The Relationship between Perceived Parenting Style and Hope in College Students.

The purpose of this study was to investigate the relationship between levels of hope and perceived parental authority style in college students (N.251). It was expected that there would be a positive relationship between authoritative parenting and students' levels of hope. It was also expected that there would be a negative relationship between authoritarian parenting and levels of hope. Results reveal that authoritative parenting, with its high but balanced levels of nurturance, communication, control, and maturity demands, appears to consistently be related to positive outcomes in children as well as adolescents. While this study does not indicate causality or the direction of the relationship between hope and authoritative parenting, it serves as a springboard for future studies of parenting style and positive outcomes such as hope. (Contains 16 references and 1 table.) (GCP) Reproductions supplied by EDRS are the best that can be made from the original document. The Relationship between Perceived Parenting Style and Hope in College Students by Lisa M. Edwards Gary E. Price U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization C3) originating it. o Minor changes have been made to improve reproduction quality. CD Points of view or opinions stated in this document do not necessarily represent 0 official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 dEST COPY AVAILABLE The Relationship Between Perceived Parenting Style and Hope in College Students For decades researchers have investigated parenting styles and other family variables in an effort to better understand what factors contribute to both negative and positive outcomes in children, adolescents, and adults. In one of the most comprehensive longitudinal studies investigating family socialization, Baumrind (1967, 1971) identified parents who she classified as authoritarian, permissive, and authoritative. Authoritative parents were those parents who balanced high maturity demands and control with high nurturance and clear communication. Authoritative parents exhibited consistent but flexible parenting, and fostered a sense of selfreliance and autonomy in their children. Later studies have supported the notion that authoritative parenting is associated with positive outcomes in children and adolescents. Several studies have indicated a positive relationship between authoritative parenting style and children's self-esteem (Buri, 1989; Buri, Louiselle, Misukanis, & Mueller, 1988; Coopersmith, 1967; Gecas, 1971; Peterson, Southworth, & Peters, 1983) as well as self-actualization (Dominguez & Carton, 1997). Academic performance also appears to be related to authoritative parenting, with children of authoritative parents demonstrating more self-regulation and competence, and higher school grades and scores on standardized tests (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987; Grolnick & Ryan, 1989; Weiss & Schwarz, 1996). Hope Snyder's (1994b) conceptualization of hope suggests a model comprised of three cognitive components: goals, agency, and pathways. Goals are considered the targets or endpoints of mental action sequences, and as such form the anchor of hope theory (Snyder, Ilardi, Michael, & Cheavens, 2000). Pathways, which are the routes towards desired goals, are