Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents

By Valery Chirkov, Richard M. Ryan. 2001

595 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f3acf3ff95e1a8e95fc7f7f34844b9ba4d867d4f

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Application of the scenario questionnaire of horizontal and vertical individualism and collectivism to the assessment of cultural distance and cultural fit (2005, unknown): “…Means and Covariance Structure (MACS) analysis (Little, 1997, 2000) which has been widely and successfully used in numerous cross-cultural studies (Chirkov & Ryan, 2001, 2004; Chirkov, Ryan, Kim, & Kaplan, 2003; Chirkov, Ryan, & Willness, 2005; Grob, Wearing, Little, & Wanner, 1996; Ryan et al.,…”
The role of perceived government style in the facilitation of self-determined and non self-determined motivation for pro-environmental behavior (2010, background): “However, Chirkov and Ryan (2001) found that relative autonomy-support (a composite variable that subtracts perception of control from perception of autonomysupport) from a parent or teacher predicted lower levels of externally regulated academic motivation but did not predict introjected academic mo”
Self‐Determination Theory and the Relation of Autonomy to Self‐Regulatory Processes and Personality Development (2010, background): “…needs are universal necessities for wellness has been obtained in both Western and Eastern cultures, including Bulgaria (Deci et al., 2001), Russia (Chirkov & Ryan, 2001), Canada and Brazil (Chirkov, Ryan, & Willness, 2005), South Korea (Ryan et al., 2005), and China (Vansteenkiste, Lens,…”
Autonomy, culture, and well-being: The benefits of inclusive autonomy (2007, background): “However, there is also ample evidence to support the notion that the type of motivation that an individual experiences (that is, autonomous as opposed to controlled motivation, as deWned by SDT) is relevant to WB across cultures (Chirkov et al., 2003; Chirkov & Ryan, 2001; Chirkov et al., 2005; Sh”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “The levels of both achievement goals and self-determined motivation have been found to vary somewhat across culture (Chirkov & Ryan, 2001; Dekker & Fischer, 2008), as have predictive patterns for achievement goals (Zan, Xiang, Louis, Jianmin, & YunPeng, 2008; see Chirkov, 2009 on autonomous…”
A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory (2010, unknown): “Importantly, the beneﬁcial effects of autonomous, relative to controlled, motives have been consistently shown in nations across the globe, ranging in cultural background from highly individualistic to highly collectivistic (Chirkov & Ryan, 2001; Vansteenkiste, Zhou, Lens, & Soenens, 2005).”
A cross-cultural analysis of autonomy in education (2009, methodology): “Several studies have directly addressed the statistical invariance of the SDTbased scales of autonomous motivation across time, genders and cultures (Chirkov and Ryan, 2001; Chirkov, Ryan, Kim, and Kaplan, 2003; Grouzet, Otis, and Pelletier, 2006; Roth, Assor, Kanat-Maymon, and Kaplan, 2006).”
Helicopter Parenting and Emerging Adult Self-Efficacy: Implications for Mental and Physical Health (2016, background): “Emerging adults who perceive their parents as engaging in autonomy supportive behaviors tend to experience better adjustment in the transition to emerging adulthood (Chirkov and Ryan 2001).”
Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “…(Soenens et al. 2007), is associated with more positive psychological, developmental and educational outcomes in adolescents, including improved academic achievement (Soenens and Vansteenkiste 2005), greater academic motivation and higher levels of subjective well-being (Chirkov and Ryan 2001).”
Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, unknown): “There is considerable empirical evidence that the BNT psychological needs hold across cultures (e.g., Chirkov, 2011; Chirkov & Ryan, 2001; Chirkov, Ryan, & Sheldon, 2011; Lynch, Vansteenkiste, Deci, & Ryan, 2011; Roth, Assor, KanatMaymon, & Kaplan, 2006; Rudy, Sheldon, Awong, & Tan, 2007; Ryan &…”
Workplace Well-Being: The Role of Job Crafting and Autonomy Support (2015, background): “While environments supportive of autonomy tend to have positive outcomes for individuals, environments that are more controlling tend to have a negative effect on selfmotivation, persistence, and well-being (Chirkov and Ryan 2001; Pelletier et al.”
Intentions to drop-out of youth soccer: A test of the basic needs theory among European youth from five countries (2013, methodology): “However, this work has largely been conducted with adults (e.g. Chirkov & Ryan, 2001; Deci et al., 2001).”
A self-determination theory perspective on parenting. (2008, unknown): “Studies completed in Russia and China showed that parental autonomy support was associated with effective self-regulation and positive school outcomes for adolescents, just as in studies completed with North American adolescents (Chirkov & Ryan, 2001; Vansteenkiste, Zhou, Lens, & Soenens, 2005).”