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As the generational context of higher education shifts, a rise in Emotional Support Animal (ESA) use and mental health concerns are present for students on college campuses. While previous studies have aimed to address the relevancy and controversy of ESAs in higher education as well as their effectiveness in supporting individuals, less research has explored underlying factors that contribute to the use of an ESA. The purpose of this study was to explore the parenting behaviors ofdoi:10.20429/gcpa.2021.370104 fatcat:3mjeywhqlndyzlcya4yyvmzsom