Role of Perceived Parenting Styles, as Determinants of, Maladaptive Perfectionism, Procrastination, and Self-Esteem in College Students

The present study examined the role of perceived parenting styles as determinants of maladaptive perfectionism, procrastination, and self-esteem in college students. Using a cross-sectional research design, data were collected from 300 college students (150 boys and 150 girls) aged 15–22 years, selected through convenient sampling from private and Government colleges in District Sialkot, Pakistan, between November 2024 and October 2025. Standardized self-report measures were employed, including the Frost Multidimensional Perfectionism Scale (Frost et al., 1990), the Parental Authority Questionnaire (Buri, 1991), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and the Procrastination Scale (Lay, 1986). Descriptive statistics, Pearson product–moment correlation, multiple regression analysis, and independent-samples t tests were used for data analysis. The results revealed significant associations between perceived parenting styles and maladaptive perfectionism, procrastination, and self-esteem. Authoritarian parenting was positively associated with maladaptive perfectionism and procrastination and negatively associated with self-esteem, whereas authoritative parenting showed a positive relationship with self-esteem and a negative relationship with procrastination. Regression analyses further indicated that perceived parenting styles significantly predicted maladaptive perfectionism, self-esteem, and procrastination. The findings highlight the enduring influence of parental practices on college students’ self-esteem and emphasize the importance of balanced parental warmth and control in promoting adaptive outcomes.