The purpose of this study was to examine the relationship of parental involvement on academic functioning, to explore some of the dimensions of adjustment in Croatia and Poland and to determine the predictive validity of parental support, parental control and automatic thoughts on the student adjustment, taking into account cultural differences. A total of 620 students (394 croatian and 226 polish students, of which 491 women and 129 men) were involved. Students attended different years of study and different universities and colleges in Croatia and Poland in the age range of 18-29 years. Several scales have been used in the study: scale of adjustment to college, scale of parental involvement in academic functioning, scale of automatic thoughts during learning process and taking exams and general information questionnaire. Results suggested that croatian students are better emotionally and socially adapted from Polish regardless of gender. Furthermore, parents provide more support for girls in Croatia. Significant differences in parental control were found; parents are more controlling in Croatia than in Poland. The results point to gender differences in the variables fear of failure and lack of motivation and interest, which are higher in women, regardless of the country in which they live. Positive and encouraging thoughts are more common in croatian students and women in general, and also women in Croatia. Furthermore, parental support significantly predicts positive emotional, social and academic adjustment among croatian students, while among polish students parental support positively predicts only academic adjustment. Parental control has not been significant negative predictor of the study neather in the croatian neather in the polish sample. Fear of failure negatively predicts emotional adjustment in croatian and polish students and social and academic adjustment in croatian students. Lack of motivation and interest negatively predicts social and academic adjustment in polish students, while the fear of parental disapproval and lack of motivation and interest negatively predict academic adjustment in croatian students.