Celebrating Scholarship and Creativity Day (2018-)

Document Type

Thesis

Publication Date

4-30-2026

Disciplines

Psychology

Advisor

Dr. Erin Donohue

Abstract

This study examines how parenting styles and personality factors influence college students’ intentions to study abroad. Using the Five-Factor Model and Baumrind’s parenting framework, it explores how authoritative, authoritarian, and permissive parenting relate to personality and students’ likelihood of pursuing international education, addressing a gap in research on early developmental influences. A sample of 156 undergraduate students from the College of Saint Benedict and Saint John’s University completed measures of personality (NEO-FFI), parenting style (Parental Authority Questionnaire), and study-abroad intention. Participants were divided into two groups: those who intend to study abroad and those who do not, allowing for direct comparison. Results revealed significant differences in agreeableness and neuroticism across parenting styles. Agreeableness differed significantly, with individuals from permissive and authoritarian households reporting higher levels than those from authoritative households, with a significant difference between authoritative and authoritarian groups. Neuroticism also varied by parenting style, with the highest levels observed in the permissive group and lower levels in the authoritative group. Additionally, students who intended to study abroad reported higher levels of social boldness. These findings highlight the role of both parenting and specific personality traits in shaping students’ intentions to engage in international academic experiences.

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