Autonomous-related Self Research Articles

CROSS-CULTURAL VALIDITY OF THE CONSIDERATION OF FUTURE CONSEQUENCES SCALE (CFCS-14): A STUDY ON TURKISH UNIVERSITY STUDENTS

The subjective perception of time, known as time orientation, plays a role in shaping a wide range of health-related behaviors. A popular measure of time orientation is the Consideration of Future Consequences Scale (CFCS-14), which has two dimensions: immediate and future. Although widely used in individualistic societies, the usage of this scale, particularly in collectivist cultures, is limited, creating a gap in understanding the cross-cultural implications of temporal orientation on health behaviors. We translated the CFCS-14 into Turkish and examined its psychometric properties and practical utility within the context of health behaviors. A total of 589 undergraduates completed a survey, consisting of the Turkish version of CFCS-14 and measures of time perspective, sensation-seeking, autonomous-related self, subjective well-being, positive and negative affect, problematic alcohol use, and smoking. Both exploratory and confirmatory factor analyses provided evidence for the existence of two correlated factors. CFC factor scores showed robust links with problematic alcohol use, daily cigarette consumption, sensation-seeking, and autonomous-relatedness. However, correlations with subjective well-being and affect were weaker and statistically non-significant. These findings underscore the cross-cultural applicability of CFCS-14's structure, validity, and reliability. This research contributes to the broader understanding of time orientation theories and their practical implications in diverse cultural settings.

Varieties of socialization goals: a qualitative study of Palestinian mothers from different socio-economic backgrounds

ABSTRACT This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural change and integrative syntheses in human development: Autonomous-related self and social–cognitive competence. Child Development Perspectives, 6(1), 5–11) Family Change model, which proposes that societal changes due to globalization can promote the development of autonomous-relational selves. Purposeful-convenience sampling was used to recruit twelve urban Arab mothers of first grade children enrolled in public and private schools to capture a variety of parent education levels. The first author interviewed each mother about her socialization goals and analyzed interviews thematically. One main finding was that mothers who had at least a Bachelor’s degree focused more on goals related to self-maximization, particularly in relation to choosing a career, thriving, and being highly successful. Mothers with less formal education themselves had education as a goal in itself and valued employment for their children with an emphasis on stability of income and comfort. Both groups of mothers reported goals related to decency, including ‘avoiding illicit behaviors,’ having morals, and treating others well. Collectivism and individualism were both present in the socialization goals of Palestinian mothers, which supported the development of autonomous-relational selves.

Emotional Disclosure and Secrecy in the Development of Autonomous-Related Self among Singaporean Adolescents

Drawing upon the social domain theory regarding adolescents’ information management and the model of family change on cultural orientation toward self-construal development, this qualitative study investigated Singaporean adolescents’ emotional disclosure and secrecy with parents in their negotiation of the development of self-construal. Eighty-two adolescents aged 11–19 described their negative emotional disclosure and secrecy in relation to three factors: (1) the social contexts of emotional experiences, (2) the justifications for disclosure and secrecy, and (3) parents’ reactions. Four contexts of emotional experiences, three overarching categories of justifications, and three primary types of parental reactions were identified. Singaporean adolescents’ emotional disclosure and secrecy examined through the confluence of three factors revealed the processes, successes and challenges associated with the development of autonomous-related self. Findings lend credence to the connection of the social domain theory and model of family change—specifically, the confluence of three factors involving the domains of information, justifications and parental reactions in understanding adolescents’ negotiation of self-construal development through the management of their emotional lives in developed Asian societies with an emphasis on academic achievement. Importantly, results revealed that Singaporean parents need to make adaptations in the way of their autonomy-granting for developing adolescents’ self-reliance within the school context and have implications for education stakeholders in helping adolescents develop a healthy sense of self.

