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      How is gambling related to perceived parenting style and/or family environment for college students?

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          Abstract

          Background and aims

          The relationship between college student gambling, parenting styles, and family environments is a neglected area of gambling research. Do parenting styles indirectly influence problem gambling behaviors via family environments? Do poor family environments, characterized by high levels of conflict and low levels of cohesion, increase the likelihood of problem gambling among youth? This study explored the interrelationships among college students' current gambling behaviors and a) having an emotionally close and supportive family environment, b) having nagging and critical parents, c) having an authoritative mother, and d) frequency of alcohol consumption.

          Methods and results

          Survey data were collected from 450 undergraduate students enrolled in introductory psychology classes at two state universities in a southern state. Feeling that one has nagging and critical parents was associated with gambling in more venues, while the opposite was true for having emotionally close and supportive families. However, perceptions of having authoritative mothers were not related to gambling. The results also showed that more frequent alcohol consumption was associated with higher odds of gambling in casinos, playing cards for money, betting on sports, gambling on the Internet, higher gambling losses, and a larger number of gambling venues.

          Conclusions

          As with any exploratory research, there are several unique lines of inquiry that can, and should, follow from these findings, including more research on how college students' attitudes toward gambling activities may have begun prior to college and been influenced by their feelings about their homes and parents.

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          Most cited references 43

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          The relation of parenting style to adolescent school performance.

          This article develops and tests a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Using a large and diverse sample of San Francisco Bay Area high school students (N = 7,836), we found that both authoritarian and permissive parenting styles were negatively associated with grades, and authoritative parenting was positively associated with grades. Parenting styles generally showed the expected relation to grades across gender, age, parental education, ethnic, and family structure categories. Authoritarian parenting tended to have a stronger association with grades than did the other 2 parenting styles, except among Hispanic males. The full typology best predicted grades among white students. Pure authoritative families (high on authoritative but not high on the other 2 indices) had the highest mean grades, while inconsistent families that combine authoritarian parenting with other parenting styles had the lowest grades.
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            Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families.

            In a previous report, we demonstrated that adolescents' adjustment varies as a function of their parents' style (e.g., authoritative, authoritarian, indulgent, neglectful). This 1-year follow-up was conducted in order to examine whether the observed differences are maintained over time. In 1987, an ethnically and socioeconomically heterogeneous sample of approximately 2,300 14-18-year-olds provided information used to classify the adolescents' families into 1 of 4 parenting style groups. That year, and again 1 year later, the students completed a battery of standardized instruments tapping psychosocial development, school achievement, internalized distress, and behavior problems. Differences in adjustment associated with variations in parenting are either maintained or increase over time. However, whereas the benefits of authoritative parenting are largely in the maintenance of previous levels of high adjustment, the deleterious consequences of neglectful parenting continue to accumulate.
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              Do parents still matter? Parent and peer influences on alcohol involvement among recent high school graduates.

              This study investigated the influences of peer and parent variables on alcohol use and problems in a sample of late adolescents in the summer immediately prior to entry into college. Participants (N = 556) completed a mail survey assessing peer influences (alcohol offers, social modeling, perceived norms), parental behaviors (nurturance, monitoring), and attitudes and values (disapproval for heavy drinking, permissiveness for drinking), and alcohol use and alcohol-related consequences. Hierarchical regression analyses indicated significant associations between both peer and parental influences and alcohol involvement, and showed that parental influences moderated peer-influence-drinking behavior, such that higher levels of perceived parental involvement were associated with weaker relations between peer influences and alcohol use and problems. These findings suggest that parents continue to exert an influential role in late adolescent drinking behavior.
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                Author and article information

                Journal
                2006
                122266
                Journal of Behavioral Addictions
                JBA
                Akadémiai Kiadó, co-published with Springer Science+Business Media B.V., Formerly Kluwer Academic Publishers B.V.
                2062-5871
                2063-5303
                1 March 2013
                17 November 2012
                : 2
                : 1
                : 42-49
                Affiliations
                [ 1 ] Grinnell College, Grinnell, IA, USA
                [ 2 ] Department of Sociology, Indiana University-Purdue University, Indianapolis, IN, USA
                [ 3 ] School of Human Sciences, Mississippi State University, Starkville, MS, USA
                [ 4 ] Department of Sociology, Indiana University-Purdue University, 425 University Blvd., Room 303, Cavanaugh Hall, Indianapolis, IN, 46202, USA
                Author notes
                [* ] +1-317-274-8704, pikel@ 123456iupui.edu
                Article
                6
                10.1556/jba.1.2012.014
                © 2013 The Author(s)

                Open Access statement. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License ( https://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted use, distribution, and reproduction in any medium for non-commercial purposes, provided the original author and source are credited, a link to the CC License is provided, and changes – if any – are indicated.

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                Self URI (journal page): https://akademiai.com/loi/2006

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