scholarly journals Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis

2021 ◽  
Author(s):  
Ziwen Teuber ◽  
Xin Tang ◽  
Lena Sielemann ◽  
Nantje Otterpohl ◽  
Elke Wild
Keyword(s):  
Autonomy Support ◽  
Psychological Control ◽  
Self Determination Theory ◽  
Psychological Development ◽  
School Students ◽  
Autonomy Development ◽  
Latent Profile Analyses ◽  
The Stability ◽  
Parenting Profiles

AbstractThe important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, Mage at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents’ positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles’ stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.

SMOKING BEHAVIOR OF NEWTON SCHOOL CHILDREN—5-YEAR FOLLOW-UP

PEDIATRICS ◽  
1967 ◽  
Vol 40 (3) ◽  
pp. 363-372
Author(s):  
Eva J. Salber ◽  
Theodor Abelin
Keyword(s):  
High School Students ◽  
Smoking Status ◽  
School Achievement ◽  
Smoking Habit ◽  
Smoking Behavior ◽  
Causative Role ◽  
School Students ◽  
Tenth Grade ◽  
The Stability

The smoking habits of Newton, Massachusetts, high school students attending the tenth grade were investigated in 1959 at the age of 15. In 1965 a stratified random sample of these students was again studied in order to examine change in smoking behavior and to identify characteristics which predict future smoking behavior in teenagers. Between the ages of 15 and 21, the percentage of smokers doubled among the girls and almost doubled among the boys, with 55% of the girls and 63% of the boys now smoking. The heavier smokers at age 15 smoked even more at 21. Only 12% of the 15-year-old smokers had stopped smoking, but 36% of nonsmokers had become smokers and 71% of discontinued smokers had resumed smoking, thus pointing to the stability of the smoking habit and to the instability of the discontinued smoking status among young people. Variables predicting relapse by discontinued smokers included parents who smoked, poor academic achievement at school, heavier consumption of cigarettes before discontinuing, judgment of smoking as harmless and a disbelief in the causative role of smoking in lung cancer. Students who had stopped smoking because of influence of others relapsed more readily while those who had stopped because they did not enjoy it were less likely to relapse. A powerful predictor of change from nonsmoker to smoker was the student's own anticipation of smoking. Nonsmokers were less likely to become smokers if they objected to smoking on moral or aesthetic grounds. Social class, parental smoking, and school achievement are still related to smoking at age 21, but mainly due to an effect before the age of 15. It is suggested that antismoking programs might be more effective if conducted before the age of 15.

Autonomous Motivation and Pro-Environmental Behaviours Among Bedouin Students in Israel: A Self-Determination Theory Perspective

2015 ◽  
Vol 31 (2) ◽  
pp. 223-247 ◽  
Author(s):  
Haya Kaplan ◽  
Nir Madjar
Keyword(s):  
High School Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Large Scale ◽  
Intervention Program ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students ◽  
Environmental Behaviours

AbstractPromoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students’ parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in turn lead to PEBs, over and above the contributions of the students’ self-perceived competence and relatedness. The participants were 102 Bedouin high-school students (Grades 8 to 10) sampled from a cultural background characterised by a collectivist-hierarchical society in Israel. The results, based on structural equation modelling, indicated that moderators and parental autonomy support, as well as self-perceived relatedness and competence, were associated with students’ autonomous motivation, which in turn was associated with pro-environmental behaviours (including cleaning behaviours, activism, and preserving behaviours). The study supported the hypothesised model and demonstrated that SDT can be utilised as a theoretical framework for educational programs aimed at improving students’ self-determined PEBs.

The role of parents in facilitating autonomous self-regulation for education

2009 ◽  
Vol 7 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Wendy S. Grolnick
Keyword(s):  
Autonomy Support ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Three Dimensions ◽  
Children And Parents ◽  
School Research ◽  
Role Of Parents ◽  
One Year

Self-determination theory identifies three dimensions of parenting — autonomy support versus control, involvement, and structure — as facilitating children's autonomous motivation in school. Research involving children of a range of ages — one-year-olds through adolescents — and from a variety of research labs supports this theory. This work is reviewed, as is research on characteristics of children and parents and their external surrounds that facilitate and undermine parenting that is conducive to children's autonomous motivation. Research suggests bidirectional and dynamic influences among context, parenting, and children's motivation.

A cross-cultural analysis of autonomy in education

2009 ◽  
Vol 7 (2) ◽  
pp. 253-262 ◽  
Author(s):  
Valery I. Chirkov
Keyword(s):  
Autonomy Support ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Self Determination ◽  
Deterministic Models ◽  
Psychological Evidence

In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

scholarly journals Becoming a perfectionistic adolescent: Perceived parental behaviors involved in developmental trajectories of perfectionism

2021 ◽  
pp. 089020702110129
Author(s):  
Lavinia E Damian ◽  
Oana Negru-Subtirica ◽  
Eleonora I Pop ◽  
Joachim Stoeber
Keyword(s):  
Autonomy Support ◽  
Psychological Control ◽  
Parental Behavior ◽  
Behavioral Control ◽  
Developmental Trajectories ◽  
Growth Mixture Modeling ◽  
Parental Behaviors ◽  
Growth Mixture ◽  
Socially Prescribed Perfectionism

Perfectionism is a pervasive and prevalent personality disposition with high implications for psychological maladjustment. Adolescence represents a particularly relevant period for the development of perfectionism, and perceived parental behaviors have been shown to play an important part. Yet, so far only few longitudinal studies have investigated the role of risk and protective parental behaviors in the development of perfectionism in adolescents. Examining a sample of 744 adolescents ( Mage = 15.2 years), the present study investigated developmental trajectories of self-oriented, socially prescribed, and other-oriented perfectionism over four waves spaced five to six months apart. Results of growth mixture modeling showed that self-oriented perfectionism followed three developmental trajectories (low and decreasing; medium and decreasing; high and stable) as did socially prescribed perfectionism (low and stable; medium and increasing; high and stable). Other-oriented perfectionism showed four developmental trajectories (low and decreasing; low and stable; high and stable; high and increasing). Significant differences were observed between groups regarding all investigated perceived parental behaviors (psychological control, behavioral control, responsiveness, and autonomy support). Similarities and differences between the development of each form of perfectionism and the role of each parental behavior as well as implications of these findings for the understanding of the development of perfectionism in adolescence are discussed.

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

Children’s daily well-being: The role of mothers’, teachers’, and siblings’ autonomy support and psychological control.

2017 ◽  
Vol 53 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Jolene van der Kaap-Deeder ◽  
Maarten Vansteenkiste ◽  
Bart Soenens ◽  
Elien Mabbe
Keyword(s):  
Autonomy Support ◽  
Psychological Control ◽  
Well Being
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