Conceptualizing parental autonomy support: adolescent perceptions of promotion of independence versus promotion of volitional functioning.

By Bart Soenens, Maarten Vansteenkiste, W. Lens, K. Luyckx, Luc Goossens, W. Beyers, Richard M. Ryan. Developmental Psychology, 2007

638 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/694bc8bfccc07ad92881dcbc51e498f3c3a23d9a

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Citations in the corpus

Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale (2010, background): “Employees might, for instance, follow-up a request from their supervisor (and thus fail to be independent) but nonetheless act willingly because their supervisor provided them a meaningful rationale for doing so (Soenens et al., 2007).”
The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions (2010, background): “Within adolescent psychology, some psychologists, influenced by separation-individuation theories, equate autonomy support with independence promotion (Silk, Morris, Kanaya, & Steinberg, 2003), which differs in at least two ways from the promotion of autonomy as defined by BNT (Soenens et al., 2007)”
How Are Parental Psychological Control and Autonomy-Support Related? A Cluster-Analytic Approach (2009, methodology): “Both scales were adapted by Soenens et al. (2007) from existing measures.”
Value transmission in the family: do adolescents accept the values their parents want to transmit? (2011, background): “To foster volitional functioning, a parent must communicate the relevance and meaning of the introduced values so that the child can grasp the importance of these values and internalise them as his or her own (Soenens et al., 2007).”
Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting: The Role of Parents’ Daily Experiences of Need Satisfaction and Need Frustration (2018, positive): “Within SDT, parental autonomy support refers to parents’ encouragement of volitional functioning in children (Grolnick & Pomerantz, 2009; Soenens et al., 2007).”
Let Us Not Throw Out the Baby With the Bathwater: Applying the Principle of Universalism Without Uniformity to Autonomy-Supportive and Controlling Parenting (2015, background): “In SDT, this dimension takes a central place and is defined in a specific fashion: as characteristic of parents who support their children’s volitional functioning, for instance, by acknowledging the child’s perspective, providing meaningful choices, and communicating a relevant rationale when intro”
Differences in Life Satisfaction and School Satisfaction Among Adolescents From Three Nations: The Role of Perceived Autonomy Support (2011, background): “Thus, although experiencing autonomy is important at every age, it may be especially important for adolescents, as they attempt to establish an autonomous identity (Soenens et al., 2007).”
Parental Autonomy Support Predicts Academic Achievement Through Emotion-Related Self-Regulation and Adaptive Skills in Chinese American Adolescents (2014, background): “Given that autonomy is a major developmental task during adolescence (Collins & Steinberg, 2006; Petegem, Beyers, Vansteenkiste, & Soenens, 2012), parental PVF may be an aspect of parenting that may be particularly prominent for adolescents.”
Autonomous and Controlled Motivation for Parenting: Associations with Parent and Child Outcomes (2015, neutral): “2005) and psychosocial functioning (Soenens et al. 2007).”
Processes of personal identity formation and evaluation. (2011, background): “As such, psychological control represents the inverse of autonomy-supportive and empathic parenting (Soenens et al., 2007; Soenens & Vansteenkiste, this volume). to constructs such as supportive parenting and psychological control.”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “In the absence of structure, learning is experienced as chaotic (Jang, Reeve, & Deci, 2010) and children feel incompetent, isolated, and helpless (Soenens et al., 2007).”
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style (2018, methodology): “…support was measured by means of 12 items, of which 5 items were derived from the Work Climate Survey (Deci, Connell, and Ryan 1989) and 7 additional items were adapted from the Perceptions of Parents Scale (Grolnick, Ryan, and Deci 1991) that was further validated by Soenens et al. (2007).”
Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “Unlike controlling parenting, autonomy-supportive parenting, i.e. promotion of children’s volitional functioning (Soenens et al. 2007), is associated with more positive psychological, developmental and educational outcomes in adolescents, including improved academic achievement (Soenens and…”