(PS12-26) Helicopter Parenting, Learning Strategies, and Academic Achievement: Exploring the Complexities of Parental Influence

Helicopter parenting (HP) is a distinct form of overparenting characterized by being high in guidance, involvement, and emotional support, while simultaneously limiting the child’s autonomy. Parents who helicopter parent often cite their child’s academic performance, commonly measured by grade point average (GPA), as a reason for their behavior. However, HP is associated with lower GPA. In contrast, higher GPA is associated with using effective learning strategies.  Metacognitive learning strategies, more complex cognitive learning strategies, and time management skills are all positively correlated with course grades and overall GPA. We were interested if the negative relation between HP parenting and child’s GPA was due to how much a child used learning strategies. We theorized that HP inhibits children’s initiative and drive, which reduces their application and use of effective learning strategies. We used Preacher and Hayes’ Process model to test our hypothesis that learning strategies would mediate the relation between HP and child GPA. Helicopter Parenting was measured with the Helicopter Parenting Inventory (HPI; Odenweller et al.,2014). Learning strategies were captured using the  Motivated Strategies for Learning Questionnaire (Pintrich, etal. 1991). The sample comprised 210 undergraduates (53.6% female; 38.1% in their junior year). Although, as predicted, there was a significant negative relation between HP and child GPA, our hypothesis was not supported and learning strategies did not mediate this relation. Specifically, the total effect between HP and GPA was significant (path c), β = -.09, p < .05. The relation between HP and learning strategies was not significant (path a), β= -.02, p = .67. The relation between learning strategies and GPA was significant (path b), β= .16, p < .01.  However, the association between HP and GPA remained significant after entering learning strategies (path c’), β = -.09, p < .05. Additionally, the total indirect effects were not significant as the bias corrected 95% CI was .0113, and CI 95% = -.034 to .012 and included zero (path ab). Hence, learning strategies showed no direct or indirect mediation on the relation between HP and GPA. Learning strategies were unrelated to HP, indicating that HP’s documented effects on autonomy and self-efficacy are independent to a child’s use of effective learning strategies. The lack of mediation suggests the presence of as-yet unidentified factors that account for the link between helicopter parenting and academic achievement. Parental pressure and academic self-efficacy beliefs may be fruitful areas of future study, as well as depression and anxiety as research suggests both are elevated in the children of HP.