Autonomy-Supportive Parenting as a Moderator of Associations Between Ethnic and Racial Identity Processes and Psychological Adjustment During College

Objectives: The purpose of this study was to test the roles of ethnic and racial identity (ERI) processes and autonomy-supportive parenting on college students' psychological adjustment. Method: American college students of color (N = 505) completed questionnaires assessing ERI exploration and commitment, autonomy-supportive parenting, and psychological adjustment (self-esteem, depressive symptoms). Key variables were operationalized as latent constructs, and main and interaction effects were tested using the latent moderated structural equation modeling approach. Results: Higher levels of ERI commitment (but not exploration) and parental autonomy support each uniquely predicted higher levels of self-esteem and lower levels of depressive symptoms. Parental autonomy support moderated associations between ERI processes and psychological adjustment, and the nature of moderation did not differ across Black and Latino/a/x students. Conclusions: Supporting the psychological adjustment of college students of color necessitates acknowledging the importance of both parental and institutional efforts to encourage students' autonomy strivings and ERI processes.