Academic Satisfaction and Internalizing Symptoms in College Students: The Moderating Role of Helicopter Parenting

Type: Undergraduate
Author(s): Riley Lewis Psychology Naomi Ekas Psychology Abbie Heidenreich Psychology Kaitlin Hinch Psychology
Advisor(s): Naomi Ekas Psychology

Introduction: Parents can have a crucial impact on their child’s academic performance and internalizing symptoms. For example, parents who engage in helicopter parenting, are excessively involved and monitor their children, which is associated with mental health problems (Schiffrin et al., 2014). Children's report of maternal helicopter parenting is associated to perfectionist discrepancies, extrinsic motivation to learn, and avoidance to goals in learning which have been related to lower academic performance (Schiffrin et al., 2014). However, there is a lack of research that examines the role of helicopter parenting in college students' academic satisfaction and mental health outcomes. Thus, the overall goal of the current study is to examine the associations between helicopter parenting, academic satisfaction, and internalizing symptoms.

Method: 667 college students from Southern Methodist University and Texas Christian University served as participants for this study. All students participated during Spring of 2019. Students answered surveys about their parents' levels of helicopter parenting, their own mental health, and their academic performance. Measures used in the current analysis include Padilla-Walker & Nelson Helicopter Parenting Scale (Padilla-Walker & Nelson, 2012), Inventory for Depression and Anxiety Symptoms (IDAS; Watson et al., 2007), and College Student Subjective Well-Being Scale (Renshaw & Bolognino, 2016).

Results: A two-way moderated regression examined the effect of academic satisfaction (centered) on depressive symptoms as a function of helicopter parenting (centered) in a sample of college students. The results indicated significant main effects for both academic satisfaction, b= -1.12 (SE = .09), t = - 11.82, p ≤ .001, such that as academic satisfaction increases depressive symptoms decrease, and helicopter parenting, b = 1.88 (SE = .84), t = 2.25, p ≤ .001 such that as helicopter parenting increases depressive symptoms decrease. However, there was not a significant interaction between academic satisfaction and helicopter parenting, b = .13 (SE = .15), t = .83, p = .41.

Another two-way moderated regression examined the effect of academic satisfaction (centered) on college students' well-being as a function of helicopter parenting (centered). The results indicated that there was a significant main effect for academic satisfaction, b= 0.61 (SE = .04), t = 14.01, p ≤ .001. There was no significant main effect for helicopter parenting, b = - 0.35 (SE = .04), t = -0.91, p = 0.36. However, these main effects were qualified by a significant interaction, b = - .17 (SE = .07), t = - 2.35, p = .02. To probe at this interaction further, we conducted simple slope analyses to examine the relationship between academic satisfaction on students' well-being at low, mean, and high levels of helicopter parenting. The results revealed that at low (-1 SD), b = 0.71 (SE = .06), t = 11.83, p ≤ .001, mean, b = .61 (SE = .04), t = 14.01, p ≤ .001, and high (+1 SD), b = .51 (SE = .06), t = 7.88, p ≤ .001, levels of helicopter parenting, higher student academic satisfaction resulted in higher well-being. Overall, these results suggest that academic satisfaction can serve as a protective factor against helicopter parenting for a college students’ emotional well-being.

Discussion: The results of the current study revealed that helicopter parenting is significantly associated with an increase in depressive symptoms in college students. These results are consistent with past research (Wang et al., 2025). However, academic satisfaction appears to be a potential protective factor against helicopter parenting for students’ well-being. It is possible that when students are satisfied with their academic success can potentially protect from the negative impacts from helicopter parenting. It is important to note a potential limitation of the current study such that, the sample is not representative of the broader population but rather the sample of high-income college-aged students. Overall, based on these findings, school psychologists should focus on increasing academic satisfaction by fostering a supportive environment for students, and aiding in aligning students' courses to their preferences and personal strengths in order to counter potential parental pressures.

Perceptions and Experiences of ADHD in Higher Education

Type: Undergraduate
Author(s): Ava McConnell Psychology
Advisor(s): Michelle Chen Psychology

Parental Attachment and Emotional Intelligence in Law Enforcement Officers

Type: Undergraduate
Author(s): Sydnee Moody Psychology Kayla Rabb Psychology
Advisor(s): Danica Knight Psychology

Associations between Autism Symptom Severity and Parent Relationship Quality in Parents of Autistic Children

Type: Undergraduate
Author(s): Emily Ozawa Psychology Naomi Ekas Psychology Ramzi Quintanilla Psychology Whitney Sullivan Psychology
Advisor(s): Naomi Ekas Psychology

Faculty Perceptions of ADHD In Higher Education

Type: Undergraduate
Author(s): Sarah Pelinger Psychology
Advisor(s): Michelle Chen Psychology

