The Predictive Nature of Humor, Authoritative Parenting Style, and Academic Achievement on Indices of Initial Adjustment and Commitment to College among College Freshmen

Hickman, Gregory P.; Crossland, G.

doi:10.2190/uq1b-0ubd-4axc-u7wu

Cited by 22 publications

(11 citation statements)

References 31 publications

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“…The findings therefore validate Baumrinds (1991) theory. Furthermore, the current findings concur with Hickman and Crossland (2005) who reveal that parents who are concerned and involved in their children promote school success and positive academic improvements.…”

Section: Discussion:-supporting

confidence: 90%

Percieved Fathers’ Parenting Behaviours and Adolescent Children’s Academic Performance in Kenya Primary Schools.

Githinji¹,

Kuria²

2016

IJAR

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Section: Discussion:-supporting

confidence: 90%

Percieved Fathers’ Parenting Behaviours and Adolescent Children’s Academic Performance in Kenya Primary Schools.

Githinji¹,

Kuria²

2016

IJAR

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“…Authoritative parents enforce rules while considering the child an integral part of decision making. Many studies have consistently linked the non-coercive and democratic characteristics of this parenting to its superiority in fostering intrinsic motivation and higher academic performance (Hickman and Crossland 2004;Jackson et al 2005).…”

Section: Implications Of Parenting Styles On Psychological Outcomesmentioning

confidence: 99%

First-Year Female College Students’ Academic Motivation as a Function of Perceived Parenting Styles: A Contextual Perspective

Alt¹

2014

J Adult Dev

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The connections between three parenting styles (authoritarian, permissive, and authoritative) and three motivational constructs (extrinsic/intrinsic and amotivation for learning) of 202 Palestinian-Arab young females were tested. This study used structural equation modeling statistical method and smallest space analysis (SSA, a variant of multidimensional scaling MDS) to compute the complex relationships indicated in previous research between the examined variables. Results showed that the participants perceived their parents as more authoritative than authoritarian or permissive. According to the path analysis results, the authoritative parenting style was negatively connected to amotivation, the authoritarian was positively related to extrinsic motivation, and a positive relation was found between permissiveness and amotivation for learning. Only the SSA has confirmed the postulated connection between the authoritative parenting style and intrinsic motivation variables. Implications of these findings and directions for future research are discussed.

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“…As seen above, research has dealt with the study variables in pairs; however, there was no study found revealing the serial aspects including all these variables. Additionally, studies present findings that coping humor may increase belongingness (e.g., Hickman & Crossland, 2004;Meyer, 2000); belongingness may strengthen forgiveness (e.g., Barnes Exline, Baumeister, Bushman, Campbell, & Finkel, 2004); and that forgiveness may elevate subjective happiness (e.g., Datu, 2014;Elemo et al, 2018;Osman & Miranda, 2014). When examined in more detail, humor is a mechanism that may unite people by both strengthening connections and improving feelings of belonging to a group (Martin & Ford, 2018).…”

Section: Aim Of the Studymentioning

confidence: 99%

Exploring the relationship between coping humor and subjective happiness:belongingness and forgiveness as serial mediators

Satıcı¹

2020

Health Psychology Report

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health psychology report • volume 8(3),  original article background Positive psychology plays an important role in strengthening mental health. Nevertheless, the relationships between variables have not been clarified yet. The present study used an undergraduate sample to test a mediation-based model of the cross-sectional association of coping humor with subjective happiness, as serially mediated by belongingness and forgiveness. participants and procedure A total of 306 valid participants (51.6% female and 48.4% male), ranging in age from 18 to 26, completed paper and pencil questionnaires assessing subjective happiness, coping humor, belongingness, and forgiveness. The bootstrapping procedure was used for serial mediation. results The results indicated a significant and positive link among subjective happiness, coping humor, belongingness, and forgiveness. In addition, serial mediation analysis revealed that coping humor was associated with higher belongingness, which was associated with increased forgiveness, which were then associated with more subjective happiness. Therefore, coping humor was indirectly associated with more subjective happiness via belongingness and forgiveness, in a serial fashion. conclusions These findings indicated that coping humor could help university students' belongingness, and improve forgiveness, thereby enhancing their subjective happiness. We suggest possible prevention and intervention programs for increasing subjective happiness among individuals with low coping humor and suggest courses for future inquiry. We also discuss the theoretical and practical implications of these findings.

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The Predictive Nature of Humor, Authoritative Parenting Style, and Academic Achievement on Indices of Initial Adjustment and Commitment to College among College Freshmen

Cited by 22 publications

References 31 publications

Percieved Fathers’ Parenting Behaviours and Adolescent Children’s Academic Performance in Kenya Primary Schools.

Percieved Fathers’ Parenting Behaviours and Adolescent Children’s Academic Performance in Kenya Primary Schools.

First-Year Female College Students’ Academic Motivation as a Function of Perceived Parenting Styles: A Contextual Perspective

Exploring the relationship between coping humor and subjective happiness:belongingness and forgiveness as serial mediators

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