Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Behavioral Problems Reported by Adolescents and...

volgende artikel Ceiling Effects and Floor Effects of the Posttr...

Tip

Swipe om te navigeren naar een ander artikel

25-10-2017 | Original Paper | Uitgave 2/2018

Total and Attuned Multiple Autonomy Support and the Social Development of Early Adolescents

Tijdschrift:: Journal of Child and Family Studies > Uitgave 2/2018

Auteurs:: Francisco Alexandre Melo Simões, Maria Manuela de Amorim Calheiros, Madalena Moutinho Alarcão e Silva, Áurea Sandra Toledo Sousa, Osvaldo Dias Lopes da Silva

» Toegang tot de volledige tekst krijgen

Abstract

The effects of Multiple Autonomy Support (MAS), meaning the autonomy support provided by two or more sources, is an overlooked topic in social development literature. The aim of this study is to understand how two types of MAS, Total Multiple Autonomy Support (TMAS) and Multiple Autonomy Support Attunement (MASA), are related to early adolescents’ social development indicators (prosocial behavior, self-regulation, antisocial behavior, alcohol use, and 1-year substance use intention). TMAS pertains to the general amount of autonomy support perceived by a MAS recipient, irrespectively of each provider’s contribution to that score. MASA refers to the interindividual patterns of perceived coordination among MAS providers, based on each provider’s autonomy scores. The participants were 818 early adolescent Portuguese (M = 12.15; SD = .81; 54.2% girls) surveyed in a cross-sectional exploratory study about MAS provided by parents, teachers, and mentors. Descriptive analyses revealed levels of low (n = 81; 10.00%), moderate (n = 432; 52.82%), and high (n = 302; 36.91%) TMAS. A k-cluster analysis revealed four MASA groups: low attuned MAS (n = 128; 15.65), misattuned MAS/low attuned parent autonomy support (n = 225; 27.51%), misattuned MAS/low attuned teacher autonomy support (n = 177; 21.64%), and high attuned MAS (n = 288; 32.21%). Ordinal regressions show that, after controlling for age, a pattern of high attuned MAS predicts better prospects of prosocial behavior and self-regulation, as opposed to high levels of TMAS. In addition, MASA involving low teacher autonomy support predicts the worst results on the selected indicators of social development.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achenbach, T. M., & Rescorla, L. A. (2004). The Achenbach system of empirically based Assessment (ASEBA) for ages 1.5 to 18 Years. The use of psychological testing for treatment planning and outcomes assessment. Volume 2: Instruments for children and adolescents. (3rd ed.) Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Akcinar, B., & Baydar, N. (2014). Parental control is not unconditionally detrimental for externalizing behaviors in early childhood. International Journal of Behavioral Development, 38, 118–127. https://doi.org/10.1177/0165025413513701. CrossRef

Barber, B. K., Xia, M., Olsen, J. A., McNeely, C. A., & Bose, K. (2012). Feeling disrespected by parents: refining the measurement and understanding of psychological control. Adolescence, 35, 273–287. CrossRef

Becoña, E., Martínez, Ú., Calafat, A., Fernández-Hermida, J. R., Juan, M., Sumnall, H., Mendes, F., & Gabrhelík, R. (2013). Parental permissiveness, control, and affect and drug use among adolescents. Psicothema, 25(3), 292–298. https://doi.org/10.7334/psicothema2012.294. PubMed

Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: a multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602–654. https://doi.org/10.1037/a0038662. CrossRefPubMedPubMedCentral

Calafat, A., García, F., Juan, M., Becoña, E., & Fernández-Hermida, J. R. (2014). Which parenting style is more protective against adolescent substance use? Evidence within the European context. Drug and Alcohol Dependence, 138(1), 185–192. https://doi.org/10.1016/j.drugalcdep.2014.02.705. CrossRefPubMed

Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. A. (2003). Sociocognitive and behavioral correlates of a measure of prosocial tendencies for adolescents. Journal of Early Adolescence, 23(1), 107–134. https://doi.org/10.1177/0272431602239132. CrossRef

Cotterell, J. (2007). Social networks in youth and adolescence. New York: Routledge.

Cohen, A. (2015). Attunement and the development of strong relationships. In A. Cohen (Ed.), Parenting made easy: the early years. Samford Valley, QLD: Australian Academic Press.

Cui, L., Morris, A. S., Criss, M. M., Houltberg, B. J., & Silk, J. S. (2014). Parental psychological control and adolescent adjustment: the role of adolescent emotion regulation. Parenting, 14(1), 47–67. https://doi.org/10.1080/15295192.2014.880018. CrossRefPubMedPubMedCentral

Currie, C, Samsal, O, Boyce, W, & Smith, R. (2001). HBSC, a WHO cross national study: research protocol for the 2001/2002 survey. Copenhagen: World Health Organization.

Darling, N., Cumsille, P., & Martínez, M. L. (2011). Individual differences in adolescents’ beliefs about the legitimacy of parental authority and their own obligation to obey: a longitudinal investigation. In M. Killen & R. J. Coplan (Eds.), Social development in childhood and adolescence: a contemporary reader. Malden: Wiley-Blackwell.

