Interpersonal Relationship Rating Scale; *Monitoring

This study examines the relationship of adolescent identity achievement to parental monitoring and support. The 1,012 students who comprise the sample were drawn from two administrations of a survey, the first including sophomores and seniors and the second consisting only of seniors from two Catholic high schools in the Washington, DC area. Correlations between predictor variables revealed a significant association of school monitoring, social monitoring, and support monitoring with gender, each of these constructs being higher among girls than boys. Both types of monitoring correlated highly with each other and with parental support. Social monitoring, school monitoring, and support were significantly correlated with identity achievement, but decision-making was not. A multiple regression analysis was used to clarify the relationship between the combined predictor variables and identity achievement. Parental support and monitoring of social and school activities by parents were significant predictors o