Date of Award

8-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Bonnie Nicholson, Ph.D.

Committee Chair School

Psychology

Committee Member 2

Austen Anderson, Ph.D.

Committee Member 2 School

Psychology

Committee Member 3

Eric Dahlen, Ph.D.

Committee Member 3 School

Psychology

Committee Member 4

Melanie Leuty, Ph.D.

Committee Member 4 School

Psychology

Abstract

College students are at high risk for experiencing psychological distress which impacts their academic, mental, and physical well-being (Eskin et al., 2016; Reed‑Fitzke & Lucier‑Greer, 2020; Sharp & Theiler, 2018). The Self Determination Theory (SDT) serves as a suitable framework for investigating the impact of parental autonomy support (PAS) and parental psychological control (PPC) on college students’ well-being and distress. According to SDT, the satisfaction of three foundational needs (autonomy, competence, and relatedness) supports well-being, while thwarting of these needs may be associated with psychological distress and resilience (Costa et al., 2016; Lera & Abualkibash, 2022; Reed‑Fitzke & Lucier‑Greer, 2020; Soo Hoo, 2023). Childhood adversity has also been associated with negative outcomes for college students (Gresham & Karatekin, 2023; Khrapatina & Berman, 2016). We examined the association between parenting practices, childhood adversity, and well-being and distress while considering psychological needs satisfaction and frustration as potential mediators. The final sample included 487 college students recruited from university sites and social media. Results found psychological needs frustration to be a salient mediator between parenting and mental health variables. Moreover, we did not find evidence that these models differed based on experience with ACEs. Findings from this study provide interesting perspectives about the relationships between socialization practices, needs thwarting, and well-being in college students.

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