scholarly journals Parenting style and the promotion of intrinsic and extrinsic goals

2017 ◽  
Author(s):  
Kaitlyn M. Werner
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Self Determination ◽  
General Measure ◽  
Extrinsic Goals ◽  
Intrinsic Goals ◽  
Conditional Regard

According to the dual valuing process model (Grouzet, 2013), the social context can either facilitate the natural human tendency to pursue intrinsic goals, or thwart it by promoting extrinsic goals. Congruent with this idea, research in self-determination theory (Deci & Ryan, 2000) suggests that parental autonomy support (PAS) is associated with the development of intrinsic goals, whereas more controlling parenting styles, such as conditional regard (PCR), are expected to facilitate extrinsic goals. Results from two preliminary studies suggest that mothers tended to use PAS to promote goals that were more intrinsic, as well young adults were more likely to autonomously internalize these goals, whereas PCR was associated with more extrinsic goals. In the current study, we sought to extend these findings by including a general measure of perceived parenting style, as well as asking participants to recall a goal that was promoted during adolescence (i.e., 13-16 years). Results from this study indicate no difference in the type of goal that was promoted or the way in which it was internalized when mothers used either autonomy support or conditional regard, over and above general parenting style. Results will be further discussed with respect to parenting, self-determination theory, and the dual valuing process model.

scholarly journals A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

2013 ◽  
Vol 35 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Christopher P. Niemiec
Keyword(s):  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Youth Soccer ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Potential Benefits

The potential benefits of children’s engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children’s self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes’ basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches’ providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes’ volition (i.e., autonomy support).

scholarly journals Romantic Partner Behaviours as Social Context: Measuring Six Dimensions of Relationships

2010 ◽  
Vol 1 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Wendy H. Ducat ◽  
Melanie J. Zimmer-Gembeck
Keyword(s):  
Social Context ◽  
Autonomy Support ◽  
Quality Measures ◽  
Self Determination Theory ◽  
Romantic Partner ◽  
Self Determination ◽  
Clinical Settings ◽  
Psychological Need ◽  
Distributional Properties ◽  
High Internal Consistency

AbstractA new measure, Partner Behaviours as Social Context (PBSC), was developed and tested in two studies (N = 215, N = 316) and tested as a correlate of psychological wellbeing in a third (N = 157). Self-Determination Theory (Deci & Ryan, 2000) and related research has suggested that there are six important dimensions of partner behaviours, which should be associated with individual psychological need fulfilment, wellbeing and development. Three of these dimensions are positive, including warmth, or provision of love/affection; autonomy support, or supporting a partner's decisions; and structure, or being consistent and reliable. Three of these dimensions are negative, namely rejection, or ignoring/being hostile to a partner; coercion, or being controlling/demanding; and chaos, or unpredictability. Factor analysis supported the six-dimensional construct. The six PBSC dimensions, positive and negative subscales and total score had good distributional properties, high internal consistency, related as expected to other relationship quality measures, and diverged from most personality constructs. All PBSC scales were related to wellbeing, with some behaviours more related than others. For example, coercion was strongly associated with compromised wellbeing, while warmth showed weak, positive associations with positive functioning. The PBSC is expected to have utility in both research and clinical settings.

scholarly journals Determinants of glycaemic control among patients with type 2 diabetes: testing a process model based on self-determination theory

Heliyon ◽  
2020 ◽  
Vol 6 (10) ◽  
pp. e04993
Author(s):  
Cecilia Grønnegaard ◽  
Annemarie Varming ◽  
Timothy Skinner ◽  
Kasper Olesen ◽  
Ingrid Willaing
Keyword(s):  
Type 2 Diabetes ◽  
Glycaemic Control ◽  
Process Model ◽  
Self Determination Theory ◽  
Self Determination ◽  
Model Based

scholarly journals School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies

2012 ◽  
Vol 15 (3) ◽  
pp. 1441-1455 ◽  
Author(s):  
Pedro Miguel Gomes Cordeiro ◽  
Ana Paula Couceiro Figueira ◽  
José Tomás da Silva ◽  
Lennia Matos
Keyword(s):  
Learning Strategies ◽  
Autonomy Support ◽  
Goal Orientations ◽  
Self Report ◽  
Learning Climate ◽  
Convenience Sample ◽  
Goal Structures ◽  
Extrinsic Goals ◽  
Intrinsic Goals ◽  
Psychometric Studies

It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9thand 12thgrade students (N= 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

scholarly journals Shaping space and practice to support autonomy: lessons from natural settings in Scotland

2019 ◽  
Vol 23 (3) ◽  
pp. 291-305
Author(s):  
Alexia Barrable
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural Environment ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Early Years ◽  
Self Determination ◽  
Childhood Education ◽  
Support Autonomy ◽  
Natural Settings

AbstractIn the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings.

Parenting, self-regulation, and treatment adherence in pediatric chronic headache: A self-determination theory perspective

2019 ◽  
pp. 135910531988459 ◽  
Author(s):  
Alessandra Caruso ◽  
Wendy Grolnick ◽  
Jonathan Rabner ◽  
Alyssa Lebel
Keyword(s):  
Treatment Adherence ◽  
Autonomy Support ◽  
Chronic Headache ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Lower Treatment ◽  
Headache Clinic ◽  
Maternal Autonomy

This study examined parenting factors associated with children’s self-regulation and physician-rated treatment adherence using a self-determination theory framework in pediatric chronic headache. Participants were 58 children and adolescents (aged 10–17 years), who underwent initial and follow-up multidisciplinary evaluation at a headache clinic, and their mothers. Regression analyses showed that higher maternal autonomy support and structure were significantly related to children’s lower treatment-related reactance and higher adherence. Maternal controllingness had associations in the opposite directions. Children’s fear of pain was related to maternal controllingness. Results suggest the importance of parents’ provision of clear expectations and engaging children in treatment problem-solving and decision-making.

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 Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

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