Cultural patterns in autobiographical memory of childhood: Comparison of Chinese, Russian, and Uzbek samples

In the present study, I examined whether the regular patterns of variables that referred to mental representation of the entire childhood in young adults might be associated with the different types of cultural selves proposed by Kagitcibasi's model of family change. In this model, three types of cultural selves (heteronomous-related self, autonomous-separated self, and autonomous-related self) are merged with culturally specific styles of parenting and childhood experience. Chinese, Russian, and Uzbekistani participants (N = 439) visualized their childhood on timelines. The exploratory factor analysis suggested a three-factor solution. Factor 1 combined memories of achievements and vicarious memories; that is, memories representing events that happened to other people. In my point of view, in contrast to "we-memories," vicarious memories portray a readiness to view other people as a valuable part of one's own life, but in the context of well-defined self-boundaries. Therefore, they denote the kind of relatedness which does not contradict autonomy. Because Factor 1 was found to be the most articulated in the Chinese sample, it was linked to the autonomous-related self, with the focus on directive function of autobiographical memory. Factor 2 was composed of the abundance of recollections, the early age of first memory, and prolonged childhood. Due to the highest scores being achieved on Factor 2 in the Russian sample, it was attributed to the autonomous-separated self, employing predominantly a self-reflective function of autobiographical memory. Factor 3 consisted of memories of attending social groups, positive emotional bias, and a tendency to mention one's own birth. Taking into account that the Uzbeks achieved the highest scores on this factor, it was interpreted as a mnemonic database of a heteronomous-related self, predominantly associated with social bonding and emotion regulation functions. Taken together, the findings highlight the assumption that childhood memories reveal a cultural self.

Protective factors for depressive symptoms in emerging adulthood.

Emerging adulthood is characterized by pervasive changes in identity and relationships. These challenges can entail problems for subjective well-being, leading to depressive symptoms. The development of an autonomous-related self is considered crucial for emerging adults' personal growth and psychological well-being. Autonomous-related self is linked to self-esteem and secure attachment style, which are also protective factors for depression. The current research sought to investigate the relation between autonomous-related self and depressive symptoms, as well as the role of secure attachment style and self-esteem, in a sample of 356 Italian emerging adults. Gender differences were taken into account in preliminary analyses. Gender differences emerged for autonomous-related self and self-esteem, while secure attachment and depression levels were similar across gender. Our results suggest that autonomous-related self, mediated by self-esteem and secure attachment style, is a protective factor for emotional states of depression, controlling for social desirability. These findings emphasize the importance of taking autonomy and relatedness into account in emerging adulthood and represent a starting point for future studies.

Parental conceptions about child emotional development

Abstract Mothers’ and fathers’ conceptualizations of joy, sadness, anger, fear, pride and shame were assessed. Their beliefs regarding the importance of children’s manifestation of those emotions and the connection with the profiles of autonomy, relatedness and related-autonomy were also assessed. Sixty mother- father dyads with children up to three years old participated in the study. Questionnaires of parents’ conceptualizations of emotions were used. Most participants considered joy an important emotion to be manifested by children of their kids’ age (with an individual character motivation). However, anger, pride and shame were associated with older children. Mothers’ and fathers’ conceptualizations and beliefs were not divergent. The autonomous-related self model correlated positively with the importance mothers and parents attributed to all studied emotions.

Cultural self-goals influence how much is remembered from early childhood events.

Prior work examining the role of cultural self-goals on the retrieval of early memories treated the presence of self-goals; such as autonomy and relatedness, as a binary category which has led to overlooking within-group nuances. Here, based on the idea that these goals co-exist in varying degrees in individuals, we explore the relative contributions of self-goals on age-at-event and the level of detail in positive and negative early memories. Participants (N=119) recalled and dated two earliest positive and negative memories that they were highly confident were memories, and answered a set of questions about event-specific details. They also completed a self-construal scale. For positive memories, Autonomous-Related Self scores predicted both the age-at-event and the amount of detail in early memories, while. no such relationship was observed for negative memories. Together these findings indicate that cultural self-goals operate on the accessibility of early memories not only at the level of the boundaries of childhood amnesia but also on how much is recalled from early experiences.

