Skip to main content
Top
Gepubliceerd in:

25-09-2019 | Original Paper

The Role of Logical Consequences and Autonomy Support in Children’s Anticipated Reactions of Anger and Empathy

Auteurs: Jean-Michel Robichaud, Joannie Lessard, Laurence Labelle, Geneviève A. Mageau

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Objectives

Authority exertion in rule-breaking contexts represents both a considerable challenge and a unique opportunity for parents to foster their children’s internalization process (i.e., children’s process of understanding and abiding to the importance of various rules and their underlying values). In this study, we investigated the effects of two interpersonal rule-reminding climates (autonomy-supportive vs. controlling) and two constraint strategies (logical consequences vs. mild punishments) on two emotional precursors of internalization (empathy and anger). We also extended findings from a past study by looking at the association between these two emotions and children’s acceptability beliefs regarding authority strategies.

Method

221 children (Mage = 10.42) read hypothetical rule-breaking scenarios, indicated their anticipated reactions in terms of anger and empathy, and rated the acceptability of the exerted authority strategies.

Results

Autonomy-supportive climates and logical consequences elicited less anger and more empathy than respectively controlling climates and mild punishments. This emotional pattern was in turn associated with greater acceptability beliefs. Finally, significant indirect links from interpersonal climates and constraint strategies to acceptability beliefs, via anticipated emotions, were observed.

Conclusions

These results highlight the potential relevance of using logical consequences in an autonomy-supportive climate, as this combination of strategies seems more effective in promoting emotional precursors of children’s internalization process.
Literatuur
go back to reference Diamantopoulos, A., Sarstedt, M., Fuchs, C., Wilczynski, P., & Kaiser, S. (2012). Guidelines for choosing between multi item and single item scales for construct measurement: a predictive validity perspective. Journal of the Academy of Marketing Science, 40, 434–449. https://doi.org/10.1007/s11747-011-0300-3.CrossRef Diamantopoulos, A., Sarstedt, M., Fuchs, C., Wilczynski, P., & Kaiser, S. (2012). Guidelines for choosing between multi item and single item scales for construct measurement: a predictive validity perspective. Journal of the Academy of Marketing Science, 40, 434–449. https://​doi.​org/​10.​1007/​s11747-011-0300-3.CrossRef
go back to reference Dreikurs, R., & Grey, L. (1968). Logical consequences: a new approach of discipline. Oxford, England: Meredith Press. Dreikurs, R., & Grey, L. (1968). Logical consequences: a new approach of discipline. Oxford, England: Meredith Press.
go back to reference Faber, A., & Mazlish, E. (2012). How to talk so kids will listen and listen so kids will talk. New York, NY: Scribner. Faber, A., & Mazlish, E. (2012). How to talk so kids will listen and listen so kids will talk. New York, NY: Scribner.
go back to reference Gilbert, J. I. (1986). Logical consequences: a new classification. Individual Psychology, 42, 243–254. Gilbert, J. I. (1986). Logical consequences: a new classification. Individual Psychology, 42, 243–254.
go back to reference Ginott, H. G. (1965). Between parent and child: new solutions to old problems. New York, NY: Macmillan. Ginott, H. G. (1965). Between parent and child: new solutions to old problems. New York, NY: Macmillan.
go back to reference Hoffman, M. L. (2008). Empathy and prosocial behavior. In M. Lewis, J. M. Haviland-Jones & L. Barr Fedlmanett (Eds), Handbook of Emotions. 3rd edition (pp. 440–455). New York, NY: Guildford Press. Hoffman, M. L. (2008). Empathy and prosocial behavior. In M. Lewis, J. M. Haviland-Jones & L. Barr Fedlmanett (Eds), Handbook of Emotions. 3rd edition (pp. 440–455). New York, NY: Guildford Press.
go back to reference Keller, M., & Edelstein, W. (1991). The development of socio-moral meaning making: domains, categories, and perspective-taking. In W. M. Kurtines & J. L. Gewirtz (Eds), Handbook of moral behavior and development 2, (89–114). Hillsdale, NJ: Erlbaum. Keller, M., & Edelstein, W. (1991). The development of socio-moral meaning making: domains, categories, and perspective-taking. In W. M. Kurtines & J. L. Gewirtz (Eds), Handbook of moral behavior and development 2, (89–114). Hillsdale, NJ: Erlbaum.
go back to reference Larzelere, R. E, Cox, R. B., & Mandara, J. (2013). Responding to misbehavior in young children: how authoritative parents enhance reasoning with firm control. In R. E. Larzelere, A. S. Morris, A. W. Harrist, (Eds), Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. (pp. 89–111). Washington, DC: American Psychological Association Press. https://doi.org/10.1037/13948-005. Larzelere, R. E, Cox, R. B., & Mandara, J. (2013). Responding to misbehavior in young children: how authoritative parents enhance reasoning with firm control. In R. E. Larzelere, A. S. Morris, A. W. Harrist, (Eds), Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. (pp. 89–111). Washington, DC: American Psychological Association Press. https://​doi.​org/​10.​1037/​13948-005.
go back to reference Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: implications for the classroom. In J. M. Levine & M. C. Wang (Eds), Teacher and Student Perceptions: Implications for Learning (pp. 281–317). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: implications for the classroom. In J. M. Levine & M. C. Wang (Eds), Teacher and Student Perceptions: Implications for Learning (pp. 281–317). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
go back to reference Patterson, G. R., & Fisher, P. A. (2002). Recent developments in our understanding of parenting: Bidirectional effects, causal models, and the search for parsimony. In M. H. Bornstein (Ed.), Handbook of parenting volume 5 practical issues in parenting. 2nd edn (pp. 59–88). Mahwah NJ: Lawrence Erlbaum Associates. Patterson, G. R., & Fisher, P. A. (2002). Recent developments in our understanding of parenting: Bidirectional effects, causal models, and the search for parsimony. In M. H. Bornstein (Ed.), Handbook of parenting volume 5 practical issues in parenting. 2nd edn (pp. 59–88). Mahwah NJ: Lawrence Erlbaum Associates.
go back to reference Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & R. M. Lerner (Series Eds) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development (pp. 99–166). New York: Wiley. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & R. M. Lerner (Series Eds) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development (pp. 99–166). New York: Wiley.
go back to reference Soenens, B., Vansteenkiste, M., & Van Petegem, S. (2015). Let us not throw out the baby with the bathwater: applying the principle of universalism without uniformity to autonomy-supportive and controlling parenting. Child Development Perspectives, 9, 44–49. https://doi.org/10.1111/cdep.12103.CrossRef Soenens, B., Vansteenkiste, M., & Van Petegem, S. (2015). Let us not throw out the baby with the bathwater: applying the principle of universalism without uniformity to autonomy-supportive and controlling parenting. Child Development Perspectives, 9, 44–49. https://​doi.​org/​10.​1111/​cdep.​12103.CrossRef
Metagegevens
Titel
The Role of Logical Consequences and Autonomy Support in Children’s Anticipated Reactions of Anger and Empathy
Auteurs
Jean-Michel Robichaud
Joannie Lessard
Laurence Labelle
Geneviève A. Mageau
Publicatiedatum
25-09-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 6/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-019-01594-3

Andere artikelen Uitgave 6/2020

Journal of Child and Family Studies 6/2020 Naar de uitgave