Date of Project
College of Arts and Sciences
This correlational study evaluates the relationships between academic achievement, worry, personality, and parental warmth and control. Results add to the existing literature surrounding what behaviors parents may or may not practice when raising their children and what connections these behaviors may have to their children succeeding academically and/or experiencing worrisome thoughts when they’re college-aged. Additionally, the role of student personality in parenting behaviors, academic achievement, and worry is evaluated. Multiple correlational hypotheses are offered and evaluated along with a moderation model (personality and worry as moderators of the relationship between parenting and academic achievement). 273 college students completed an online survey responding to items assessing their academic achievement (high school and college GPAs & ACT scores), general level of worry, personality (conscientiousness, neuroticism, love of learning, and achievement striving), and the warmth and control displayed by up to three caregivers. Results showed significant positive correlations between parental warmth and academic achievement, parental warmth and conscientiousness, male parental control and worry (r = .20, p < .01), parental control and neuroticism, conscientiousness and high school GPA (r = .21, p < .01), and between neuroticism and worry (r = .76, p < .01). Significant negative correlations were found between parental control and academic achievement and between parental warmth and neuroticism. Model testing partially supported the hypothesis that personality and worry moderate the relationship between parenting and academic achievement. Complete results of this study may be helpful in informing the ways parents behave to increase the likelihood that their children develop into academically successful and mentally healthy individuals.
Kaufling, Katherine G., "Exploring Associations Between Student Academic Achievement, Worry, Personality, and Parental Warmth and Control" (2019). Undergraduate Theses. 36.