Helicopter Parenting, Authenticity, and Depressive Symptoms: A Mediation Model

Abstract

Helicopter parenting is an overinvolved, overcontrolling parenting style that likely interferes with children’s healthy development of authenticity. Authenticity refers to self-awareness and a genuine expression of the self and is important for college students as they traverse the opportunities and challenges of emerging adulthood. Authenticity appears to be a protective characteristic and is negatively related to depressive symptoms. The authors proposed and tested a model in which helicopter parenting was related to depressive symptoms through authenticity. In the present investigation, college students (n = 286) completed self-report instruments assessing perceptions of helicopter parenting, current states of authenticity (self-alienation, authentic living, external influence), and depressive symptoms. Path analysis was conducted with AMOS, and the data fit the model well (χ²(1) = .580, p = .446, TLI = 1.103, CFI = 1.000, RMSEA = .000). Helicopter parenting was related to higher levels of self-alienation and external influence and lower levels of authentic living. Self-alienation and authentic living were related to depressive symptoms (external influence was not related to depressive symptoms). These findings demonstrate the importance of considering developmental predictors of authenticity and depression. Helicopter parenting is likely to inhibit authenticity in ways that may contribute to difficulties in emerging adulthood.

Keywords:

• Authenticity
• depression
• helicopter parenting

Compliance with ethical standards

This research project was conducted in compliance with ethical standards. The research was approved by the university Institutional Review Board, participants were informed of the study and participated voluntarily, and the authors do not have any conflicts of interest.

Acknowledgments

Any opinion, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Additional information

Funding

The material in this document is based in part on work supported by the National Science Foundation Graduate Research Fellowship under Grant No. 2017224312.

Notes on contributors

Lisa A. Turner

Lisa A. Turner is a professor in the Psychology Department at the University of South Alabama. Her research focuses on family patterns that support the development of emerging adults.

Robert D. Faulk

Robert D Faulk completed his Master of Science degree in the Psychology Department at the University of South Alabama. He is currently pursuing a PhD in Psychology at the University of Alabama.

Tully Garner

Tully Garner completed his Master of Science degree in the Psychology Department at the University of South Alabama.