Longing for Independence, Yet Depending on Family Support: A Qualitative Analysis of Psychosocial Adaptation of Iranian International Students in Hungary

International students experience psychosocial changes in response to their new environment, and their psychosocial adaptation is facilitated or hindered by various factors. This study aimed to examine the intercultural experiences of Iranian international students in Hungary. In-depth interviews were conducted with 20 Iranian students in Budapest, Hungary, and a thematic analysis employed to discern and interpret themes within the data. The thematic analysis identified three overarching themes: (1) Sojourn’s Experience as Self-Growth, (2) Uncertainty in Intercultural Interactions, and (3) Striving for Autonomous-Related Self. The data reported that Iranian students experienced more happiness in Hungary than sadness, and their motivation to live independently in Hungary while depending on family support acted as buffers against any negative psychological feelings. The findings of this study underline the significance of independence and family support as the influencing factors for psychosocial adaptation of Iranian students.

The associations of basic psychological needs and autonomous-related self with time perspective: The cultural and familial antecedents of balanced time perspective

Time perspective develops from learning experiences pertaining to family and culture (Zimbardo & Boyd, 1999), however no study specifically examined these factors. The present research examines cultural and familial processes influencing subjective time perceptions and balanced time perspective. Participants (n = 305) filled out a questionnaire that consisted of the Zimbardo Time Perspective Inventory (ZTPI), Basic Psychological Needs (BPN), Autonomous-Related Self (ARS), and Trait Anxiety Inventory. Balanced time perspective was operationalized as a derived score from the ZTPI factors, deviation from balanced time perspective (DBTP). BPN and ARS were related to the ZTPI factors and DBTP. A hierarchical regression analysis demonstrated that autonomy, competence, and ARS predicted DBTP. Finally, the results of two simple mediation analyses showed that the associations of ARS and BPN with trait anxiety were mediated by DBTP. It was suggested that social and familial restrictions disrupt the balance in time perspective leading to lower subjective well-being.

A comprehensive model covering prospective teachers’ technology use: the relationships among self, teaching and learning conceptions and attitudes

ABSTRACTThis study was conducted to propose and examine a comprehensive model embracing prospective teachers’ beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers’ beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers’ beliefs about the autonomous self and autonomous–related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants’ constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results.

Satisfaction and frustration of autonomy and relatedness needs: Associations with parenting dimensions and psychological functioning

Framed from Basic Psychological Needs Theory (Ryan and Deci in American Psychologist 55:68–78; Ryan, Deci, American Psychologist 55:68–78, 2000) and Kagitcibasi’s Autonomous-Related Self Theory (Journal of Cross-Cultural Psychology 36:1–20; Kagitcibasi, Journal of Cross-Cultural Psychology 36:1–20, 2005), the study examined the relationships of adolescents’ satisfaction and frustration of autonomy and relatedness, with (a) adolescents’ perception of mother’s and father’s psychological control and autonomy support, and (b) adolescents’ self-acceptance and anxiety. Participants were 556 adolescents (M = 17.25, SD = 0.92). Path analysis showed more significant associations of autonomy support with satisfaction/frustration of autonomy and relatedness than psychological control, reporting also some differences between parents. Moreover, both satisfaction and frustration of autonomy and relatedness were associated with adolescents’ self-acceptance and anxiety although in different ways. Our study provides further data, useful to understand how needs for autonomy and relatedness are associated with parenting dimensions and contribute to the adjustment of adolescents living in psychologically interdependent cultures, taking into account the role of each parent as well as the separate contribution of need satisfaction and need frustration.

A majority world perspective on human development: Commemorating the achievements of Çiğdem Kağıtçıbaşı

This obituary draws attention to the contributions by Çiğdem Kağıtçıbaşı in the fields of developmental psychology and cross-cultural psychology. Three themes are mentioned: research on the value of children, early childhood enrichment programs, and conceptualization of the autonomous related self.

