The psychology of parental control: How well‐meant parenting backfires

By B. Barber. 2005

414 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/7a54091bf9812e7cddf8a02f4f0aafe012d4e15c

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

In General Health Professions

Citations in the corpus

Mentalizing and borderline personality disorder (2007, background): “There is considerable evidence that the absence of controlling behaviour on the part of the parent predicts internalized controls in preschool children (Grolnick, 2003).”
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2011, neutral): “The first author further examined the reference lists of review articles (e.g., Mageau and Vallerand 2003; Reeve 2009) and books (e.g., Grolnick 2003) for additional studies not identified in computer-based searches.”
Family Correlates of Trajectories of Academic Motivation During a School Transition: A Semiparametric Group-Based Approach. (2004, background): “These findings suggest that variations in family dynamics are not only associated with immediate differences in student experience (see Grolnick, 2003) but might also predict different academic paths, even for young adults.”
Should parental prohibition of adolescents' peer relationships be prohibited? (2009, positive): “communicate rules for behavior, which limits the child’s ability to make independent decisions (Grolnick, 2003).”
Cohesiveness, coach's interpersonal style and psychological needs: Their effects on self-determination and athletes' subjective well-being (2009, background): “Similarly, there is a need to further understand the social factors that predict perceptions of relatedness (Deci & Ryan, 1991; Grolnick, 2003).”
Clarifying the Link between Parental Psychological Control and Adolescents’ Depressive Symptoms: Reciprocal versus Unidirectional Models (2008, positive): “Although psychological control may be expressed in a rather subtle and covert fashion (e.g., by giving a child the silent treatment), this parenting dimension is thought to have a detrimental impact on children’s well-being (Barber & Harmon, 2002; Grolnick, 2003).”
Developing and Validating the Perceived Parental Media Mediation Scale: A Self‐Determination Perspective (2013, methodology): “SDT was chosen because this theory on motivation has straightforward predictions about the parental strategies that can facilitate or forestall children’s intrinsic motivation and their internalization of norms and rules (Grolnick, 2003; Joussemet, Landry, & Koestner, 2008).”
Perceptions of Parental Involvement and Autonomy Support: Their Relations with Self-Regulation, Academic Performance, Substance Use and Resilience among Adolescents (2008, background): “Relatively little is known about the mediators that may explain the effects of perceived parental involvement and autonomy support on academic performance or other important psychosocial outcomes in adolescence (Barber & Harmon, 2002; Grolnick, 2002).”
Cultural Context and Psychological Needs in Canada and Brazil (2005, methodology): “This hypothesis is derived from SDT’s prediction that the impact of basic need support on well-being is universally positive in its effects because it fits with intrinsic growth tendencies in human nature (Grolnick, 2003; Ryan & Deci, 2001).”
How Integrative is Attachment Theory? Unpacking the Meaning and Significance of Felt Security (2007, background): “Autonomy support has been shown to play a positive role within relationships from parentchild (Grolnick, 2003) to romantic involvements (e.g., Patrick, Knee, Canevello, & Lonsbary, 2007) to business associations (e.g., Baard, Deci, & Ryan, 2004).”
Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?. (2005, background): “In contrast, the conceptualization of autonomy support that is used in the present study (i.e., autonomy support as promotion of volitional functioning) is thought to be strongly negatively related to psychological control (Grolnick, 2003). spoken by more than 90% of the Chinese population.”
Parental Provision of Structure: Implementation and Correlates in Three Domains (2014, background): “This dimension includes attempts that are domineering, intrusive, or controlling, including constructs such as psychological control (Barber, 1996; Schaefer, 1965) and controllingness (Grolnick, 2003) and, at the other extreme, autonomy supportive or autonomy granting (e.”
Parental Involvement Research: Moving to the Next Level (2011, background): “It is not the notion that a parent pushes expectations upon their children, such as, “You shall live up to these standards” (Jeynes, 2010a, 2010b; Lancaster, 2004).”
How Effective Are Family Literacy Programs? (2011, background): “Second, the relationship between parents and child is sensitive and emotional and may be disrupted by the pressures arising from a teaching–learning situation (also see Grolnick, 2003).”
Differentiating between Confrontive and Coercive Kinds of Parental Power-Assertive Disciplinary Practices (2012, background): “Grolnick [2003], for example, regards parents’ assertion of power to be misguided.”
Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting: The Role of Parents’ Daily Experiences of Need Satisfaction and Need Frustration (2018, neutral): “For instance, based on well-established models of antecedents of parenting (Belsky, 1984; Grolnick, 2003) several important antecedents of controlling parenting have been identified, including features of parental personality such as parental perfectionism (Soenens et al.”
Motivational processes in the coach‐athlete relationship: A multi‐cultural self‐determination approach (2017, positive): “These ﬁ ndings provide substantial support for SDT's prediction that the impact of need support is universally positive for optimal functioning and well-being because it ﬁ ts with the intrinsic growth tendencies inherent in human nature (Grolnick, 2003; Ryan & Deci, 2002).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, background): “because they pressure students to behave and think in prescribed ways (Grolnick 2003; Soenens et al. 2012).”
The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007, background): “We now turn to making the case that how parents are involved in children’s schooling contributes to the effectiveness of their involvement (see Darling & Steinberg, 1993; Grolnick, 2003; Pomerantz et al., 2005).”
Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, methodology): “…of parents seem to be negatively associated with homework motivation and effort, whereas parents’ process-oriented, autonomy-supporting homework behavior tends to be associated with positive homework outcomes (Grolnick, 2003; Hoover-Dempsey et al., 2001; Pomerantz, Wang, & Ng, 2005; Warton, 2001).”