The Influence of Parental Psychological Control on Externalizing Behaviors Among College Students: The Mediating Role of Self-Control

Chenjie Lü; Xiujun Zhang

doi:10.70088/4q04ta26

Authors

Chenjie Lü School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, 063210, China Author
Xiujun Zhang School of Public Health, North China University of Science and Technology, Tangshan, Hebei, 063210, China Author

DOI:

https://doi.org/10.70088/4q04ta26

Keywords:

parental psychological control, self-control, externalizing behaviors, college students

Abstract

Purpose: This research aims to explore how parental psychological regulation, individual self-discipline, and outward-facing behaviors are interconnected within a university student population. Methods: A sample of 334 undergraduates participated in the data collection phase, utilizing standardized instruments to assess parent-led psychological control, self-regulatory capacity, and externalized conduct. The analytical framework involved testing for common method variance, alongside descriptive and correlational statistics to evaluate the mediating pathways. Findings: (1) Notable variations in self-regulatory levels were observed depending on whether participants were only children (t = -5.36, p < 0.001); specifically, those with siblings displayed superior self-control. Gender also played a significant role (t = -2.46, p < 0.01), as male students generally demonstrated lower self-discipline than their female counterparts. (2) Results indicated that externalized behavioral issues among undergraduates were strongly and positively associated with restrictive parental psychological practices (r = 0.85, p < 0.01). Conversely, self-management abilities were inversely related to both outward behavioral challenges (r = -0.23, p < 0.01) and the psychological control exerted by parents (r = -0.15, p < 0.01). (3) The analysis confirmed that self-regulation functions as a partial mediator in the link between parental psychological intervention and student externalizing conduct, representing a 2.35% contribution to the overall effect. Summary: (1) Individual self-discipline is significantly shaped by gender demographics and family structure. (2) Elevated levels of psychological governance from parents tend to erode student self-control while exacerbating externalized behavioral problems. (3) The mechanism through which parental control influences student behavior is partially explained by the participant's own self-regulatory skills; thus, such control not only predicts behaviors directly but also operates via an indirect internal path.

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