Critical thinking Disposition and Dyadic Adjustment: The Moderator Role of Employment Status of Women

Dyadic adjustment can be handled as a state in which there is an overall feeling of happiness and satisfaction with marriage. Women have become so much more active in work life over the past years that the changes in the roles of women also affect the communication with their husbands and as a result their dyadic adjustment. On this basis, the aim of this study is to determine the moderator role of employment status of women in the relationship between critical thinking disposition and dyadic adjustment of married people. The research group was composed of 242 spouses. The data were collected with Demographical Information Form, Critical Thinking Disposition Scale and Dyadic Adjustment Scale. The results showed that there was a correlation between critical thinking disposition and dyadic adjustment. According to the hierarchical regression analysis, there was no moderator role of employment status of women in the relationship between critical thinking disposition and dyadic adjustment.
 Keywords: resilience; autonomous-related self; critical thinking;

Critical thinking Disposition and Dyadic Adjustment: The Moderator Role of Employment Status of Women

Dyadic adjustment can be handled as a state in which there is an overall feeling of happiness and satisfaction with marriage. Women have become so much more active in work life over the past years that the changes in the roles of women also affect the communication with their husbands and as a result their dyadic adjustment. On this basis, the aim of this study is to determine the moderator role of employment status of women in the relationship between critical thinking disposition and dyadic adjustment of married people. The research group was composed of 242 spouses. The data were collected with Demographical Information Form, Critical Thinking Disposition Scale and Dyadic Adjustment Scale. The results showed that there was a correlation between critical thinking disposition and dyadic adjustment. According to the hierarchical regression analysis, there was no moderator role of employment status of women in the relationship between critical thinking disposition and dyadic adjustment.
 Keywords: resilience; autonomous-related self; critical thinking;

The predictive role of autonomous-related self of adolescent and the critical thinking disposition of parents on adolescent psychological resilience

The aim of this study is to determine the predictive role of autonomous-related self of adolescent and the critical thinking disposition of parents on adolescent psychological resilience. The study was carried out on 339 participants who were selected randomly including 113 adolescents (in the range of 14-18 ages; female 57, male 56) and 113 mother – 113 father of these adolescents. Adolescent Psychological Resilience Scale, Autonomous-Related Self Scale, Critical Thinking Disposition Scale and Demographical information form were used for data collection. Pearson Correlation, Independent Samples t-Test and Hierarchical Regression were used in analysis of data. The findings reveal that there was a statistically significant positive correlation between adolescent psychological resilience and critical thinking disposition of parents. Also there was a statistically significant positive correlation between adolescent psychological resilience and relatedness of adolescent. Furthermore there was a statistically significant positive correlation between family, peer and school support subdimensions of adolescent psychological resilience and relatedness. The results showed that there was no significant difference regarding to adolescent psychological resilience level according to gender. According to hierarchical regression analysis’ results there was a predictive role of relatedness subdimension of self-construal of adolescent and critical thinking disposition of parents on adolescent psychological resilience.

Autonomous-related self, eating attitude and body satisfaction in young females.

This research aimed to investigate the relationship between the self, eating attitudes, and body satisfaction within the framework of the autonomous-related self model, in which the healthy functioning self is described as "autonomous" and "related." Female university students (n=314) with a mean age of 19 (SD=1.18) were included in the research. The mean body mass index (BMI) of participants was 20.77 (SD=2.77, range=15.57-33.06). Participants completed a demographics questionnaire, the Autonomy-Relatedness Scales, Eating Attitudes Test, Body Cathexis Scale, and Beck Depression Inventory. Lower autonomy-relatedness (β=-0.13, p<0.05) predicted more problematic eating attitudes, but autonomy-relatedness itself was not a significant predictor of body satisfaction in young females. Ideal weight scores (β=-0.19, p<0.01) negatively predicted a disturbance in eating attitudes, whereas depression scores (β=0.12, p<0.05) positively predicted a disturbance. Although none of the self-constructs (autonomy, relatedness, autonomy-relatedness) were significant predictors of body satisfaction, BMI (β=-0.20, p<0.001), and depressive symptoms (β=-0.28, p<0.001) negatively predicted body satisfaction, whereas ideal weight scores (β=0.14, p<0.01) positively predicted body satisfaction. The Autonomous-Related Self was a meaningful measure of associations between the self and eating psychopathology, but not of the relationship between the self and body satisfaction. It was also important to evaluate objective (e.g., BMI) and subjective (e.g., ideal weight) indicators of weight to better understand the nature of eating patterns and body satisfaction. Future research on autonomy-relatedness and other psychopathology is recommended.

