Graduate Program

Clinical Psychology

Degree Name

Master of Arts (MA)

Semester of Degree Completion


Thesis Director

Wesley D. Allan

Thesis Committee Member

Caridad F. Brito

Thesis Committee Member

Mariana M. Juras


Emerging adults are posited to experience their own life stage that differs from adolescents and adults in a variety of ways. This study explored the interaction between the parent-child relationship and emerging adult academic success. Participants were 275 university students who completed measures of their self-perception of adulthood including actual parental involvement and ideal parental involvement. These factors were examined among students who were academically at-risk and academically in good standing. Regardless of academic status, students indicated moderate to high levels of parental involvement, desired more parental involvement, and identified with the emerging adulthood stage more than any other life stage (i.e., adolescence and adulthood). Parental involvement and emerging adulthood constructs were not related to student academic success; however, subscales of parental interaction were correlated positively with several emerging adulthood factors.