The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.
This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.
Abar
Beau
B
The Pennsylvania State University, 110 South Henderson Building, State College, PA 16801, USA. bwa117@psu.edu
Carter
Kermit L
KL
Winsler
Adam
A
D000124:Achievement; D000293:Adolescent; D000328:Adult; D001741:Black or African American / Q000523:psychology* / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008425:Maternal Behavior / Q000523:psychology*; D009034:Mother-Child Relations; D016487:Parenting; D017149:Private Sector / Q000706:statistics & numerical data*; D012067:Religion; D012309:Risk-Taking; D012927:Social Control, Informal; D011795:Surveys and Questionnaires; D014495:Universities / Q000706:statistics & numerical data*