{"id":{"repo_id":"central-wash","oai_identifier":"oai:digitalcommons.cwu.edu:etd-1604"},"canonical_url":"https://search.dev.ndltd.org/etd/central-wash/oai:digitalcommons.cwu.edu:etd-1604","repository":{"repo_id":"central-wash","name":"Central Washington University","base_url":"https://digitalcommons.cwu.edu/do/oai/"},"display":{"title":"The Effect of Parenting Styles on Academic Self-Efficacy, Resilience, and Help Seeking","abstract":"Parenting is a balance of behaviors that can influence a child’s outcome. Twenty-eight undergraduate college students completed ratings of parenting styles, resilience, and help-seeking behaviors, as well as academic self-efficacy. None of these variables were significant predictors of academic self-efficacy, although significant positive correlations were found between an authoritative parenting style and the variables of help-seeking and resilience. Help-seeking and academic self-efficacy were negatively correlated, suggesting that students with lower academic self-efficacy reported a higher willingness to seek help. Implications of these findings for both mental health counselors and university student support staff are discussed.","abstract_html":"Parenting is a balance of behaviors that can influence a child’s outcome. Twenty-eight undergraduate college students completed ratings of parenting styles, resilience, and help-seeking behaviors, as well as academic self-efficacy. None of these variables were significant predictors of academic self-efficacy, although significant positive correlations were found between an authoritative parenting style and the variables of help-seeking and resilience. Help-seeking and academic self-efficacy were negatively correlated, suggesting that students with lower academic self-efficacy reported a higher willingness to seek help. Implications of these findings for both mental health counselors and university student support staff are discussed.","abstract_has_math":false,"creators":["Gonzalez, Ana"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":null,"degree_discipline":"Mental Health Counseling","degree_department":null,"school":null,"contributors":["Susan Lonborg","Meaghan Nolte","Fred Washburn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T01:36:58Z","subjects":["Parenting","Academic Self-Efficacy","Resilience","Help Seeking","Counseling","Mental and Social Health","Psychiatry and Psychology","Psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/594","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan Lonborg","Meaghan Nolte","Fred Washburn"]},{"key":"dc:creator","label":"Author","values":["Gonzalez, Ana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-28T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mental Health Counseling"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parenting","Academic Self-Efficacy","Resilience","Help Seeking","Counseling","Mental and Social Health","Psychiatry and Psychology","Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/594"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Parenting is a balance of behaviors that can influence a child’s outcome. Twenty-eight undergraduate college students completed ratings of parenting styles, resilience, and help-seeking behaviors, as well as academic self-efficacy. None of these variables were significant predictors of academic self-efficacy, although significant positive correlations were found between an authoritative parenting style and the variables of help-seeking and resilience. Help-seeking and academic self-efficacy were negatively correlated, suggesting that students with lower academic self-efficacy reported a higher willingness to seek help. Implications of these findings for both mental health counselors and university student support staff are discussed."]},{"key":"dc:title","label":"Title","values":["The Effect of Parenting Styles on Academic Self-Efficacy, Resilience, and Help Seeking"]}]}],"canonical_facts":{"dc:contributor":["Susan Lonborg","Meaghan Nolte","Fred Washburn"],"dc:creator":["Gonzalez, Ana"],"dc:date.available":["2017-03-28T07:00:00Z"],"dc:description.abstract":["Parenting is a balance of behaviors that can influence a child’s outcome. Twenty-eight undergraduate college students completed ratings of parenting styles, resilience, and help-seeking behaviors, as well as academic self-efficacy. None of these variables were significant predictors of academic self-efficacy, although significant positive correlations were found between an authoritative parenting style and the variables of help-seeking and resilience. 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