Parental Autonomy Research Articles

Parental autonomy support and future-oriented coping among high school students: Serial mediation of future time perspective and meaning in life.

Guided by the ecosystem theory, this study aimed to explore the association between parental autonomy support and future-oriented coping of high school students, as well as the mediating effects of future time perspective and meaning in life in this relationship. A total of 707 Chinese high school students were involved in a paper questionnaire survey and data analysis. It was found that (1) parental autonomy support was significantly positively related to future-oriented coping. (2) Mediation analyses demonstrated that parental autonomy support directly affects future-oriented coping; parental autonomy support indirectly affects future-oriented coping through separate mediation and serial mediation of future time perspective and meaning in life. These findings have important implications for the improvement of future-oriented coping abilities of high school students.

Psychometric properties of the Perceived Parental Autonomy Support Scale (P-PASS) in Spanish late-adolescents

This study analyzed psychometric characteristics the Spanish version of the Perceived Parental Autonomy Scale (P-PASS), a self-report questionnaire to assess the adolescent’s perception of parental autonomy support. Confirmatory factor analyses demonstrated the hypothesized two-factor structure of the P-PASS, indicating the distinction between parental autonomy support and controlling parenting. Moreover, convergent validity was confirmed by theoretically consistent associations between the P-PASS and others measures of parental psychological control. Results confirmed that parental autonomy support was a different dimension from overprotection and care. The findings from the hierarchical regression demonstrated the contributions of parental autonomy support and parental control to the development self -concept. Effect sizes findings highlight the upper weight of student’s perceived fathers’ behaviors on students’ family, social and physical self-concept.

Psychometric properties of the Perceived Parental Autonomy Support Scale (P-PASS) in Spanish late-adolescents

Psychometric properties of the Perceived Parental Autonomy Support Scale (P-PASS) in Spanish late-adolescents

STUDY ON THE RELATIONSHIP BETWEEN REARING STYLE, INTERPERSONAL COMMUNICATION ABILITY AND EMOTION REGULATION OF JUNIOR MIDDLE SCHOOL STUDENTS WITH HEARING IMPAIRMENT

STUDY ON THE RELATIONSHIP BETWEEN REARING STYLE, INTERPERSONAL COMMUNICATION ABILITY AND EMOTION REGULATION OF JUNIOR MIDDLE SCHOOL STUDENTS WITH HEARING IMPAIRMENT

The Duty to Protect, Abortion, and Organ Donation.

Some people oppose abortion on the grounds that fetuses have full moral status and thus a right to not be killed. We argue that special obligations that hold between mother and fetus also hold between parents and their children. We argue that if these special obligations necessitate the sacrifice of bodily autonomy in the case of abortion, then they also necessitate the sacrifice of bodily autonomy in the case of organ donation. If we accept the argument that it is obligatory to override a woman's bodily autonomy for the sake of an unborn child's survival, we must continue to override the bodily autonomy of parents to ensure the survival of their living children, until the parent no longer has a special obligation to their child to the same degree as their special obligation to the fetus. And if the life of a child is truly more important than the bodily autonomy of its parents, as must be the case to force women to carry unwanted pregnancies to term, this should remain true until such a time that their children are no longer considered their responsibility. Thus, parity of reasoning suggests that policies compelling the gestation of a fetus should be accompanied by policies compelling organ donation.

Parenting Styles and Dimensions of Emerging Adulthood in Yoga and Nonyoga Practitioners

Background: Career choice in engineering, especially in India, is determined by many factors such as parental influence and other inherent traits of students. Understanding the factors that are associated with self-regulated, choiceful decision-making in a career choice is essential to build better human resources. Early yoga practice may influence certain inherent traits, which can enable autonomous decision-making. Hence, exploration of those psychological factors is attempted in this study. Aim: This study aims to explore the parenting styles and dimensions of emerging adulthood among yoga and nonyoga practitioners. Methods: From an engineering college in South India, 311 first-semester students were recruited for the study. The Free will and Determinism Scale, the General Health Questionnaire, the Inventory of the Dimensions of Emerging Adulthood, the 13-item short form of the Marlowe–Crowne Social Desirability Scale, and the Perceived Parental Autonomy Support Scale were administered. Results: The students were divided into two categories, yoga practitioners and nonyoga practitioners. We performed Pearson's partial correlation between various variables across these two groups, controlling for social desirability scores. Overall, the magnitude of the correlations was low to moderate. Conclusion: There are a few dimensions of emerging adulthood that have desirable outcome trends, both in yoga and nonyoga practitioners. Distinct features of yoga practitioners are students who exercise inner free will, and with autonomy-supportive parenting style tend to have a positive outlook. Therefore, yoga may promote self-regulated ways of inner growth and learning in emerging adults.

