The Mediating Effect of Self-Differentiation in the Relationship Between the Psychological Control of Parents Perceived by University Students and the Ability to Solve Social Problems

Objectives The purpose of this study was to verify the mediating effect of self-differentiation in the relationship between perceived parents' psychological control and social problem-solving ability by university students. Methods To this end, an online survey of male and female students at a four-year university was conducted to collect data, and 301 copies were used for the final statistical analysis. Descriptive statistical analysis, reliability analysis, and correlation analysis for each variable were performed using SPSS 29.0 as the collected data, and hierarchical regression analysis and bootstrapping were performed to verify the mediating effect of self-differentiation. Results Parents' psychological control was found to have a statistically significant negative correlation with social problem-solving ability and self-differentiation, and self-differentiation and social problem-solving ability were found to have a positive correlation. In addition, it was found that self-differentiation was mediated in the relationship between parents' psychological control perceived by university students and social problem-solving ability . Conclusions First, it is significant that the relationship between parents' psychological control perceived by university students, social problem-solving ability, and self-differentiation was verified, and the mediating effects of self-differentiation, cognitive function versus emotional function, self-integration, family projection, emotional disconnection, and family retreat were verified, respectively. Second, it is significant that by identifying major variables that affect the level of social problem-solving ability of university students, basic data on the development of counseling and educational programs related to the reduction of parental psychological control and improvement of self-differentiation perceived by university students were presented for college students with low levels of social problem-solving ability. Third, it is significant in that it provided basic data to establish a multifaceted approach and practical intervention strategy in the field of education and counseling by considering university students' family-related and individual variables together to improve the level of social problem-solving ability of university students.