Adjustment of College Freshmen as Predicted by Both Perceived Parenting Style and the Five Factor Model of Personality—Personality and Adjustment (original) (raw)
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PARENTING BEHAVIOR AND PERSONALITY TRAITS OF COLLEGE STUDENTS
ijetrm journal
Personality is what makes a person unique. The main purpose of this study is to determine which indicator of parenting behavior best predict the personality traits of college students. Descriptive correlation method of research was employed in the study. The study was conducted among 100 college students at the University of Southern Philippines. The findings revealed that the levels of personality traits of students are high and their personality traits are also high. Parenting behavior has a relationship with the personality traits of students. In addition, none of the indicators of parenting behavior best predict the personality traits of the students. Lastly, parenting behavior significantly influences the personality traits of the students. The result is supported by Marcela (2015) stated that how the parents behave, act, and communicate to the child yields positive interaction and influence to the personality traits.
Journal of Educational and Psychological Studies , 2016
The current study examines the association between university students’ perceptions of parenting styles and their university life adjustment. Data were collected from Sultan Qaboos University (SQU) in Oman. The sample consisted of 2562 undergraduate students (59% were females) from different colleges and study years. The participants responded to two questionnaires. The first questionnaire examined students’ perceptions of three parenting styles: authoritative (7 items), authoritarian (7 items), and permissive (6 items). The university life adjustment was examined by a questionnaire that focused on psychological (10 items) and non-psychological (5 items) problems that students face during university years. Both measures were found to be stable and reliable. The findings showed that college students reported high levels of authoritative and authoritarian parenting styles, low levels of permissive style, and low psychological and non-psychological problems. Additionally, results of two separate regression analyses indicated that students’ psychological problems were predicted positively by authoritarian mother and negatively by authoritative mother and authoritative father; the non-psychological problems were predicted negatively by authoritative father and positively by authoritarian mother and permissive father. Findings were discussed within Omani cultural context.
Pakistan journal of humanities and social sciences, 2023
The aim of this study was to explore predictors of academic achievement with association of parenting style and personality traits. After a review of the detailed literature the following hypotheses were formulated; a) parenting styles would be the predictor of personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism), b) personality traits would be the predictor of parenting styles (supportive parenting, compassionate parenting, controlling parenting, avoidant parenting and orthodox parenting), c) there would be positive relationship between academic achievement and parenting styles (supportive parenting, compassionate parenting, controlling parenting, avoidant parenting and orthodox parenting), d) There would be positive relationship between academic achievement and personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism). The total sample was N=500, (male 50% and female 50%) between 18-30 years. A purposive sampling technique was used to collect data from government universities of Faisalabad. In addition, to explore findings, following psychological measures was used i.e. Perceived Dimensions of Parenting Scale (PDPS) and Big Five IPIP Personality Scale used to measure participant's personality traits. The descriptive statistical and regression analysis of variance tests was used and the findings showed that there is a significant prediction between parenting styles and academic achievement (R2 =.083; F (1,498) = 44.87 p<.001). The findings of the study showed that there is significant prediction between personality traits and academic achievement (R2 =.251; F (1,498) =116.83 p<.001). It is concluded that parenting styles and personality traits have significant predictions in academic achievement among adolescents.
Bulletin of the Psychonomic Society, 1991
In recent years, many colleges and universities in the United States have suffered a decline in the enrollment of students of "traditional" age (17-24 years). A new group of students has assumed many of the places once held by many "traditional" students; these newcomers, over the age of 25 years, have been labeled "nontraditional." For the present study, the short form of the Taylor Manifest Anxiety Scale, the Texas Social Behavior Inventory, and the Self-Perception Profile were used to evaluate selected personality characteristics of both "traditional" and "nontraditional" undergraduates. The results indicated that only minimal differences exist between these two groups. However, significant gender effects, notably in the areas of manifest anxiety and self-esteem, were obtained. For numerous reasons, many adults are deciding to return to, or begin, a college career (Sewall, 1984, 1986). Because they are older than most "traditional" students, who fall into the 17-to 24-year-old bracket (Long, 1980), these students have come to be known as "nontraditional." Reports showing a concomitant decrease in the enrollment of "traditional" students and increase in the enrollment of "nontraditional" students underscore the impact and potential importance of this student group (Hruby, 1985). Although the "nontraditional" student has only recently begun to receive the attention of much research, this is not the first time that older individuals have attended college (see Cross, 1982; Houle, 1961; Kasworm, 1980). The introduction of the G.1. Bill in the 1940s, for example, helped produce an increase in the number of older men who enrolled as undergraduate students. Nevertheless, prior to this period, most universities' enrollments of ' 'adult" students were disproportionately low, except in correspondence courses, night courses, extension courses, special classes for "adults," or graduate courses (Kasworm, 1980). The number of female students also
First-Year Students’ Adjustment to University Life as a Function of Relationships with Parents
Journal of Adolescent Research, 2000
One understudied aspect of first-year students' transition to university is their relationship with parents. This study investigates the contributions that perceived parenting style, current relationships with parents, and psychological well-being variables make toward perceived overall adjustment to university, from both socio/emotional adaptation perspectives and actual academic achievement. Data were collected from a sample of 408 (116 males and 292 females) first-year students attending university in a large metropolitan Canadian city. Results indicated that mutual reciprocity and discussion with parents, as well as the psychological well-being variables, have direct links to adjustment to university. There was an indirect, positive relationship between authoritative parenting and adaptation variables. Furthermore, the predictor variables differed by both gender and outcome measures. Interpretation of these results, their congruence within the context of the theoretical frameworks, and practical implications are discussed. There is a growing body of evidence suggesting that attending university for the first time entails a transition in young peoples'lives that incorporates a great deal of stress. Although some students experience this transition as a challenge to personal growth, others are overwhelmed by the changes and
PERSONALITY TRAITS AND SOCIAL SKILLS AMONG COLLEGE STUDENTS
The goal of schools and universities is to make graduates ready for a collaborative work environment. The study was conducted to identify which domain of parenting behavior best predict the personality traits of college students. Descriptive correlation method of research was used in the study. The study was conducted among 150 students' college students in the University of Southeastern Philippines, College of Development Management. Based on the findings, the researcher concluded the level of parenting behavior of parents is high and the level of personality traits of the college students is also high. There is a significant relationship between parenting behavior of parents and personality traits of the college students.
A thesis presented to the College of Communication, Department of Communication Research, Polytechnic University of the Philippines, Manila. This paper aims to know the relationship of personality of the respondents which are the freshman students of the Polytechnic University of the Philippines and their college adjustment. However, the result is still not available because the researchers intended to used the batch 2015-2016 of the freshman students and planned to conduct the survey in mid December due to the validity and reliability of the results.
College Student Mind-Set: Does Student-Parental Relationship Influence the Student's Mind-Set?
Research in Higher Education Journal, 2017
The purpose of this study was to examine influence mother and father nurturance on college students fixed and growth mindset. Studies have shown that students who have support of their parents have a better chance of acquiring a growth mindset and attitudes in order to succeed in post-secondary education. Data was collected among 167 adult college students, representing 137 (82%) female and 30 (18%) male participants. The participants completed a demographic survey, the Parental (Father) Nurturance Scale with 24 items, Parental (Mother) Nurturance Scale with 24 items and the Mindset Scale with 20 items. A One-Way ANOVA showed that there was a significant difference in a student’s growth mindset that showed high social supports and life satisfaction for both traditional and non-traditional students.