The role of parents in facilitating autonomous self-regulation for education

By W. Grolnick. 2009

218 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/40cf49c05c51b42e43fe95118e484e379bb54f59

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school (2014, background): “Intervention could therefore target the social factors identified earlier (i.e., autonomy support, involvement, and structure; Connell & Wellborn, 1991; Deci & Ryan, 2000; Grolnick, 2009; Niemiec & Ryan, 2009), known to promote the satisfaction of psychological needs to competence, as well as autono”
Incentives and Test-Based Accountability in Education (2011, background): “In contrast, parents who are supportive of their children’s autonomy can help them to be more internally motivated (Grolnick, 2009).”
Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, background): “However, this finding is in accordance with previous research which has shown that since teachers change from year to year, in contrast to parents and reciprocal friendships with classmates whom remain more stable influences in a student’s life, teachers’ impact on students’ academic success may not”
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).”
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research (2016, background): “In fact, a great deal of research has supported this notion (Annear and Yates 2010; Grolnick 2009; Joussemet et al. 2008).”
Self-determination theory: An approach to motivation in music education (2015, background): “Future SDT-based research may further clarify these findings by emphasizing the quality of the parental involvement, because SDT makes strong predictions about the effects of involvement that depend on whether the involvement is controlling or autonomy-supportive (Grolnick, 2009; Pomerantz, Moorman,”
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, background): “…needs are facilitated, when parental behavior is characterized by autonomy support, interpersonal involvement and structure and undermined when parental behavior is controlling, that is characterized by pressure, intrusiveness and dominance (Grolnick, 2003, 2009; Grolnick, Deci, & Ryan, 1997).”
Can a Parent Do Too Much for Their Child? An Examination By Parenting Professionals of the Concept of Overparenting (2012, background): “Research on parental control in academic settings has shown that when parents are orientated towards control rather than supporting autonomy in their children then the child may fail to develop autonomous motivation in academic settings (Grolnick, 2009).”