Issue Editors' Notes: Youth Success and Adaptation in Times of Globalization and Economic Change

New Directions for Youth DevelopmentVolume 2012, Issue 135 p. 1-10 Issue Editors' NotesFree Access Issue Editors' Notes: Youth Success and Adaptation in Times of Globalization and Economic Change Xinyin Chen, Xinyin Chen University of PennsylvaniaSearch for more papers by this authorVerona Christmas-Best, Verona Christmas-Best University of Jena, GermanySearch for more papers by this authorPeter F. Titzmann, Peter F. Titzmann University of Zürich, SwitzerlandSearch for more papers by this authorKarina Weichold, Karina Weichold University of Jena, GermanySearch for more papers by this author Xinyin Chen, Xinyin Chen University of PennsylvaniaSearch for more papers by this authorVerona Christmas-Best, Verona Christmas-Best University of Jena, GermanySearch for more papers by this authorPeter F. Titzmann, Peter F. Titzmann University of Zürich, SwitzerlandSearch for more papers by this authorKarina Weichold, Karina Weichold University of Jena, GermanySearch for more papers by this author First published: 24 October 2012 https://doi.org/10.1002/yd.20022Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat REFERENCES 1 Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinber (Eds.), Handbook of adolescent psychology ( 3rd ed., pp. 404– 434). 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Sociocultural Change and Integrative Syntheses in Human Development: Autonomous‐Related Self and Social–Cognitive Competence

Abstract— Understanding human development in the context of socioeconomic–cultural change requires a consideration of both the contextual and the global aspects of development that involves an “integrative synthesis” of the 2. Such a synthesis may be considered a conceptual model or goal of human development and may be observed in different spheres of development. This article proposes “autonomous‐related self” and “cognitive–social competence” as 2 integrative syntheses that provide insight into adaptations to changing environmental demands and suggests that although they are not adequately recognized in psychology, these syntheses can be considered as aspects of optimal development. The article presents the 22‐year longitudinal Turkish Early Enrichment Project as a case in point that illustrates the relevance of these integrative syntheses, as well as how they can be promoted.

Etnoteorias parentais: um estudo com mães residentes no interior e na capital de Santa Catarina

O estudo teve como objetivo investigar etnoteorias parentais em mães residentes na capital e interior de Santa Catarina. Foram aplicadas escalas de crenças sobre práticas de cuidado, metas de socialização e alocentrismo familiar em 50 mães de cada contexto cultural. Os resultados na capital indicaram predomínio de elementos autônomo-relacionais em práticas e alocentrismo familiar, enquanto que em termos de metas, as mães valorizaram a autonomia da criança. No interior, no que se refere a metas de socialização e alocentrismo familiar, foram identificados aspectos relacionais. Contudo, em termos de crenças sobre práticas de criação, constatou-se maior valorização da autonomia. Concluiu-se que ambos os contextos caracterizam-se por um modelo de self autônomo-relacional, embora com diferentes ênfases de acordo com a dimensão investigada.

Changing Life Styles - Changing Competencies: Turkish Migrant Youth in Europe

Veranderte Lebensstile - Veranderte Kompetenzen: Turkische Migrationsjugendliche in Europa«. This paper examines the plight of Turkish migrant youth in Europe particularly as migration involves social change in terms of changing life styles which require changing competencies. For the migrant youth to be assets, rather than problems, for the receiving society, their full integration into society should be ensured. This requires the enhancement of their cognitive competence and psycho-social development involving the autonomous-related self. Drawing parallels between rural to urban migration and international migration with regard to the experienced social change, the Turkish Early Enrichment Project (TEEP) is taken up as a case in point. TEEP showed that early childhood enrichment through supporting the mothers among rural to urban migrants in Istanbul, Turkey was beneficial for both the cognitive competence and the psycho-social development of their children. The gains were found to be sustained into young adulthood. Similar programs of intervention and support would be highly beneficial for ethnic migrants in Europe, particularly for Turkish-German youth, given the fact that they tend to do poorly in school. Immigrants' positive youth development, involving the enhancement of autonomous-related self, cognitive competence, psychological and socio-cultural adaptation, promises to provide far reaching benefits to the receiving societies, as well.