Parental involvement and learner autonomy in EFL context: A case study

Parental involvement and learner autonomy in EFL context: A case study

Parental consideration of children's experiences: A critical review of parenting constructs

AbstractThe purpose of this paper is to bring together and highlight common conceptual elements and findings from constructs that involve parents' consideration of children's viewpoints and experiences: parental sensitivity, empathy, perspective taking, responsiveness, autonomy support, and scaffolding. Research on each of these constructs suggests that consideration in the parenting role is associated with better child development, learning, and well‐being. We examine definitions and measures of the constructs to address how parental consideration has been conceptualized. We also review positive child development indicators that have been associated with it, across various periods, contexts, and domains of development. By drawing attention to this common denominator and adopting an integrative perspective, we hope to contribute to future research and help transfer knowledge to parents about this key, facilitative parenting dimension.

Parenting in context: A systematic review of the correlates of autonomy support

AbstractResearch has shown that autonomy‐supportive parenting is associated with positive academic and socioemotional outcomes across childhood. Many studies have examined the correlates of parental autonomy support to understand who is most likely to be autonomy‐supportive and under what conditions. The current systematic review synthesized findings from 63 studies that explored how sociodemographic, familial, parental, and situational factors are related to autonomy‐supportive parenting. Results indicated that sociodemographic factors did not reliably predict autonomy support across studies. Parental factors, including socialization goals, need satisfaction, and mental health, were consistently linked with autonomy support. We propose a contextual model of autonomy support in which the associations between distal factors and autonomy‐supportive parenting are mediated by parental factors, with situational factors moderating the relation between parental factors and autonomy support. Suggestions for future research include reconciling discrepant findings across different measurement approaches and considering how developmental timing influences the factors associated with autonomy‐supportive parenting.

Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy.

BackgroundSelf‐regulated learning (SRL) ability is the key determinant of the success of full‐time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K‐12 students.ObjectivesThe purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self‐efficacy, and students' online SRL.MethodsWe use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K‐12 students who engaged in full‐time online learning in their homes during the coronavirus disease 2019 (COVID‐19) outbreak.Results and ConclusionsParental autonomy support and students' self‐efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self‐efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.ImplicationsOn the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self‐efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self‐efficacy.

Differences in the Support for Autonomy of Parents, Teachers, and Peers, Differences in Participation and Satisfactions among Elementary School Students in the Online Learning Environment

본 연구는 온라인 학습 환경에서 초등학교 고학년이 지각하는 부모, 교사, 또래의 자율성 지지, 온라인 학습참여 및 만족도를 알아보고, 개인 특성에 따른 차이를 검증하기 위하여 수행하였다. 이를 위해 초등학교 고학년327명을 대상으로 설문조사를 실시하였다. 수집된 자료는 SPSS 28.0 프로그램을 이용하여 분석하였다. 분석 결과첫째, 온라인 학습 환경에서 초등학생은 교사의 자율성 지지를 가장 높게 지각하였고, 이어 부모, 또래의 자율성지지 순이었다. Likert 7점 척도에서 온라인 학습 참여는 인지적 참여 4.20점, 주체적 참여 4.04점 순이었고, 온라인 학습 만족도는 4.07점이었다. 둘째, 또래의 자율성 지지는 성별과 학년에 따라, 온라인 학습 참여 및 만족도는학년에 따라 통계적으로 유의한 차이가 있었다. 셋째, 테크놀로지 관련 교육 참여 유무, 선호하는 교육 방법에 따라 온라인 학습 만족도는 통계적으로 유의한 차이가 있었다. 이러한 결과는 온라인 학습 환경에서 초등학교 고학년의 특성을 고려하고 이를 반영한 교수 학습전략이 요구됨을 시사한다. 본 연구는 개인 특성에 따른 차이를 규명하고, 이를 반영할 수 있는 교수 학습 전략을 모색하였다는 측면에서 온라인 학습에 관한 학문적 실무적 의의가 있다.

In-hospital education of parents of newborns may benefit from competency-based education: A qualitative focus group and interview study among health professionals.