Dias, M. L. V., Martinho, L., Borges, G. F., & Rebelo, P. V. (2012). Estilos educativos parentais e comportamento antissocial na adolescência [Parenting Styles and antissocial behavior in adolescence]. International Journal of Developmental and Educational Psychology, 1(1), 469–478.

DuBois, D., & Silverthorn, N. (2005). Natural mentoring relationships and adolescent health: evidence from a national study. American Journal of Public Health, 95(3), 518–524. https://doi.org/10.2105/AJPH.2003.031476. CrossRefPubMedPubMedCentral

Erskine, R. (1998). Attunement and involvement: therapeutic responses to relational needs. International Journal of Psychotherapy, 3(3), 235–244.

Fletcher, A. C., Darling, N. E., Steinberg, L., & Dornbusch, S. M. (2011). The company they keep: relation of adolescents’ adjustment and behavior to their friends’ perceptions of authoritative parenting in the school network. In M. Killen & R. J. Coplan (Eds.), Social development in childhood and adolescence: a contemporary reader. Malden: Wiley-Blackwell.

Fonseca, A. C., & Monteiro, C. M. (1999). Um inventário de problemas de comportamento para crianças e adolescentes: o Youth Self-Report de Achenbach (YSR) [An inventory of children and youth behavior problems: Achenbah’s Youth Self-Report]. Psychologica, 21, 79–96.

Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(3), 199–223. CrossRef

Guay, F., Ratelle, C., Larose, S., Vallerand, R. J., & Vitaro, F. (2013). The number of autonomy-supportive relationships: are more relationships better for motivation, perceived competence, and achievement? Contemporary Educational Psychology, 38(4), 375–382. https://doi.org/10.1016/j.cedpsych.2013.07.005. CrossRef

Hofstede, G. (2011). Dimensionalizing cultures: the Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1–26. https://doi.org/10.9707/2307-0919.1014. CrossRef

Jackson, C. (2002). Perceived legitimacy of parental authority and tobacco and alcohol use during early adolescence. Journal of Adolescent Health, 31, 425–432. CrossRefPubMed

Johnson, R. A., & Wichern, D. W. (2002). Applied multivariate methods for data analysis. Pacific Grove: Brooks/Coole Publishing Company.

Instituto Nacional de Estatística. (2010). Classificação portuguesa das profissões 2010. [Portuguese classification of occupations 2010]. Lisboa: Instituto Nacional de Estatística I.P.

Keijsers, L., Branje, S., Hawk, S. T., Schwartz, Hawk, S. T., Frijns, T., Koot, H. M., van Lier, P., & Meeus, W. (2012). Forbidden friends as forbidden fruit: parental supervision of friendships, contact with deviant peers, and adolescent delinquency. Child Development, 83(2), 651–666. PubMed

Kiesner, J., Poulin, F., & Dishion, T. J. (2010). Adolescent substance use with friends: Moderating and mediating effects of parental monitoring and peer activity contexts. Merrill-Palmer Quarterly, 56(4), 529–556. https://doi.org/10.1353/mpq.2010.0002. CrossRefPubMedPubMedCentral

La Guardia, J. L., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: a self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367–384. https://doi.org/10.1037//0022-3514.79.3367. CrossRefPubMed

Lenzi, M., Vieno, A., Perkins, D. D., Pastore, M., Santinello, M., & Mazzardis, S. (2012). Perceived neighborhood social resources as determinants of prosocial behavior in early adolescence. American Journal of Community Psychology, 50(1-2), 37–49. https://doi.org/10.1007/s10464-011-9470-x. CrossRefPubMed

Mezzich, A. C., Tarter, R. E., Giancola, P. R., & Kirisci, L. (2001). The dysregulation inventory: a new scale to assess the risk for substance use disorder. Journal of Child and Adolescent Substance Abuse, 10(4), 35–43. CrossRef

Motta, C., Rijo, D., Petiz, M., Souza, B. & Pereira, M. (2017). (in press). The abbreviated dysregulation inventory: dimensionality and psychometric properties for Portuguese adolescents.

Organization for Cooperation and Development (2011). OECD regional typology. Paris: OECD Publishing.

Perra, O., Fletcher, A., Bonell, C., Higgins, K., & McCrystal, P. (2012). School-related predictors of smoking, drinking and drug use: evidence from the Belfast Youth Development Study. Journal of Adolescence, 35, 315–324. https://doi.org/10.1016/j.adolescence.2011.08.009. CrossRefPubMed

Piko, B. F., & Balázs, M. Á. (2012). Authoritative parenting style and adolescent smoking and drinking. Addictive Behaviors, 37(3), 353–356. https://doi.org/10.1016/j.addbeh.2011.11.022. CrossRefPubMed

Pikó, B., & Pinczés, T. (2015). Autonomy support or direct control? High school students’ experience of their teacher’s behavior. European Journal of Mental Health, 10(1), 106–117. https://doi.org/10.5708/EJMH.10.2015.1.7. CrossRef