Improving Caregiver Education about Dementia Through the Science of Learning

Type: Undergraduate
Author(s): Michala Pollard Psychology
Advisor(s): Uma Tauber Psychology

Improving Caregiver Education about Dementia Through the Science of Learning
Michala Pollard, Emma Goffard, Ariana Elsden, Lesca Hadley, & Uma Tauber
Most (83%) of the care provided to people living with dementia (PLwD) is provided by informal caregivers such as family members or friends who are not paid for their assistance. Informal caregivers’ 18 billion hours of care is valued at $339.5 billion for 2022 alone (Alzheimer’s Association, 2024). Caregivers for PLwD often assist with complex medical tasks and manage challenging emotional and behavioral symptoms of dementia with limited formal training (e.g., Fortinsky & Hathaway, 1990; Penrod & Dellasega, 1998; Ringer et al., 2020). As the demand for caregiving increases, it is critical to understand how caregivers can best learn and retain essential information for managing ADRD care.
The goal of is project is to establish methods to improve caregiver education about the behavioral and psychological symptoms (BPSD) of dementia. Specifically, our educational intervention incorporates principles from the science of learning for structuring retrieval practice to optimize learning (e.g., Agarwal et al., 2021; Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). We compared the structured retrieval practice intervention against an active control comparison to determine the degree to which structured retrieval practice enhances caregivers’ long-term retention of dementia care information.
Caregivers of PLwD were recruited from the community and underwent an online survey screening and video or in-person screening prior to study enrollment. Caregivers learned 4 modules on emotion and mood symptoms of dementia – agitation, irritation, apathy, and depression – via the learning intervention or active control (rereading). Caregivers took an immediate test of their knowledge approximately 10 minutes after study and after a 2-day delay. Our novel intervention significantly increased caregivers’ knowledge immediately, and their knowledge was maintained 2 days later at a significantly higher rate relative to the active control comparison.

Examining Support & Perceived Necessity of Trauma-Informed Care in Human Service Sectors

Type: Graduate
Author(s): Kayla Rabb Psychology
Advisor(s): Danica Knight Psychology

There is an ever-increasing push for trauma-informed practices to be integrated into human service sectors and systems of care (e.g., criminal justice, education, healthcare). Trauma is a well-documented public health concern, leading many systems to revise their approach to care to emphasize a trauma-informed lens of “what has happened to you” as opposed to “what is wrong you” with those they are serving. As service providers in these systems of care are charged with integrating trauma-informed care (TIC) into their everyday practices, further research is needed to examine those factors contributing to successful TIC implementation, including whether service providers see the value in TIC. The presented study serves as a pilot, addressing this gap by exploring beliefs about the necessity for and feasibility of implementing TIC. The presented study looks to sample 175 undergraduate students majoring or minoring in human service professions (e.g. social work, healthcare, education, criminal justice). The study will employ a pre-post two-group experimental design, in which participants will read vignettes depicting individuals seeking care from a human service sector, followed by questions about the appropriateness of the interactions. Participants will be randomly assigned to either the control group (which will receive unrelated educational information) or the exposure group (which will receive educational information about trauma-informed practices) before reevaluating the vignettes again. Pre-and post-test measures will assess changes in beliefs regarding the necessity and feasibility of TIC as a function of group assignment (treatment vs. control). Thus, the presented study looks to document beliefs about the perceived necessity and feasibility of using TIC in human service systems and to explore whether these perceptions change after exposure to TIC education in future service providers.

Caught in the Middle: Exploring the Nature of Situationships

Type: Undergraduate
Author(s): Grace Rickey Psychology Melissa Brillhart Psychology
Advisor(s): Sarah Hill Psychology

Situationships represent an increasingly common form of romantic involvement, with nearly 40 percent of Americans and half of young adults ages 18 to 34 reporting having been in one (YouGov, 2024). Although these relationships resemble traditional dating in terms of emotional connection, sexual involvement, and shared time, they lack labels, commitment, and clearly defined expectations (Langlais et al., 2024). Despite their prevalence, situationships remain understudied. Therefore, the present study investigated whether power dynamics and gender influence investment strategies in situationships. To investigate this, heterosexual men and women ages 18 to 32 were recruited through Prolific, and participants who reported being in a situationship were assigned into one of four conditions: woman in control, woman not in control, man in control, or man not in control. 400 eligible respondents (100 per condition) completed measures of mate retention behaviors and situationship investment. It was hypothesized that situationships controlled by women, compared to those controlled by men, would involve male partners engaging in more resource display and greater expressions of love and care, whereas situationships controlled by men would involve the female partners engaging in more appearance enhancement and sexual behaviors as investment strategies. Data are forthcoming.