The aim of this study was to appraise health professionals' self-reported practices in educating parents of hospitalised newborns from the perspective of competency-based education and to identify areas for improvement of parental learning. Patient education is essential to achieve autonomy in parents of hospitalised newborns. The literature provides descriptions of the use of various components of competency-based education in patient education. This suggests that competency-based education is a valuable concept for patient education. A case-based qualitative study. Three focus group discussions were conducted and 28 semi-structured interviews with 45 health professionals who practice in a hospital setting that is designed to empower parents. The data were analysed with a framework analysis approach, using a framework of competency-based education themes for a combined inductive and deductive content data analysis. The recommendations of the Standards for Reporting Qualitative Research checklist were followed. Two themes of competency-based education emerged as evidently operationalised: (1) 'Learning climate' and (2) 'Role modeling'. Five themes emerged as incompletely operationalised: (1) 'Parent curriculum based on inter-professional consensus'; (2) 'Transparency about the competencies needed'; (3) 'Access to teaching'; (4) 'Assessing and reporting results'; and (5) 'Proficiency statements based on autonomy expectations'. Two themes did not emerge: (1) 'Empowering parents to be active learners' and (2) 'Evaluation and improvement of the education program'. Parent education is at risk of being merely on a master-apprentice model and may be more effective if it is designed on competency-based education principles. Identified areas for improvement are empowering parents to be 'active learners' and by involving them in the evaluation and improvement of the educational program. Parent education in neonatal health care may benefit from an appraisal based on competency-based education themes. Appraising parent education based on competency-based education principles is feasible for improving the learning process towards parent autonomy.

Parent work-life conflict and adolescent adjustment during COVID-19: Mental health and parenting as mediators.

Coronavirus disease (COVID-19) pandemic is an unprecedented challenging time for parents and adolescents. The present study examines the role of parent work-life conflict on adolescent adjustment (i.e., academic engagement and mental health) and family processes (i.e., parental mental health and parenting) as potential mediators for this association. A total of 692 middle school students (53.2% boys; Mage = 13.54 years, SDage = 0.58) and their parents (29.6% fathers and 70.4% mothers; Mage = 44.75 years, SDage = 4.14 years) completed an online survey in May 2020 in Beijing, China. Results indicated that many parents (24.6%) experienced work-life conflicts amid the COVID-19 pandemic. Findings also showed that parent work-life conflict was negatively associated with youth academic engagement and mental health indirectly through parental mental health difficulties and parenting behavior (parental control, autonomy granting, and parental involvement). In addition, parental mental health difficulties had direct and indirect effects on youth adjustment via parenting behaviors, such that parental involvement and autonomy granting predicted greater academic engagement and covitality (co-occurrence of positive traits and positive mental health), whereas the parental control predicted youth mental health difficulties. Our findings extend prior research by examining the pathways linking parental work-life conflict to youth adjustment during COVID-19. Findings are discussed in terms of how to better support families and promote better youth academic engagement and well-being during COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Alexithymia in a Self Determination Theory Framework: The interplay of Psychological Basic Needs, Parental Autonomy Support and Psychological Control

Alexithymia in a Self Determination Theory Framework: The interplay of Psychological Basic Needs, Parental Autonomy Support and Psychological Control

How Do Adolescents Manage Information in the Relationship with Their Parents? A Latent Class Analysis of Disclosure, Keeping Secrets, and Lying

The use of disclosure and concealment strategies by adolescents in the relationship with their parents may have important implications for their adjustment. Few studies of adolescents’ information management have taken a person-centered approach, yet it is a useful way to understand variations in how they regulate information shared with their parents. This study explored adolescents’ information management constellations with their mothers and fathers, and how these patterns differ in terms of perceived need-supportive parenting, autonomous reasons for disclosure, and problematic alcohol use. Three hundred thirty-two Swiss adolescents (45% female; Mage = 15.01 years) reported information management strategies used with each parent (disclosure, keeping secrets, lying), perceptions of maternal and paternal need-supportive parenting (involvement, autonomy support, structure), autonomous reasons for disclosure, and problematic alcohol use. Latent class analyses revealed three classes: Reserved (37%), Communicators (36%), and Deceptive (27%). Comparisons across classes showed that adolescents in the Communicators class reported the highest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Adolescents in the Deceptive class reported the lowest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Associations between classes and problematic alcohol use were also found, such that the likelihood of problem drinking was greater for adolescents in the Deceptive class. These findings underscore the importance of continued information sharing with both parents, and underline how a need-supportive parenting context may encourage adolescents to talk voluntarily.

