The Relationship among Parental Autonomy Support, Psychological Control and Ego-Identity of Junior College Students : Mediating Effect of Academic Self-Efficacy

2016 ◽  
Vol 23 (8) ◽  
pp. 167-194
Author(s):  
Im-Sook Choi ◽  
Suk-Hwan Yoon
Keyword(s):  
Autonomy Support ◽  
Psychological Control ◽  
Junior College ◽  
Ego Identity ◽  
Mediating Effect ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
Junior College Students ◽  
The Relationship ◽  
Academic Self Efficacy

scholarly journals The Relations of Parental Autonomy Support, Parental Control, and Filial Piety to Chinese Adolescents’ Academic Autonomous Motivation: A Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Mingchun Guo ◽  
Long Wang ◽  
Jamin Day ◽  
Yanhan Chen
Keyword(s):  
Autonomy Support ◽  
Filial Piety ◽  
Psychological Control ◽  
Autonomous Motivation ◽  
Chinese Adolescents ◽  
Equation Modeling ◽  
Mediating Role ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
The Relationship

This study attempted to examine the mediating role of filial piety in the relationships between parental autonomy support and control and Chinese adolescents’ academic autonomous motivation. A set of questionnaires were administered to 492 adolescent students at two senior high schools in Fuzhou, China. Confirmatory Factor Analysis and Structural Equation Modeling were employed to analyze the data. The results showed that reciprocal filial piety (RFP) fully mediated the relationships of parental autonomy support and behavioral control with adolescents’ academic autonomous motivation. RFP did not significantly mediate the relationship between psychological control and academic autonomous motivation. Comparatively, authoritarian filial piety (AFP) did not play a significant mediating role in the relationship between the three parenting dimensions and adolescents’ academic autonomous motivation. The findings provide a new perspective for understanding the relationship between parenting behaviors and Chinese adolescents’ academic autonomous motivation.

scholarly journals Parental autonomy support in relation to preschool aged children’s behavior: Examining positive guidance, negative control, and responsiveness

2021 ◽  
pp. 135910452199976
Author(s):  
Delane Linkiewich ◽  
Vincenza VA Martinovich ◽  
Christina M Rinaldi ◽  
Nina Howe ◽  
Rebecca Gokiert
Keyword(s):  
Autonomy Support ◽  
Negative Control ◽  
Autonomous Behavior ◽  
Positive Guidance ◽  
Parent Child Interactions ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
Unstructured Play ◽  
The Relationship ◽  
Parent Child

This study evaluated the relationship between parental autonomy support and preschool-aged children’s display of autonomy. Specifically, we examined if mothers’ and fathers’ use of positive guidance, negative control, and responsiveness during parent-child interactions predicted children’s autonomous behavior. One hundred families comprised of mothers, fathers, and their children participated. Parent-child dyads were filmed engaging in an unstructured play task and interactions were coded using the Parent-Child Interaction System. Mothers’ use of negative control and father’s use of positive guidance, negative control, and responsiveness predicted children’s displays of autonomy, whereas mothers’ positive guidance and responsiveness did not. The results offer insight into how parents play unique roles in promoting their children’s autonomy, which has implications for practitioners and researchers who work with families. Our findings provide examples of behaviors that parents can employ to promote their children’s autonomy.

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