The association between environmental threat cues and women's mating strategies

Type: Undergraduate
Author(s): Stephen Roberts Psychology Melissa Brillhart Psychology
Advisor(s): Sarah Hill Psychology

During ancestral times, while women focused on child-rearing, they relied on their male mates to protect their family. Nowadays, women can protect their families themselves by employing strategies like using a home security system or owning a firearm. However, modern women continue to form long-term relationships with men to reduce the risk of encountering harm (Wilson & Mesnick, 1997). Crucially, men will not provide investment without getting something in return. One resource that men value that women can provide in exchange for investment is granting men sexual access (Baumeister & Vohs, 2004). Therefore, given that women continue to use men as a protective resource and men will accept sexual access in exchange, we should find that women in dangerous environments are more sexually open. This study aims to examine the impact of dangerous environments on women’s sexual strategies. Importantly, no previous research has focused on this. Overall, I predict that women who are primed with dangerous environment cues, compared to women who are primed with a control condition, will show higher levels of sexual openness. By gaining more knowledge about how dangerous environments can influence women’s mating strategies, we can better understand how evolutionary mechanisms continue to influence women’s sexual behaviors. Data are forthcoming.

The Impact of Helicopter Parenting and Emerging Adults' Perceptions of Parental Conflict on their Romantic Relationships: The Mediating Role of Adult Attachment

Type: Graduate
Author(s): Whitney Sullivan Psychology Ava Burton Psychology Jasmine Durrant Psychology
Advisor(s): Naomi Ekas Psychology

The term helicopter parenting (i.e., parents’ over-involvement in the lives of their child) has been used to describe parents who exercise increased involvement and control over their child and is mostly regarded as developmentally inappropriate for emerging adults (Kouros et al., 2017; Padilla-Walker & Nelson, 2012). The association between helicopter parenting and poorer relationship satisfaction in college students has recently been observed (Jiao et al., 2024). Interparental conflict has been associated with poor relationship quality in emerging adults (Parade et al., 2012; Singh & Thomas, 2023). In addition, studies have indicated that interparental conflict and helicopter parenting predict negative attachment characteristics in children (Laurent et al., 2008; Miller et al., 2024). The goal of the current study was to examine the associations between helicopter parenting, interparental conflict, and parenting warmth on college students’ relationship satisfaction. An additional goal of the current study was to examine the extent to which negative attachment-related behaviors (i.e., anxiety and avoidance) explain these associations.

Participants included 413 undergraduate students in a romantic relationship who were enrolled in psychology courses across two private universities in the Dallas-Fort Worth area. Students completed a series of questionnaires through an online survey platform in exchange for course credit. Measures used for the current study included the Consolidated Helicopter Parenting Scale (CHPS; Schiffrin et al., 2019), the Conflict Properties subscale of the Children's Perception of the Interparental Conflict Scale (CPIC; Grych et al., 1992), the Parental Bonding Instrument (PBI; Parker et al., 1979), the Experiences in Close Relationships (ECR; Miller et al., 2024), and the Couples Satisfaction index (CSI; Funk & Rogge, 2007).

A structural regression model was conducted using structural equation modeling (SEM) in MPlus (Muthén & Muthén, 2017) to examine the associations between relationship satisfaction and parenting behaviors as well as interparental conflict mediated by level of attachment-related anxiety and avoidance. Significant negative associations were observed between relationship satisfaction and conflict properties (b = -.09 (SE = .05), p = .050), and level of attachment-related anxiety (b = -.19 (SE = .05), p ≤ .001) and avoidance (b = -.49 (SE = .04), p ≤ .001). Direct associations between relationship satisfaction and helicopter parenting as well as parental warmth were non-significant (ps ≥ .206). Significant positive associations were observed between attachment-related anxiety and helicopter parenting (b = .33 (SE = .05), p ≤ .001) and conflict properties (b = .17 (SE = .05), p = .001). Helicopter parenting was positively associated with attachment-related avoidance (b = .19 (SE = .05), p ≤ .001). All other effects were non-significant, ps ≥ .119.

Findings of the current study indicate that helicopter parenting behaviors increase negative attachment-related behaviors (i.e., anxiety and avoidance) in college students, which, in turn, decreases their relationship satisfaction with their current romantic partner. Interparental conflict negatively impacts college students’ relationship satisfaction. Parental warmth does not impact college students’ attachment-related behaviors or their relationship satisfaction. A strength of the current study is a large sample size well-powered for conducted analyses. Limitations include use of self-report measures and a non-representative sample as most participants were White females. Future research should examine these associations over time as well as include the use of observational measures. Clinicians working with college students with helicopter parenting and interparental conflict experiences should implement interventions designed to strengthen positive attachment-related behaviors.

• The Link Between Natural Mentoring and Resiliency in the Face of Adverse Experiences and Insecure Attachment

Type: Undergraduate
Author(s): Jessie Swartz Psychology Lillyan Shelley Psychology
Advisor(s): Danica Knight Psychology