Theses and Dissertations

Advisor

Nadorff, Danielle

Committee Member

McKinney, Cliff

Committee Member

Prince, Pauline

Date of Degree

8-7-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Graduate Thesis - Open Access

Major

Psychology

Degree Name

Master of Science (M.S.)

College

College of Arts and Sciences

Department

College of Arts and Sciences

Abstract

Academics in college predicts life outcomes; students from lower socioeconomic status (SES) backgrounds often face greater challenges. One such population, consisting of many individuals from marginalized backgrounds, are those raised by nontraditional parents. This study investigated predictors of academics among 357 college students, examining authoritative parenting style, intrinsic motivation, academic locus of control (LoC), SES, and caregiver type (parental vs. non-traditional). Academics was assessed using two composite scores: 'academic knowledge' (GPA/ACT) and 'compensatory attention' (working memory via n-back task accuracy and attention/concentration via SMALSI-C). Hierarchical regressions revealed that higher authoritative parenting, higher SES, and being raised by biological parents significantly predicted better academic knowledge. While a more internal LoC was the primary predictor of better compensatory attention. Exploratory analysis revealed SES moderates the relation between authoritarian parenting and academic knowledge. Findings suggest distinct pathways influence traditional academic metrics versus cognitive processes related to academic outcomes.

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