The Johns Hopkins University Press. This article first appeared in Journal of College Student Development, Volume 55, Issue 2, March, 2014, pages 139-150.

Digital Object Identifier (DOI)

http://dx.doi.org/10.1353/csd.2014.0013

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