We examined helicopter parenting (e.g., intervening, assisting with tasks that emerging adults are capable of performing independently) during the transition to university relative to positive parenting (autonomy support, warmth, age-appropriate involvement) and academic motivation. Participants were n = 460 full-time, first-year undergraduates who completed surveys in September and December. In a latent profile analysis, differences were prominent for positive parenting (three profiles featured relatively low, moderate, and high levels). Amotivation was highest in combination with lower positive parenting. Intrinsic motivation was highest in combination with higher positive parenting; helicopter parenting was similar across profiles and was not meaningfully associated with end-of-semester well-being. End-of-semester outcomes were poorest for low positive parenting, but supplemental analyses showed disadvantages were already evident in September. Perceptions of parents during the transition to university likely reflect continuity from adolescent parenting environments. Results do not support the narrative that helicopter parenting is common or a barrier to student success.

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Nearly 40% of Canadian university students are depressed. However, strong social support may mitigate adverse outcomes for some. This study examined: (1) If students who showed initial depression were more likely to experience poorer end‐of‐semester well‐being (continued depressive symptoms, burnout, and poor social and academic adjustment); and (2) if social support was a moderator for initial depression effects on poorer end‐of‐semester well‐being. Participants (N = 461) were first‐time first‐year undergraduates who completed questionnaires in September and December 2018. Entering university with depressive symptoms was associated with end‐of‐semester depression, burnout and decreased academic adjustment. Across well‐being outcomes, social support was not beneficial for those who entered university with high depressive symptoms.

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