The Moderating Effect of Parental Autonomy Support on the Relationship between Dependence on the Smartphone and Real-World and Cyberspace Deviation in Middle School Student

2021 ◽  
Vol 28 (4) ◽  
pp. 113-134
Author(s):  
Ha-Yeon Tak ◽  
Gyu-Pan Cho
Keyword(s):  
Middle School ◽  
Real World ◽  
Autonomy Support ◽  
Middle School Student ◽  
Moderating Effect ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
The Relationship

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.

scholarly journals Parental Autonomy Support and Social Competence in Chinese Emerging Adults: the Mediation Role of Social Desirablity

2019 ◽  
Vol 267 ◽  
pp. 04003 ◽  
Author(s):  
Chunhua Ma ◽  
Youpeng Wang
Keyword(s):  
Social Competence ◽  
Emerging Adults ◽  
Parental Support ◽  
Autonomy Support ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
The Relationship

Aims: The current study aimed to examine the relationship between parental autonomy support and social competence among Chinese emerging adults, and explore whether social desirablity plays a mediating role between parental support and social competence. Methods: This study used cross-sectional and correlational design. Participants were 386 Chinese college students (72.8% girls) aged between 18 and 25 years. Data was collected via self-report questionnaires, including parental autonomy support (Genevie`ve A. Mageau, 2015), social desirablity (Karl Schuessler et al., 1978) and social competence(Valkenburg & Peter, 2008). Results: Structural equation modeling analysis controlling for age, gender and SES showed that (a) There was a significant positive correlation between parental autonomy support, social desirablity, and social competence; (b) Parental autonomy support was positively predicted to social desirablity and social competence; Social desirablity was positively predicted to social competence; (c) Social desirablity mediated the relationship between parental autonomy support and social competence.

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