Examining The Triadic Link: Parenting Styles, Test Anxiety, and Emotional Regulation Among Psychology Students

This study investigates the nuanced dynamics between perceived parenting styles and psychological constructs, namely Test Anxiety and Emotional Regulation, among collegiate psychology students in India. The research explores potential variations in emotional regulation and test anxiety based on perceived parenting styles, namely authoritative, authoritarian, and permissive, and studies the relationship and trend between Test Anxiety and Emotional Regulation. Data were gathered through questionnaires from a sample of 201 undergraduate and postgraduate psychology students aged 17-25 pan-India. The descriptive research design employed the statistical analyses, One Way ANOVA, Pearson Correlation Coefficient, and Simple Linear Regression. The results indicated significant differences in test anxiety among the three perceived parenting styles, with authoritarian parenting exhibiting higher test anxiety levels compared to authoritative parenting with the lowest scores. No significant differences were found in emotional regulation based on perceived parenting styles. The correlation analysis revealed no significant relationship between emotional regulation and test anxiety. The regression analysis further supported this by indicating no significant predictive impact of emotional regulation on test anxiety. The implications extend to educators, mental health professionals, and parents, emphasizing the importance of understanding and addressing these factors to promote the well-being and academic success of collegiate psychology students in the Indian context.