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Guided by the self-determination theory, this weekly diary study tested a process model in which week-to-week mother-reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (M age = 41.71 years) and their 157 adolescents (51.4% females, M age = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week-to-week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intrafamily relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother's personal characteristics while examining these dynamics.

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Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self‐concept in math. Three hundred fifty‐three adolescents (M age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self‐concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement‐oriented psychological control and negatively by perceived provision of structure by means of academic self‐concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.

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