A study of the transition from high school to college

Kristen M Croteau

St. Anselm College

Introduction

Methods

Results

Discussion

Tables

Appendices

References

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Results

Two types of statistical analyses were employed in this study.  First, a Pearson correlation was used to correlated the two divisions of each of the three parenting style subtypes for mothers and fathers, self-esteem and adaptation to college.  Results showed that mother’s authoritative parenting style was positively correlated with both adolescent’s self-esteem and adaptation to college (r=.55, p=.001; r=.42, p=.01 respectively) (see Table 1).  In addition fathers’ authoritative parenting style was also positively correlated to self-esteem and adaptation to college (r=.35, p=.04; r=.42, p=.05 respectively) (see Table 2). Overall, self-esteem and student adaptation to college were positively correlated, r=.42, p=.01 (see Table 3).

            Secondly, a t-test was used to assess the difference between the means of self-esteem or adaptation to college with either high or low groups of parenting style subtypes of mothers and fathers.  Final scores from the Parental Authority Questionnaire (PAQ) were assigned to either high or low groups using a simple division at the median.  Scores ranging from 10-30 were labeled low and scores ranging from 31-50 were labeled high.  Results showed that means of self-esteem were higher with both low authoritarian parenting, t(33)=2.06; p=.05 (see Table 4), and high authoritative parenting, t(33)=2.96; p<.05 (see Table 5).  Means of adaptation to college were higher with high authoritative parenting from the mother, t(33)=-2.18; p<.05 (see Table 6).  Father’s parenting style did not significantly effect self-esteem or adaptation to college in either direction.

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