Publication Details
Abstract
Adolescence is a pivotal stage of development marked by the pursuit of autonomy, identity formation, and psychological adaptation to emerging social, academic, and personal challenges (Steinberg, 2001; Brown & Larson, 2009). Parental influence remains a central determinant of adolescent adjustment, with parenting styles which are authoritative, authoritarian, permissive, and neglectful exerting differential effects on autonomy, emotional regulation, and overall psychological well-being (Baumrind, 1966, 1991; Darling & Steinberg, 1993). Guided by Baumrind’s Parenting Styles Theory and Self-Determination Theory (Deci & Ryan, 2000), this study examined the impact of parenting practices on adolescent autonomy and psychological well-being among students in selected universities in Bafoussam, West Region of Cameroon. The study focused on three major universities: University of Dschang, University of Bamenda Bafoussam Satellite Campus, and Catholic University Institute of Bafoussam. The University of Dschang is renowned for its comprehensive programs in social sciences, education, and health sciences, attracting a diverse student population and fostering critical thinking and civic engagement. The University of Bamenda Bafoussam Satellite Campus emphasizes science and technology education while providing platforms for student development and community engagement. The Catholic University Institute of Bafoussam offers value-based education and moral development programs, providing a context for studying psychosocial outcomes influenced by family and cultural values. These universities collectively provide a representative sample of the higher education environment in Bafoussam, reflecting diverse academic, cultural, and social settings. A mixed-methods research design was employed to capture both quantitative and qualitative dimensions of adolescent experiences. The study population comprised 420 undergraduate students aged 17–25 years, selected through stratified random sampling across three major universities. Quantitative data were gathered using the Parental Authority Questionnaire (Buri, 1991) and the Ryff Psychological Well-Being Scale (Ryff, 1989), while qualitative insights were obtained through focus group discussions to explore perceptions of parental influence and self-directed decision-making. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were subjected to thematic content analysis. Results revealed that authoritative parenting was a significant positive predictor of adolescent autonomy (r = 0.67, p < 0.001) and psychological well-being (r = 0.64, p < 0.001), corroborating findings that warmth, structure, and support enhance self-regulation, resilience, and adaptive functioning (Steinberg et al., 1992; Spera, 2005; Pinquart, 2017). In contrast, authoritarian parenting was negatively associated with autonomy (r = –0.54, p < 0.01) and psychological well-being (r = –0.48, p < 0.05), reflecting the constraining effects of excessive control and rigid discipline (Chang et al., 2003; Luyckx et al., 2010). Permissive parenting demonstrated a mixed pattern promoting emotional expression but limiting self-regulatory capacities while neglectful parenting was strongly associated with low autonomy, psychological maladjustment, and heightened vulnerability to stress (Ryan & Deci, 2000; Nsamenang, 1992). Thematic analysis of qualitative data reinforced these trends, revealing that adolescents perceiving parental warmth, guidance, and autonomy support reported higher confidence, improved coping strategies, and enhanced emotional stability, whereas those experiencing controlling or absent parenting expressed psychological distress, dependence, and difficulties in decision-making. The study highlights the critical role of parenting styles in shaping the psychosocial development of adolescents within the Cameroonian higher education context, aligning with global research on the positive impact of authoritative parenting and the risks associated with coercive or neglectful practices (Baumrind, 1991; Deci & Ryan, 2000; Steinberg, 2001). Findings underscore the need for parental education, university counseling programs, and mentorship initiatives to reinforce autonomy supportive environments and foster psychological well-being. This study contributes to the understanding of how culturally contextualized parenting practices influence the development of autonomous, resilient, and mentally healthy young adults in African university settings.