Pryce, J. (2012). Mentor attunement: an approach to successful school-based mentoring relationships. Child and Adolescent Social Work Journal, 29(4), 285–305. https://doi.org/10.1007/s10560-012-0260-6. CrossRef

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990. CrossRef

Roth, G. (2008). Perceived parental conditional regard and autonomy support as predictors of young adults’ self- versus other-oriented prosocial tendencies. Journal of Personality, 76(3), 513–534. https://doi.org/10.1111/j.1467-6494.2008.00494.x. CrossRefPubMed

Roth, G., Kanat-Maymon, Y., & Bibi, U. (2011). Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81(4), 654–666. CrossRefPubMed

Rudasill, K. M., Reio, T. G., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48(5), 389–412. https://doi.org/10.1016/j.jsp.2010.05.001. CrossRefPubMed

Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39(1), 47–61. https://doi.org/10.1007/s10964-008-9368-6.

Ryan, R. M., & Deci, E. L. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024–1037. https://doi.org/10.1037/0022-3514.53.6.102. CrossRefPubMed

Ryan, R. M., & Deci, E. L. (2009). Promoting self-determinated school engagement: motivation, learning and well-being. In K. Rientzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–196). New York: Routledge.

Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/j.lindif.2016.05.006. CrossRef

Schwartz, S. E. O., Rhodes, J. E., Chan, E. S., & Herrera, C. (2011). The impact of school-based mentoring on youths with different relational profiles. Developmental Psychology, 47(2), 450–462. CrossRefPubMed

Schwartz, S. E. O., Rhodes, J. E., Spencer, R., & Grossman, J. B. (2013). Youth initiated mentoring: investigating a new approach to working with vulnerable adolescents. American Journal of Community Psychology, 52(2), 151–159.

Simões, F., & Calheiros, M. M. (2016). The relations between prosocial behaviors and self-regulation: evidences from the validation of the PTM-R for Portuguese early adolescents. Journal of Spanish Psychology, 19, 1–14. https://doi.org/10.1017/sjp.2016.70.

Simões, F., & Calheiros, M. (2017). Have the prospects of multiple social support been addressed? A systematic review. Manuscript submitted for publication.

Simões, F., & Simones, L. (2017). Multiple social support: a new framework for studying social support enactment and results involving multiple sources. Manuscript submitted for publication.

Smetana, J. G., & Daddis, C. (2011). Domain-specific antecedents of parental psychological control and monitoring: The role of parenting beliefs and practices. In M. Killen & R. J. Coplan (Eds.), Social development in childhood and adolescence: a contemporary reader. Malden: Wiley-Blackwell.

Sousa, S. S., Pais Ribeiro, J. L., Palmeira, A. L., Teixeira, P. J., & Silva, M. N. (2012). Estudo da basic satisfaction in general scale para a língua portuguesa [Validation study of basic psychological needs in general scale for the Portuguese language]. Psicologia, Saúde & Doenças, 13(2), 209–219.

Su, Y. L., & Reeve, J. (2011). A Meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159–188. https://doi.org/10.1007/s10648-010-9142-7. CrossRef

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, A., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher ASand structure: associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439. https://doi.org/10.1016/j.learninstruc.2012.04.002. CrossRef

Wolters, C. A. (2003). Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. CrossRef

Wong, M. W. (2008). Perceptions of parental involvement and autonomy support: their relations with self-regulation, academic performance, substance use and resilience among adolescents. North American Journal of Psychology, 10(3), 497–518.

Yoo, H., Feng, X., & Day, R. D. (2013). Adolescents’ empathy and prosocial behavior in the family context: a longitudinal study. Journal of Youth and Adolescence, 42(12), 1858–1872. https://doi.org/10.1007/s10964-012-9900-6. CrossRefPubMed

Titel: Total and Attuned Multiple Autonomy Support and the Social Development of Early Adolescents
Auteurs:: Francisco Alexandre Melo Simões
Maria Manuela de Amorim Calheiros
Madalena Moutinho Alarcão e Silva
Áurea Sandra Toledo Sousa
Osvaldo Dias Lopes da Silva
Publicatiedatum: 25-10-2017
DOI: https://doi.org/10.1007/s10826-017-0911-5
Uitgeverij: Springer US
Tijdschrift: Journal of Child and Family Studies
Uitgave 2/2018
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 2/2018

Father Involvement and Behavior Problems among Preadolescents at Risk of Maltreatment

Maternal Life Stress and Subsequent Chinese Toddlers’ Social Adjustment: The Moderating Role of Inhibitory Control

Online Discourse of the Stressors of Parenting Children with Mental Health Disorders

Parents’ Planning for Physical Activity for their Pre-School Aged Children: The Role of Psycho-Social Mediators and Moderators

Differential Effects of Family Stress Exposure and Harsh Parental Discipline on Child Social Competence

Substance using Mothers Experiencing Suicidal Thoughts: Impact of Parenting Behaviors on Child Behavior Problems