scholarly journals Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills

2022 ◽  
Vol 12 ◽  
Author(s):  
Romulus J. Castelo ◽  
Alyssa S. Meuwissen ◽  
Rebecca Distefano ◽  
Megan M. McClelland ◽  
Ellen Galinsky ◽  
...  
Keyword(s):  
Executive Function ◽  
Autonomy Support ◽  
Preschool Age ◽  
Future Research ◽  
Black African ◽  
Supportive Parenting ◽  
Supportive Behaviors ◽  
Jigsaw Puzzles ◽  
Hispanic White

Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Relationships With Parents, Identity Styles, and Positive Youth Development During the Transition From Adolescence to Emerging Adulthood

2017 ◽  
Vol 6 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Goda Kaniušonytė ◽  
Rita Žukauskienė
Keyword(s):  
Emerging Adulthood ◽  
Youth Development ◽  
Positive Youth Development ◽  
Autonomy Support ◽  
Positive Development ◽  
Positive Relationships ◽  
Identity Styles ◽  
Mediating Role ◽  
Supportive Parenting

The purpose of this study was to examine the links between relationships with parents, identity styles, and positive youth development (PYD), conceptualized as “contribution” to self, family, and community, in Lithuanian youth during the transition from adolescence to emerging adulthood. In Study I, we sought to examine how positive relationships with parents predict contribution with the potential mediating role of autonomy-supportive parenting. Participants ( N = 153) filled a self-reported questionnaire in the final year of school and 1 year later. In Study II, we aimed at investigating how parental autonomy support is related to the contribution and the potential mediating role of identity processing style. Participants ( N = 254) were assessed 1 year after graduating high school. Overall, the findings indicated that positive relationships with parents play an important role in successful adjustment and that this relationship is partially mediated by identity style. To conclude, the way in which parents respond to their children’s need for autonomy and relatedness affects the adequate identity management and overall positive development during emerging adulthood.

scholarly journals Integrating Embodied Cognition and Information Processing: A Combined Model of the Role of Gesture in Children's Mathematical Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Raychel Gordon ◽  
Geetha B. Ramani
Keyword(s):  
Information Processing ◽  
Executive Function ◽  
Embodied Cognition ◽  
Future Research ◽  
Math Learning ◽  
Combined Model ◽  
Proposed Model ◽  
Math Problems ◽  
Information Processing Approach

Children learn and use various strategies to solve math problems. One way children's math learning can be supported is through their use of and exposure to hand gestures. Children's self-produced gestures can reveal unique, math-relevant knowledge that is not contained in their speech. Additionally, these gestures can assist with their math learning and problem solving by supporting their cognitive processes, such as executive function. The gestures that children observe during math instructions are also linked to supporting cognition. Specifically, children are better able to learn, retain, and generalize knowledge about math when that information is presented within the gestures that accompany an instructor's speech. To date, no conceptual model provides an outline regarding how these gestures and the math environment are connected, nor how they may interact with children's underlying cognitive capacities such as their executive function. In this review, we propose a new model based on an integration of the information processing approach and theory of embodied cognition. We provide an in-depth review of the related literature and consider how prior research aligns with each link within the proposed model. Finally, we discuss the utility of the proposed model as it pertains to future research endeavors.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demoti-vating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., of-fering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situation In School (i.e. SIS) questionnaire which allows to gain a more integrative and fine-grained insight in teachers’ engagement in autonomy-support, structure, control and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g. regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire, the SIS-PE. Findings in a sample of Belgian (N=136) and French (N=259) PE teachers, examined to-gether and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

scholarly journals The Role of Internal Branding for Corporate Success. Employees Perspective from a Multinational Organization in Ghana

2021 ◽  
pp. 21-32
Author(s):  
Mary Akweley Cobblah
Keyword(s):  
Empirical Literature ◽  
Future Research ◽  
Research Approach ◽  
Theory Approach ◽  
Structured Interviews ◽  
Corporate Values ◽  
Internal Branding ◽  
Junior Staff ◽  
Supportive Behaviors

The study examined the role of internal branding to understand how the practice was used as a strategic tool to empower and support employees’ building of brand supportive behaviors for corporate success. An inductive approach was adopted, and data was collected from twenty respondents via face-to-face semi-structured interviews. Purposive sampling was employed as this technique enabled the conscious engagement of targeted respondents (both senior and junior staff). The grounded theory approach was used in analyzing data collected. Study findings revealed that internal branding played both an enabler and a differentiator role. As an enabler, internal branding initiatives enhanced employees’ brand understanding, facilitated employees’ internalization of corporate values, and exhibition of brand-supportive behaviors. Additionally, the practice empowered them to act as brand ambassadors and inspired them to achieve desired goals. With regards to the differentiator role, internal branding efforts promoted the alignment of internal processes and culture with desired goals, which enhanced the identity, image, and reputation of the establishment. This suggests that internal branding practices contributes greatly to building strong brands as the practice helps provide the point of differentiation for the organization. The research approach adopted limits generalizability of the findings. It is suggested that future research consider a wider company or sector coverage and much larger sample size. The paper highlights the important role of internal branding initiatives for employees’ acquisition and display of brand supportive behaviors for sustained competitiveness and corporate success. It thus contributes to the limited empirical literature on internal branding in Africa.

