Parental Involvement Among Collegiate Student-Athletes: An Analysis Across NCAA Divisions

Despite emerging evidence of a link between parental involvement and student-athletes’ (SA) experiences, and the desire for educational programming for parents of these SAs, previous research has been limited to the Division I level. This has prevented the ability to inform, develop, and deliver parent programming across the NCAA’s diverse membership. The present study was designed to descriptively assess SA reports of parental involvement (i.e., support, contact, academic engagement, athletic engagement) across NCAA Division I, II, and III member institutions and examine the potential impact of this involvement on SAs’ experiences (i.e., academic self-efficacy, athletic satisfaction, well-being, individuation). Participants were 455 SAs (53% female; 81% Caucasian; Mage = 19.81, SD = 1.65) from DI (30%), DII (37%), and DIII (33%) institutions, who completed an online survey with items assessing parental involvement and SA experiences. Regarding academic classification, 32% were freshmen, 24% sophomores, 22% juniors, and 22% seniors. Results provide novel evidence for an absence of division-wide differences in average levels of involvement and no variability in links between involvement and SA experiences across divisions. Results complement and extend previous research by offering a clearer understanding of differential associations between involvement and SAs’ experiences regardless of division, notably that involvement bolstered well-being but also strongly detracted from individuation. Findings highlight the importance of developing programs to promote positive and developmentally-appropriate parental involvement across the spectrum of intercollegiate athletics, especially given the absence of evidence-based resources presently offered by the NCAA

Further Defining Spectral Type "Y" and Exploring the Low-mass End of the Field Brown Dwarf Mass Function

We present the discovery of another seven Y dwarfs from the Wide-field Infrared Survey Explorer (WISE). Using these objects, as well as the first six WISE Y dwarf discoveries from Cushing et al., we further explore the transition between spectral types T and Y. We find that the T/Y boundary roughly coincides with the spot where the J-H colors of brown dwarfs, as predicted by models, turn back to the red. Moreover, we use preliminary trigonometric parallax measurements to show that the T/Y boundary may also correspond to the point at which the absolute H (1.6 um) and W2 (4.6 um) magnitudes plummet. We use these discoveries and their preliminary distances to place them in the larger context of the Solar Neighborhood. We present a table that updates the entire stellar and substellar constituency within 8 parsecs of the Sun, and we show that the current census has hydrogen-burning stars outnumbering brown dwarfs by roughly a factor of six. This factor will decrease with time as more brown dwarfs are identified within this volume, but unless there is a vast reservoir of cold brown dwarfs invisible to WISE, the final space density of brown dwarfs is still expected to fall well below that of stars. We also use these new Y dwarf discoveries, along with newly discovered T dwarfs from WISE, to investigate the field substellar mass function. We find that the overall space density of late-T and early-Y dwarfs matches that from simulations describing the mass function as a power law with slope -0.5 < alpha < 0.0; however, a power-law may provide a poor fit to the observed object counts as a function of spectral type because there are tantalizing hints that the number of brown dwarfs continues to rise from late-T to early-Y. More detailed monitoring and characterization of these Y dwarfs, along with dedicated searches aimed at identifying more examples, are certainly required.Comment: 91 pages, 15 figures, accepted for publication in The Astrophysical Journa

Mind Games: Parental Psychological Control and Emerging Adults\u27 Adjustment

Although parental psychological control has been consistently linked with negative outcomes in the child and adolescent literatures, little is known about how it functions in an age-representative emerging adult population beyond college students. Consequently, this study examined the extent to which paternal and maternal psychological control were directly and indirectly (via self-esteem) related to emerging adult adjustment (i.e., life satisfaction, engagement in risk behaviors, and adulthood status). Participants were 310 emerging adults (Mage = 25.37; 55.8% female) from across the United States who completed an online survey. Results revealed that paternal psychological control had a direct effect on all measures of emerging adult adjustment and self-esteem, whereas maternal psychological control solely had a direct effect on risk behaviors. Results also indicated indirect effects of paternal psychological control. Increases in paternal psychological control predicted declines in emerging adult self-esteem, which in turn was associated with decreased life satisfaction and endorsement of feeling fully adult. Altogether, findings suggest that even low levels of parental psychological control are linked with detrimental outcomes in a sample of generally well-adjusted representative emerging adults

Mind games: Parental psychological control and emerging adults’ adjustment

Although parental psychological control has been consistently linked with negative outcomes in the child and adolescent literature, little is known about how it functions during the developmental time frame of emerging adulthood, which is characterized by increased freedom and instability. Consequently, this study examined the extent to which paternal and maternal psychological controls were directly and indirectly (via self-esteem) related to hallmarks of emerging adult adjustment, notably risky behaviors, life satisfaction, and feelings about adulthood status. Recruited via MTurk, participants were 310 emerging adults (Mage = 25.37; 56% female) across the U.S. who completed an online survey. Results revealed paternal psychological control had a direct effect on risky behaviors and self-esteem, whereas maternal psychological control solely had a direct effect on risky behaviors. Results also indicated indirect effects of paternal psychological control. Increases in paternal psychological control were linked to declines in self-esteem, which in turn was associated with decreased life satisfaction and endorsement of adulthood status. Altogether, findings suggest that even low levels of parental psychological control were linked to detrimental outcomes in an age-representative sample—encompassing the full age range of emerging adulthood from 18 years to 29 years—of emerging adults. Thus, findings contribute to a better understanding of parent–child relationships and the consequences of parental control during the third decade of life, which has important implications for informing parenting strategies across emerging adulthood

Parental Involvement Among Collegiate Student-Athletes: An Analysis Across NCAA Divisions

Despite emerging evidence of a link between parental involvement and student-athletes’ (SA) experiences, and the desire for educational programming for parents of these SAs, previous research has been limited to the Division I level. This has prevented the ability to inform, develop, and deliver parent programming across the NCAA’s diverse membership. The present study was designed to descriptively assess SA reports of parental involvement (i.e., support, contact, academic engagement, athletic engagement) across NCAA Division I, II, and III member institutions and examine the potential impact of this involvement on SAs’ experiences (i.e., academic self-efficacy, athletic satisfaction, well-being, individuation). Participants were 455 SAs (53% female; 81% Caucasian; Mage = 19.81, SD = 1.65) from DI (30%), DII (37%), and DIII (33%) institutions, who completed an online survey with items assessing parental involvement and SA experiences. Regarding academic classification, 32% were freshmen, 24% sophomores, 22% juniors, and 22% seniors. Results provide novel evidence for an absence of division-wide differences in average levels of involvement and no variability in links between involvement and SA experiences across divisions. Results complement and extend previous research by offering a clearer understanding of differential associations between involvement and SAs’ experiences regardless of division, notably that involvement bolstered well-being but also strongly detracted from individuation. Findings highlight the importance of developing programs to promote positive and developmentally-appropriate parental involvement across the spectrum of intercollegiate athletics, especially given the absence of evidence-based resources presently offered by the NCAA