Parental Influences, Academic Success, and Well-Being, among College Students




Soto, Andrew Jacob

Journal Title

Journal ISSN

Volume Title



College student enrollment is on the rise in the United States. Unfortunately, many students struggle to complete their degrees. Although this is a multifaceted problem, student sychological distress and parental relationships have been shown to influence academic success. Due to the increased enrollment of first-generation and Hispanic students, generation and ethnicity were a focal point. Investigators proposed a moderated mediation model, in which parental factors, mental distress, and college factors mediated the relationship between Hispanic students and GPA, with generation status as a moderator of each relationship. Participants (N = 389; Females = 77.6%; Hispanic = 56.8%) were recruited from a large multicultural university. Measures included, demographic information, measures of mental distress, college self-efficacy, college challenges, well-being, parental factors, and cultural factors. The proposed moderated mediation was non-significant. Findings did support some of the previous research findings regarding mental distress, parenting, and academic success. Limitations include self-reported GPA, sample population, and sample characteristics. Future researchers should seek to develop a more parsimonious model of parenting, mental distress, and academic success, and look into a more objective measure of GPA and a more representative sample. Lastly, future researchers should strive to gear research toward informing/assisting institutions and addressing the performance and mental health issues current college students are facing.


This item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.


Academic Success, First-generation, Hispanic