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

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.

THE FAMILIAL CONTEXT OF CHILDREN’S CREATIVITY: PARENTING STYLES AND THE CLIMATE FOR CREATIVITY IN PARENT–CHILD RELATIONSHIP

The purpose of this study was to explore the relationship between dimensions of a constructive parenting style, (i.e. parental acceptance and autonomy granting) factors of the climate for creativity in parent–child relationships (encouragement to experience novelty and variety, encouragement of nonconformism, support of perseverance in creative efforts, and encouragement to fantasize), and parents’ visual mental imagery. 313 parents of children between 6 and 12 years of age participated in the study. The results indicated that (a) a constructive parenting style was positively related to three of four factors of the climate for creativity in the parent–child relationships, i.e. encouragement to experience novelty and variety, support of perseverance in creative efforts, and encouragement to fantasize in the parent–child relationship; (b) parents’ level of vividness of mental imagery was positively related with both parental acceptance of child and autonomy support as well as components of climate for creativity in parent–child relationship; (c) mothers scored significantly higher than fathers in exhibiting acceptance of a child; (d) parents’ gender played an important role in the relations between dimensions of constructive parenting style and factors of climate for creativity in parent–child relationships. Findings were discussed in terms of the implications for further research and theory development in the area of family influences on the development of children’s creativity.

Parental Autonomy Support in the Context of Parent–Child Negotiation for Children’s Independent Mobility: ‘I Always Feel Safer With My Parents’ to ‘Boom! Bust Down Those Walls!’

Autonomy – acting volitionally with a sense of choice – is a crucial right for children. Given parents’ pivotal position in their child’s autonomy development, we examined how parental autonomy support and children’s need for autonomy were negotiated and manifested in the context of children’s independent mobility – children’s ability to play, walk or cycle unsupervised. We interviewed 105 Canadian children between 10 and 13-years-old and their parents ( n = 135) to examine child-parents’ negotiation patterns as to children’s independent mobility. Four patterns emerged, varying on parental autonomy support and children’s need/motivation for independent mobility: (1) child/parent dyad wants to increase independent mobility; (2) child only wants to increase independent mobility while parents do not; (3) child does not want to increase independent mobility while parents do; and (4) child/parent dyad does not want to increase independent mobility. Findings illuminate the importance of recognizing children as active and capable agents of change.

Promoting organizational vision integration among hospital employees

Background The concept of organizational vision has been little explored in the health-care services research literature. To address this knowledge gap in the literature, the present study examines the factors that may promote organizational vision integration (OVI), which refers to the employees’ use of organizational vision as a guiding framework in their work. The roles of organizational commitment (OC), leadership autonomy support (LAS), and organizational culture in relation to hospital employees’ OVI are examined. Methods Hospital employees were surveyed. Partial least-squares structural equation modeling was performed using SmartPLS 3 software to test the proposed hypotheses statistically. A bootstrapping test was used to identify the mediating effects. Results The main findings show that: (i) OC is the most powerful factor in promoting employees’ OVI (β = 0.26), while organizational culture (represented by the concept of internal market-oriented culture) and LAS showed significantly less and almost equal impact (β = 0.16 and β = 0.15, respectively). In total, OC, organizational culture and LAS explain 25% of the variance in the concept of OVI. (ii) LAS and organizational culture both significantly contribute to employees’ OC (β = 0.35 and β = 0.29, respectively) and in total explain nearly 40% (R2 = 0.38) of the variance in the concept of OC. (iii) The relationships between organizational culture, LAS, and OVI are mediated through OC, and (iv) LAS mediates the relationship between organizational culture and OVI, and that between organizational culture and OC. Conclusions To promote hospital employees’ OVI effectively, hospital managers should focus particularly on their employees’ OC. Specifically, they should strengthen their employees’ OC through building a strong employee-focused organizational culture and ensuring that leaders practice LAS. This contributes to promoting hospital employees’ OVI.

Mediating Effects of Online-Based Leisure Between Parenting Attitudes and Children’s Smartphone Dependency

Objectives: This study investigated the impact of positive and negative parenting attitudes on smartphone dependency in children to examine the mediating effects of online-based leisure such as computer usage, game, and smartphone usage.Methods: Data of 714 children scoring above the top 30% of smartphone dependency among the children in 5th grade in elementary school were collected through the 2nd wave of the Korean Children and Youth Panel Survey (KCYPS 2018). Structural Equation Modeling (SEM) was applied to analyze the mediating effects with the Bootstrapping method by SPSS 21.0 and AMOS 20.0.Results: In the model, online-based leisure significantly mediated the relationship between positive parenting attitudes such as warmth, autonomy support and structure provision, and smartphone dependency showing complete mediation. Also, negative parenting attitudes such as rejection, coercion, and chaos directly negatively affected smartphone dependency, not showing a mediating effect. Results indicate that increased positive parenting attitudes lead to reduced smartphone dependency through decreasing online-based leisure, while negative parenting attitudes lead to increase dependence on the smartphone.Conclusion: While positive parenting attitudes do not directly affect smartphone dependency, they lead to a decrease in online-based leisure. Consequently, as online-based leisure lessens, smartphone dependency subsequently may also be diminished. In addition, although negative parenting attitudes have no mediating effect, they directly influence the growing smartphone dependency. Results confirm that positive parenting mediate the effects of online-based activities in relation to smartphone dependency when parents provide the most structure, autonomy support, and warmth to their children. Practical implications are discussed, and relevant interventions offered for children and parents.

Kajian Psikolinguistik: Pengaruh Virtual Engagement dalam Proses Belajar Mengajar Online

Penelitian ini didasarkan pada pemahaman terkait pentingnya mahasiswa memiliki keterlibatan yang positif dengan kegiatan pembelajaran online yang dilakukan di tengah pandemi covid 19. Namun, kenyataanya, masih rendah keterlibatan mahasiswa dalam pembelajaran online. Penelitian ini bertujuan untuk mengetahui pengaruh dari virtual-engagement dan presepsi siswa dalam pembelajaran online. Responden pada penelitian ini yaitu taruna taruni TLB 8 dan 8 alpha di Politeknik Penerbang Makassar. Metode yang di gunakan yaitu kualitatif deskriptif. Hasil penelitian ini menunjukkan bahwa pemberian virtual-engagement dalam proses belajar mengajar online sangat berpengaruh yaitu dapat membantu mahasiswa dalam proses belajar mengajar online yang dimana terpenuhinya kebutuhan students engagement dari faktor eksternal (structure, autonomy support, serta involvement) dan faktor internal (need for relatedness, need for competence, serta need for autonomy). Persepsi taruna-taruni Poltekbang Makassar terhadap virtual-engagement dalam proses belajar mengajar online dalam masa pandemi yaitu sangat membantu (helpful), menyenangkan (enjoyable), meningkatkan motivasi, dan melatih kedisiplinan.