A model of parental representations, second individuation, and psychological adjustment in late adolescence

Boles, Scott A.

doi:10.1002/(sici)1097-4679(199904)55:4<497::aid-jclp12>3.3.co;2-9

Cited by 6 publications

(8 citation statements)

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“…Socialization practices, particularly by parents, are considered to play a crucial role in the development of autonomy (Holmbeck et al, 1995). A large body of research has addressed this hypothesis (e.g., Boles, 1999;Frank et al, 1990;Quintana and Lapsley, 1990), but due to differences in conceptualizations of both parenting and autonomy, this research line has yielded a fragmented picture of the parenting-autonomy relationship.…”

mentioning

confidence: 99%

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Soenens

Vansteenkiste

2005

J Youth Adolescence

489

311

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Due to conceptualizations of autonomy as detachment and independence, research on the parentingautonomy relationship in adolescence has yielded inconsistent results. In the present study, self-determination is proposed as an alternative way of tapping into the construct of autonomy. An integrated model of the relationships between perceived parenting and teaching styles, selfdetermination in 3 life-domains (school, social competence, and job-seeking behaviors), and specific adolescent outcomes, was investigated and confirmed. In 2 samples of mid-adolescents (N = 328 and N = 285), autonomy-supportive parenting was significantly related to self-determination in all lifedomains. Autonomy-supportive teaching added significantly to the prediction of self-determination in the domains of school and job-seeking behaviors. Self-determination, in turn, was positively and specifically associated with measures of adjustment in the specific life-domains under investigation. Finally, in both studies, indications were found that self-determination acts as an intervening variable in the relation between the perceived interpersonal environment and adolescent adjustment.

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mentioning

confidence: 99%

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Soenens

Vansteenkiste

2005

J Youth Adolescence

489

311

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“…The failure to develop autonomy, it has been hypothesized, may lead to decreased motivation and lowered self-esteem (Ryan & Deci, 2000). According to Boles (1999), the development of autonomy allows emerging adults to initiate assumption of increasingly adult levels of responsibility, including romantic relationship development and financial independence. Research has indicated that emerging adults tend to consider taking responsibility for the self, making independent decisions, and becoming financially independent as the most important criteria for developing a subjective sense of being a fully functioning, autonomous adult (Arnett, 2000).…”

mentioning

confidence: 99%

Gender differences in the age-changing relationship between instrumentality and family contact in emerging adulthood.

Sneed¹,

Johnson²,

Cohen³

et al. 2006

Developmental Psychology

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Data from the Children in the Community Transitions Study were used to examine gender differences in the impact of family contact on the development of finance and romance instrumentality from ages 17 to 27 years. Family contact decreased among both men and women across emerging adulthood, although it decreased more rapidly in men than in women. Both finance and romance instrumentality increased for men and women across emerging adulthood. The growth rate did not differ between men and women in either domain, although men tended to be characterized by higher levels of instrumentality than women. There were noteworthy gender differences in the impact of family contact on the development of instrumentality. At age 17, family contact was negatively associated with instrumentality for both men and women; at age 27, the impact of family contact on instrumentality was less negative for women and was positive for men.

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“…Interventions that encourage independent functioning outside the family may be particularly effective with young adults who are able to maintain healthy extrafamilial relationships, including therapeutic relationships that can assist them in developing better social skills and functioning in a more mature manner. By examining issues such as family conflict, independent functioning, and identity development within the context of a therapeutic alliance, clinicians may be able to help many young people to relinquish maladaptive patterns of behavior that may have evolved in the context of dysfunctional or conflicted family relationships (Boles, 1999).…”

Section: Discussionmentioning

confidence: 99%

Personality Disorder Traits During Adolescence and Relationships With Family Members During the Transition to Adulthood.

Johnson

Chen

Cohen

2004

Journal of Consulting and Clinical Psychology

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Data from the Children in the Community Transitions Study, a prospective longitudinal investigation, were used to examine the association between adolescent personality disorder (PD) traits and conflict with family members during the transition to adulthood. PD traits at mean age 16 years were associated with elevated contact and conflict with family members between ages 17 and 27 years after Axis I disorders were controlled. There was a significant association between frequent contact and elevated conflict with family members. Both declined gradually during the transition to adulthood. Reduced family contact was associated with reduced family conflict, particularly among individuals who had numerous PD traits during adolescence. Among individuals who had a high level of family conflict during adolescence, reduced family contact between ages 17 and 22 years was associated with a subsequent reduction in conflict with family members between ages 22 and 27 years.

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A model of parental representations, second individuation, and psychological adjustment in late adolescence

Cited by 6 publications

References 0 publications

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Gender differences in the age-changing relationship between instrumentality and family contact in emerging adulthood.

Personality Disorder Traits During Adolescence and Relationships With Family Members During the Transition to Adulthood.

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