### Conceptual Summary of Research Objectives ### **Study 1, Objective 1a** *Establish profiles of students’ parenting environments at the transition to university.* Using responses to the intake survey, our team will use LCA as described above, along with detailed descriptive data summaries and plots, to identify discrete profiles of autonomy support, emotional warmth, involvement, and academic motivation. I anticipate finding classes (profiles) that suggest adaptive environments (e.g., high autonomy support combined with age-appropriate involvement, high warmth, intrinsic student motivation) and maladaptive environments (e.g., low autonomy support, helicopter behaviours, and extrinsic student motivation or amotivation). **Study 1, Objective 1b** *Examine relations between profiles and student outcomes by the end of their first semester.* We will probe the meaning of our identified profiles and assess their validity by linking end-of-semester measures of success and well-being to LCA class membership. The extent to which each profile may be deemed adaptive versus maladaptive will be clarified by these associations, which may differ for students from different ethnic backgrounds and for first-generation students (for whom neither parent has a university degree).