Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

By J. Froiland. 2011

198 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/146d9b486598af39d92ebb4f5ab21abb223f8596

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Richard M. Ryan
2. Edward L. Deci
3. Robert J. Vallerand
4. R. Koestner
5. F. Worrell
6. J. Froiland
7. Maarten Vansteenkiste
8. Geneviève A. Mageau

In Education

1. J. Froiland
2. F. Worrell
3. Richard M. Ryan
4. Edward L. Deci
5. Mark L. Davison
6. E. Oros
7. Aubrey Peterson
8. Renée Landry

In Social Psychology

1. Robert J. Vallerand
2. Richard M. Ryan
3. Edward L. Deci
4. J. Froiland
5. R. Koestner
6. Geneviève A. Mageau
7. Maarten Vansteenkiste
8. Marylène Gagné

Citations in the corpus

• The long-term effects of early parent involvement and parent expectation in the USA (2013, methodology): “The role of families in promoting children’s cognitive development and achievement is crucial (Froiland, 2011a; Powell, Son, File & Froiland, in press), yet family involvement is not emphasized enough by school psychologists or educators (Christenson, Rounds & Gorney, 1992).”
• Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “Maintaining and enhancing intrinsic motivation among students requires autonomy supportive home and school environments (Froiland, 2011a; Froiland, 2010; Froiland et al., 2012; Ryan & Deci, 2000).”
• Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Because parental autonomy support has also been linked to intrinsic life goals, psychological well-being and healthy behaviours, it is important for research in this area to accelerate (Froiland, 2011; Kasser et al., 1995; Lekes et al., 2010).”
• Autonomous and Controlled Motivation for Parenting: Associations with Parent and Child Outcomes (2015, background): “In addition, research has found that autonomy supportive interventions are effectiv for children (Su and Reeve, 2011) and that parental autonomy support in their children’s education predicts positive outcomes (e.g., Froiland 2011).”
• Parents’ Weekly Descriptions of Autonomy Supportive Communication: Promoting Children’s Motivation to Learn and Positive Emotions (2015, methodology): “qualitative approach to analyzing the weekly treatment integrity data from Froiland’s (2011) study, which involved parents’ weekly written descriptions of how they applied the autonomy supportive techniques and how their children responded.”
• Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting: The Role of Parents’ Daily Experiences of Need Satisfaction and Need Frustration (2018, unknown): “Consistent with this observation, studies have begun to show that parents can be trained to adopt a more autonomy-supportive parenting approach, with resulting benefits for children’s motivation and behavioral adjustment (Froiland, 2011; Joussemet, Mageau, & Koestner, 2014).”
• Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “One way to promote intrinsic motives and deeper engagement is through the use of autonomy supportive parenting and teaching styles, including emphasising the value and beauty of what children can learn in classes (see Froiland, 2011; Reeve & Jang, 2006 for examples).”
• Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Learning goals also support both intrinsic motivation (Froiland, 2011) and academic performance (Latham & Brown, 2006), so future longitudinal and intervention studies may wish to assess the combined effects of intrinsic motivation, learning goals, and engagement on achievement in both the shorter a”
• Brick by Brick: The Origins, Development, and Future of Self-Determination Theory (2019, background): “the pursuit of external rewards and the garnering of esteem and approval of others, whereas intrinsic goals entail a focus on inherent, often eudaimonic, propensities (see Ryan, Curren, & Deci, 2012) such as fully actualizing one’s capacities, caring for one’s larger community, or acting with benevo”