Associations Between Parental Psychological Control and Autonomy Support, and Psychological Outcomes in Adolescents: The Mediating Role of Need Satisfaction and Need Frustration

Costa, Sebastiano; Cuzzocrea, Francesca; Gugliandolo, Maria Cristina; Larcan, Rosalba

doi:10.1007/s12187-015-9353-z

Cited by 145 publications

(137 citation statements)

References 55 publications

Supporting

Mentioning

112

Contrasting

Unclassified

Order By: Relevance

“…A relevant role in the school context is provided by teachers, who are often the most impactful adult in the school and who can either facilitate or obstruct students’ level of school achievement by their chosen behaviors. In accordance with the self‐determination theory (SDT), the interpersonal context can be defined as either controlling or supportive depending on whether it contributes to the satisfaction or, conversely, to the frustration of “psychological needs” (Costa, Cuzzocrea, Gugliandolo, & Larcan, ; Deci & Ryan, ; Vansteenkiste, Niemiec, Soenens, Urdan, & Karabenick, ). SDT contends that support from significant adults, such as parents and teachers, is essential for a student's well‐being; conversely, harsh educational practices, such as psychological control, may promote insecurity and poor mental health (Ryan & Deci, ).…”

Section: Controlling Versus Autonomy‐supportive Teaching Stylementioning

confidence: 99%

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Filippello

Passanisi

Costa

et al. 2019

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.

show abstract

Section: Controlling Versus Autonomy‐supportive Teaching Stylementioning

confidence: 99%

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Filippello

Passanisi

Costa

et al. 2019

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

show abstract

“…Warmth refers to an emotionally positive climate within the home, in which parents interact with their children (Fletcher, Elder, & Mekos, ). Supportive parenting has been positively linked to healthy outcomes in children and adolescents, such as high self‐esteem, intellectual achievement, prosocial orientation, perceived competence, greater vitality, and self‐actualization (Costa, Cuzzocrea, Gugliandolo, & Larcan, ; Kocayoruch, et al ., 2015; Ryan, Deci, Grolnick, & La Guardia, ; Wong, ). Girls perceive higher levels of supportive parenting compared with boys, but these differences decrease with increasing age (McGue, Elkins, Walden, & Iacono, ).…”

Section: Introductionmentioning

confidence: 99%

The relative contribution of parenting practices in predicting trait emotional intelligence in an Italian adolescent sample

Gugliandolo

Mavroveli

Costa

et al. 2019

British J of Dev Psycho

Self Cite

View full text Add to dashboard Cite

This study examines the relationship between trait emotional intelligence (trait EI), support, and parental psychological control practices. Three hundred adolescents, between 11 and 13 years old, took part in the study (163 were males and 137 were females). Participants completed the Perceptions of Parents Scales for the parental support, the Dependency (DPC)-and Achievement (APC)-oriented Psychological Control Scales for the parental psychological control, and the Trait Emotional Intelligence Questionnaire-Child Form for the child's trait EI. Trait EI was related to parenting variables, and also, parental practices (both support and psychological control) predicted global trait EI in adolescents. Some gender-specific differences were found: both APC and DPC were negative predictors of trait EI in males, whereas only APC significantly predicted trait EI in females. Future longitudinal studies are needed to examine these results and to shed light on the processes involved in the development of trait EI. Statement of contributionWhat is already known on this subject?There exists strong evidence of the interaction between parenting practices and emotional development in children and adolescents. Therefore, parental psychological control is negatively correlated with peer support and selfesteem, and positively related to anxiety and aggressive behaviour in children. However,thereispaucityonresearchexaminingtherelationshipbetweenparentingandtraitEIinchildren. What does this study adds?This study extends earlier work in this field and investigates whether there is a relationship between trait EI and parenting practices (parental support and psychological control) and whether it depends on child and parent gender. This study, therefore, aims to investigate, for the first time, parental factors that may, in addition to those constitutional, be related to trait EI in children. Specifically, the objective of the present study was to investigate whether parenting practices would predict adolescents' trait EI and whether these relations depend on the gender.

show abstract

“…In other words, the proper functioning of the family can be companion with the satisfaction of basic psychological needs. But if the family has an inappropriate function, the control of the behavior of family members increases and family's supportive role decreases, and thus it can be a threat to the relationship between parents and children, because parent's love can be conditional on meeting their expectations, and in long term, it affects the relationship between children and parents and children can experience alienation and loneliness (41). As a result, basic needs of people do not get satisfied and they get a sense of control and loneliness.…”

Section: Discussionmentioning

confidence: 99%

Relationship of family functioning, satisfaction of basic psychological needs and depression considering the mediatory role of emotion regulation difficulty

Shalchi

Shahna

2018

hmj

View full text Add to dashboard Cite

Introduction: Depression is considered as a disorder that students have a susceptible environment for it and is affected by many factors. Therefore, the purpose of this study was to determine the role of satisfaction of basic psychological needs and family functioning by interdisciplinary role of emotion regulation difficulty in the prediction of depression. Methods: The method used in the study is descriptive approach by structural equation modeling. The sample consisted of 452 (207 boys and 245 girls) students universities Tabriz who were selected using multistage cluster sampling. Then, they filled out depression Questionnaire, satisfaction of basic psychological needs, family Assessment Device and Difficulties in Emotional Regulation Scale. Data were analyzed by using Pearson correlation coefficient, cronbach alpha and structural equation modeling. Results: The results of the study showed that the goodness of fit index (GFI), adjusted goodness of fit index (AGFI), comparative fit index (CFI), is greater than 0.90 and root mean square error of approximation (RMSEA), and root mean square residual (RMR) index is less than 0.05. Therefore, the proposed model has had a very suitable fitness with data. In this study, the most direct effect is the satisfaction of basic psychological needs on depression with a coefficient of-0.38 and satisfaction of basic psychological needs has the most indirect effect through emotion regulation difficulty on depression with a coefficient of-0.12. Conclusion: Based on the results of the present study, it can be concluded that Difficulties in Emotional Regulation As a Mediator of the Relationship between satisfaction of basic psychological needs and family function can explain depression in College Students and, thereby, attention to this matter can lead to the proposal of some recommendations for depression in College Students prevention and treatment.

show abstract

Associations Between Parental Psychological Control and Autonomy Support, and Psychological Outcomes in Adolescents: The Mediating Role of Need Satisfaction and Need Frustration

Cited by 145 publications

References 55 publications

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

The relative contribution of parenting practices in predicting trait emotional intelligence in an Italian adolescent sample

Relationship of family functioning, satisfaction of basic psychological needs and depression considering the mediatory role of emotion regulation difficulty

Contact Info

Product

Resources

About