This study examines how parental locus of control relates to university students’ well-being and academic success. Using a sample of 350 undergraduate students from three universities, the study examined the associations between students’ perceptions of parental control, levels of depression, and academic achievement. Participants completed standardized questionnaires including a Parental Locus of Control Scale, the Patient Health Questionnaire-9 for depression, and an academic achievement survey. Pearson correlation analyses and linear regression were used to test the hypothesized relationships. The findings revealed a weak but significant positive correlation between a higher external parental locus of control and greater student depression (r ≈ .17, p < .01). In addition, student depression was moderately negatively correlated with academic achievement (r ≈ –.41, p < .01), indicating that more severe depressive symptoms were associated with poorer academic performance. Notably, parental locus of control and depression together significantly predicted students’ academic achievement in a regression model, accounting for roughly 23% of the variance in performance. A more external parental locus of control (i.e. students perceiving their parents as overly controlling or attributing outcomes to outside forces) and higher depression levels both independently predicted lower academic success in students. These results underscore the intertwined influence of parental factors and mental health on student outcomes. The study concludes that excessive parental control can exacerbate student depression and hinder academic progress, highlighting the importance of balancing parental involvement with student autonomy. Universities, families, and mental health practitioners should collaborate on interventions that reduce the detrimental impact of over-control and support students’ psychological well-being and independent learning. Future research is recommended to examine these dynamics across diverse cultural contexts and longitudinally to inform tailored interventions for improving student well-being and achievement.
Muqaddas Jahangir Abbasi (Wed,) studied this question.