The effects of living and learning conditions on the health-related quality of life of children and adolescents during the COVID-19 lockdown in the French Grand Est region

IntroductionCOVID-19 lockdown measures resulted in children and adolescents staying and learning at home. This study investigated health-related quality of life (HRQoL) and its associated factors among youth during the first lockdown.MethodsA cross-sectional study was conducted among 8- to 18-year-olds from the French Grand Est region. Sociodemographic data and information on living and learning conditions were collected using an online survey. HRQoL was assessed using the KIDSCREEN-27. Multiple regression analysis was performed to explore factors related to low HRQoL in each dimension.ResultsIn total, 471 children from 341 households were included. Difficulties isolating at home were associated with low HRQoL in the psychological well-being (OR = 2.2, 95% CI: 1.2–4.0) and parent relations and autonomy (OR = 2.1, 95% CI: 1.2–3.8) dimensions. Conflicts with dwelling occupants were related to increased ORs in the psychological well-being (OR = 2.9, 95% CI: 1.9–4.6), parent relations and autonomy (OR = 2.2, 95% CI: 1.4–3.4) and school environment (OR = 2.4, 95% CI: 1.5–3.7) dimensions. Living in an apartment (OR = 1.8, 95% CI: 1.1–3.1), never leaving home (OR = 2.6, 95% CI: 1.2–5.9), having indoor noise at home (OR = 2.3, 95% CI: 1.2–4.6), and having a parent with high anxiety (OR = 1.8, 95% CI: 1.1–3.1) were associated with low HRQoL in the social support and peers dimension. Children working less than 1 h/day on schoolwork had an increased OR of 3.5 (95% CI: 1.4–9.0) in the school environment dimension.ConclusionLiving and learning conditions were associated with low HRQoL among children and adolescents during the COVID-19 lockdown. Prevention and intervention programs are needed to support youth by facilitating their interactions and improving their coping and to prepare for future waves.

Parental support perceived in the parent-child dyad

It has become a certainty that effective parenting requires a high level of control and monitoring. The parental support provided during the pregnancy predicts a good functioning of the child, generates a socially, mentally and emotionally healthy competent child, who functions well under stress (Auerbach et al., 2011).In this study we investigate the parental support perceived in the parent - child dyad (by including both parents and adolescents rather than relying only on parent reports). The participants were represented by the parent-child couple (adolescent from high schools), so the participants were 86 dyad parent child who completed the questionnaire in google form, Perceived Parental Autonomy Support Scale (P-PASS; Mageau et al. 2015). The applied questionnaire assesses parents 'perceptions of supporting their own autonomy (offering choice, recognizing the child's feelings and providing a reason for rules and requirements), parental control (criticisms of guilt, use of threats and performance pressures) and adolescents' perceptions of the same variables.Results showed that parents' perceived autonomy support from their own parents that is not associated with adolescents' perception of the liberty to make their own choices and providing rationale for rules and demands; the only supportive parenting construct reflected in adolescents' perception being the acknowledgment of their feelings.

Parental Autonomy Support and Pathological Internet Use among Chinese Undergraduate Students: Gratitude Moderated the Mediating Effect of Filial Piety.

Applying an integrated theoretical model consisting of the socioecological theory, the self-determination theory, and the broaden-and-build theory, the present study tested a moderated mediation model of parental autonomy support, filial piety, and gratitude to study how these factors are jointly related to pathological Internet use (PIU) in Chinese undergraduate students. A total of 1054 Chinese undergraduate students (M age = 20.35, SD = 1.00, 34.7% females) aged between 16 and 24 years participated in this study. They were instructed to complete self-reported questionnaires on parental autonomy support, filial piety, gratitude, and PIU. The results showed that parental autonomy support was negatively associated with PIU, and filial piety partially mediated this relation. Specifically, parental autonomy support was positively related to filial piety, which, in turn, was negatively associated with PIU. In addition, gratitude moderated the first path of the indirect relation and the direct relation of this mediation effect. To be specific, undergraduate students with higher gratitude showed high filial piety and low PIU, in the context of low parental autonomy support, than those with lower gratitude. Taken together, the current study contributes to extant research by highlighting the vital role of parental autonomy support in mitigating undergraduate students’ PIU and illustrating how filial piety explains the underlying mechanism of this association. This study also provides novel insights into intervention or prevention programs by demonstrating that gratitude alleviates the adverse effect of low parental autonomy support on students’ PIU.

Parental Autonomy Support, Parental Psychological Control and Chinese University Students' Behavior Regulation: The Mediating Role of Basic Psychological Needs.

The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults’ autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture.

Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking

This study investigated the mediating role of children's school liking between parent-child interactions and children's pre-academic skills. Specifically, parent-child interactions included frequency of mothers' and fathers' formal and informal home learning activities with children, as well as their autonomy support during these activities. Three hundred first-year kindergarteners were tested on two aspects of pre-academic skills, namely oral vocabulary and object counting, while their mothers and fathers reported parent-child interactions and children's school liking. Structural equation modeling showed that after controlling for demographic variables, mother-child informal learning activities and mothers' and fathers' autonomy support were positively linked to children's pre-academic skills via school liking. Father-child informal learning activities and mother- and father-child formal learning activities were not related to children's school liking nor to pre-academic skills. Our findings suggest that more coaching can be provided to parents on how to promote children's school liking and pre-academic skills.