scholarly journals A Little Autonomy Support Goes a Long Way: Daily Autonomy-Supportive Parenting, Child Well-Being, Parental Need Fulfillment, and Change in Child, Family, and Parent Adjustment Across the Adaptation to the COVID-19 Pandemic

2020 ◽  
Author(s):  
Andreas B. Neubauer ◽  
Andrea Schmidt ◽  
Andrea C. Kramer ◽  
Florian Schmiedek
Keyword(s):  
Family Environment ◽  
Autonomy Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Well Being ◽  
Need Fulfillment ◽  
Supportive Parenting ◽  
Parental Autonomy Support ◽  
Parental Autonomy

This study examined effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across three weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, need fulfillment, and child well-being were also assessed. Parents (longitudinal N=469; Mage=42.93, SDage=6.40) of school children (6-19 years) reported on adjustment measures at two measurement occasions and filled in up to 21 daily online questionnaires in the three weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic.

scholarly journals Relationships Between the Early Development of Drawing and Language: The Role of Executive Functions and Working Memory

2018 ◽  
Vol 11 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Sabrina Panesi ◽  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Relevant Literature ◽  
Future Research ◽  
Cognitive Resources ◽  
Representation Systems ◽  
Symbolic Resource ◽  
The Relationship

Background:Extensive research examined the development of both language and drawing, but the relationship between these symbolic representation systems is less investigated and controversial. Working memory and executive functions seem to be involved in the acquisition of both drawing and language, but how they are involved in the relation between language and drawing is still unclear.Objective:This article reviews the relevant literature and, as a synthesis, outlines a set of models that future research could use to specify the developmental relations between language, drawing, working memory, and executive functions.Drawing and Language:Four theoretical positions are discussed: (a) drawing and language emerge from the same general-domain symbolic resource; (b) drawing and language as two independent systems; (c) drawing as a form of language (d) drawing influenced by language.Executive Functions and Working Memory:The literature on the role of executive functions and working memory in the development of either drawing or language is rather fragmentary, but on the whole, it indicates that these domain-general cognitive resources and abilities are involved in supporting the development of these representation systems. An ongoing controversy on the structure of executive functions in early childhood adds further complexity to the debate on their role.Conclusions:A set of models is outlined that systematically embodies the different theoretical views regarding (a) executive function development and (b) the relations of drawing development with language, executive function, and working memory. Future research can benefit from explicit models of the causal relations between these aspects of cognitive development.

Young Children with Down Syndrome: Mother-Child Dyadic Relationships

2020 ◽  
Author(s):  
Penny Hauser-Cram ◽  
Ashley C. Woodman ◽  
Linda Gilmore
Keyword(s):  
Down Syndrome ◽  
Family System ◽  
Future Research ◽  
Dyadic Relationships ◽  
Sociocultural Perspective ◽  
Dyadic Relationship ◽  
Supportive Parenting ◽  
Maternal Language ◽  
The Family

This chapter is focused on the mother-child dyadic relationship in families where a young child has Down syndrome. Because mothers enter into a relationship with a child within a particular context, a sociocultural perspective on parenting a child with Down syndrome promotes a deeper understanding of interaction in the mother-child dyad. Both the role of the family system, including positive parenting, and the contributions of the child’s attributes, especially temperament, are considered. Specific literature on the mother-child dyad is discussed, including maternal language input, the role of maternal directives during structured and unstructured tasks, and studies on autonomy-supportive parenting. Suggestions for future research include developing studies that focus on maternal strengths as well as conducting investigations that recognize the importance of the sociocultural context in which mother-child dyadic relationships are developed.

Executive Function and Ambiguous Sentence Comprehension

2016 ◽  
Vol 25 (2) ◽  
pp. 252-267 ◽  
Author(s):  
Sarah E. Key-DeLyria ◽  
Lori J. P. Altmann
Keyword(s):  
Executive Function ◽  
Sentence Processing ◽  
Sentence Comprehension ◽  
Potential Role ◽  
Future Research ◽  
Ambiguous Sentence ◽  
The Impact ◽  
Opinion Article ◽  
Literate Society

Purpose Sentence comprehension is a critical skill in today's literate society. Recent evidence suggests that processing and comprehending language taps cognitive as well as linguistic abilities, a finding that has critical import for clinicians who have clients with language disorders. To promote awareness of the impact of cognition, especially executive function (EF) and working memory (WM), this opinion article presents current views of how sentences are processed and links the various steps of the process to specific EF and WM subcomponents. Method The article focuses on ambiguous sentences, pointing out the similar types of processing needed when resolving an ambiguity and performing EF tasks. Results We discuss the potential overlap between the neurobiology of sentence processing and EF and the evidence supporting a link between EF and sentence processes. Conclusion Awareness of the potential role of EF and WM in sentence comprehension will help clinicians be more aware of potential cognitive-linguistic deficits in their clients. Future research will help to clarify the link between EF and sentence comprehension.

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