Browsing by Subject "Autonomy support"
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Item Open Access On thin ice: understanding parental psychological control in Turkish and Pakistani individuals: mediating role of needs satisfaction across cultures(2023-12) Pedersen, Özge CanAutonomy-thwarting practices may entail a wide range of practices from declaring an ultimatum to guilt elicitation—a nuanced distinction that merits attention. Employing a between-subject design via three vignettes, the present study examined to what extent these two aspects of control attempts differ in facilitating psychological and behavioral outcomes in Turkish (N = 454) and Pakistani (N = 149) young adults. Reactance and cultural orientations were tested as potential moderators. Parental autonomy support correlated with positive psychological outcomes, while parental control was linked to sub-optimal outcomes due to reduced needs satisfaction and perceived legitimacy. Turkish participants expressed significantly higher defiance intentions under both types of psychological control. Pakistani participants exhibited greater defiance intentions under external control compared to autonomy condition, and their independence scores moderated defiance intentions under external control. Among Turkish adults, higher independence was associated with decreased levels of compliance under both types of parental control. In line with the Self Determination Theory, these findings highlight the universally growth-promoting role of autonomy support and the mediating role of needs satisfaction. Simultaneously, they uncover subtle differences in young adults’ behavioral responses to psychological control despite the adverse effects of control, transcending cultural and individual differences.Item Open Access Towards a detailed understanding of preschool children’s memory-related functioning and emotion regulation: the role of parents’ observed reminiscence style, memory valence, and parental gender(American Psychological Association Inc., 2020) Van Der Kaap-Deeder, J.; Soenens, B.; Mouratidis, Athanasios; De Pauw, S.; Krøjgaard, P.; Vansteenkiste, M.This study examined the role of parents’ reminiscing style in preschoolers’ memory-related functioning and general emotion regulation. In 87 families, each parent rated their child’s (Mage 4.07 years, SD 0.80) emotion regulation and discussed a positive and a negative memory with their child (resulting in 275 conversations). Multilevel analyses showed that children’s rated engagement during the conversation was higher when parents were observed to use autonomy-supportive, elaborative, and positive evaluative reminiscing, while children’s rated disaffection was predicted by low autonomy support, low elaboration, and negative evaluation. Parental positive evaluation also related positively to children’s memory performance. With respect to emotion regulation, only parents’ negative evaluation when talking about negative memories related to higher emotional lability.Item Open Access Week-to-week interplay between teachers’ motivating style and students’ engagement(Routledge, 2021-03-15) Michou, Aikaterini; Altan, Servet; Mouratidisa, Athanasios; Reeveb, J.; Malmbergc, L.Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic and behavioral engagement. Moreover, agentic engagement elicits higher teacher autonomy support. In the present 5-week diary study, we investigated the dynamic nature of this interplay between teachers and students through their cross-assessment of students’ agentic and behavioral engagement. We also considered the week-to-week student-reported teacher autonomy support and provision of structure as well as two student personal characteristics — proactive personality and situational autonomous versus controlled motivation. Two hundred fifty-seven Turkish middle school students and their teachers from 13 classes participated in the study. Multilevel analyses showed that students’ week-to-week perceived autonomy support and initial level of autonomous motivation positively predicted week-to-week agentic engagement (teacher- and student-reported). Students’ week-to-week perceived structure positively predicted week-to-week agentic and behavioral engagement (student-, but not teacher-, reported). These findings indicate the interplay between students’ situational engagement and teachers’ situational motivating style (i.e., autonomy support and provision of structure). They also suggest greater predictive power for students’ situational motivation over the personal trait of proactive personality.