Perceived Threat, Controlling Parenting, and Children's Achievement Orientations

By S. Gurland, W. Grolnick. 2005

165 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/31ddac8bac220affea32e7abc698b02749408542

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Citations in the corpus

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): “…features of parental personality such as parental perfectionism (Soenens et al., 2006), parents’ perception of the social context and the world as threatening (Gurland & Grolnick, 2005), and child characteristics such as difficult temperament (Laukkanen, Ojansuu, Tolvanen, Alatupa, & Aunola, 2014).”
The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants (2010, unknown): “…social considerations, such as relationships (Mageau & Vallerand, 2003; Ullrich-French & Smith, 2006), autonomy support (Conroy & Coatsworth, 2007; Gurland & Grolnick, 2005; Pelletier, Fortier, Vallerand, & Brı̀ere, 2002), peer-friendships and group considerations (Allen, 2003; Weiss, Smith, &…”
The role of parents in facilitating autonomous self-regulation for education (2009, background): “Gurland and Grolnick (2005) reasoned that more con trolling parental styles focus children on the outcomes rather than the process of learning.”
Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process (2016, background): “Gurland and Grolnick (2005), for example, examined mothers’ perceptions of environmental threat regarding such issues as future economic instability and resource scarcity.”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…will not allow the expression of negative emotions, or will give up, resulting in a chaotic teaching style, as found in controlling parenting (e.g. Gurland & Grolnick, 2005; Landry et al., 2008) Hence, in this Study, we posited that reappraisal should lead teachers to a greater tendency to be…”
The Effects of Helicopter Parenting on Academic Motivation (2017, unknown): “…goals for their children when they view their child’s achievement as a reflection of themselves (Grolnick, Gurland, DeCourcey, & Jacob, 2002) as well as when they have anxieties about being judged by others (Grolnick et al., 2002) or that the world is a threatening place (Gurland & Grolnick, 2005).”
A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation (2009, background): “One area worthy of future research 8 was the apparent cross-over between these domains, such that relatedness could be used to 9 incentivise a competence goal, or autonomy supportive behaviour might contribute to an improved 10 relationship (cf. Gurland & Grolnick, 2005).”
Parenting in youth sport: A position paper on parenting expertise. (2015, background): “With respect to the four alternative dimensions 16 (Maccoby & Martin, 1983), an authoritative parenting style is closely aligned to appropriate 17 structure, autonomy-support, and involvement (Gurland & Grolnick, 2005).”
The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework. (2011, background): “…that is need-supportive would be related to students' autonomous motivation for engagement in homework—a type of motivation that has been shown to be beneficial for learning, achievement, and increased interest in the material (Gurland & Grolnick, 2005; Katz et al., 2010; Ryan & Deci, 2000).”
A self-determination theory perspective on parenting. (2008, background): “One recent study suggested that parents’ perceptions of external threat in their child’s environment as reflected in worries about the future, limited resources, and unpredictability were also associated with controlling behaviours (Gurland & Grolnick, 2005).”
The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007, background): “Indeed, when parents feel pressure to ensure children perform up to standards, they exert heightened control over children (Grolnick et al., 2002; Gurland & Grolnick, 2005).”
Parenting and children's motivation at school. (2009, background): “' Nelson & DeBacker, 2008), and parental influences (e.g., Boon, 2007; deBruyn, Dekovic, & MetJnen,2003; Gonzalez & Wolters, 2006; Gonzalez-DeHass, Willems, & Holbein, 2005; Gurland & Grolnick, 2005) have all been addressed.”
Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention (2011, background): “Given that parental autonomy support and student’s learning goals are both linked to student motivation, they could complement one another in an intervention because parental autonomy support is likely to promote learning goals (Grolnick 2009; Gurland and Grolnick 2005 ).”