Effectiveness of a Brief Preventive Parenting Intervention Based in Self-Determination Theory

Grolnick, Wendy S.; Levitt, Madeline R.; Caruso, Alessandra; Lerner, Rachel E.

doi:10.1007/s10826-021-01908-4

Cited by 31 publications

(26 citation statements)

References 55 publications

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“…A growing number of interventions targeting autonomy-supportive behaviors have shown initial efficacy. For example, the Parent Check-In is a two-session parenting program that includes education in SDT, coaching of autonomy-supportive strategies, and role-play activities and has shown positive effects on autonomy support (Grolnick et al, 2021). The intervention begins with parents reporting on their own strengths and goals for their children.…”

Section: Discussionmentioning

confidence: 99%

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

2021

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Objective: This exploratory qualitative study examined whether parents of young children residing in emergency housing endorse autonomy-supportive parenting values. Background: Young children experiencing homelessness are at increased risk for self-regulation difficulties, but one possible way to support self-regulation development during a window of plasticity in the preschool period is through autonomy-supportive parenting. Autonomy support has been shown to uniquely predict early self-regulation skills. However, there is also evidence to suggest that autonomy support could be problematic in risky environments. Method: Twenty-one parents of 3-to 6-year-old children participated in a brief interview about parenting and selfregulation development. Guided by self-determination theory, the interviews were subsequently coded for themes related to autonomy support. Results: Parents endorsed ideas consistent with autonomy support, such as recognizing children's capabilities and listening to children's ideas. However, parents also viewed some behaviors, such as offering young children choices, to be less acceptable. Conclusion: Findings suggest that parents experiencing homelessness may provide autonomy support in different ways than parents in more stable living conditions or from higher socioeconomic backgrounds. Implications: Parenting interventions that aim to promote early self-regulation development through autonomysupportive practices might consider tailoring intervention components to align with the socialization priorities of families experiencing homelessness.

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Section: Discussionmentioning

confidence: 99%

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

2021

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“…Several studies show that SDT-based intervention programs are effective (Allen, Grolnick, & Córdova 2019). By helping parents to support the child's psychological needs for autonomy, competence, and relatedness, such programs help increase the child's autonomous self-regulation (i.e., their ability to internally self-regulate), and consequently reduce behavior problems in children (Grolnick, Levitt, Caruso, & Lerner, 2021).…”

Section: Parental Support For the Basic Needs Of The Child And The Ch...mentioning

confidence: 99%

Two Generations of Mother-Child Relationships: A Self-determination Theory Analysis of the Social Situation of Development

Salikhova¹,

Lynch²,

Salikhova³

2021

Psych. Rus.

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Background. This study used self-determination theory to examine the intergenerational continuity of the social situation of development with a focus on what determines a woman’s basic psychological need support for her child. Objective. To assess the relationship between the basic need support a woman received from her own mother, the woman’s basic need support toward her own child, and the quality of the woman-child interaction. Design. The scales, “Parent-child interaction” and “Basic Psychological Needs,” were administered. Eighty-seven women (29-40 years old) with children age 4-5 years assessed the basic need support provided for them by their mother in childhood and at present, and her estimate of the basic need support she herself provides to her own child. Analyses included descriptive statistics, Wilcoxon signed-rank tests, factor analysis, and multiple linear regression. Results. The ratio of levels of basic need support demonstrated continuity across generations. Intergenerational continuity in the child’s basic need support mainly concerns the needs for competence and relatedness: the more they were supported in childhood and are now supported by the woman’s mother, the more the woman supports them in her own child today. Such continuity was not found for autonomy support. A woman’s own basic need support by her mother, in childhood and currently, and the woman’s provision of basic need support for her child predicted most of the woman-child interaction parameters. Conclusion. Intergenerational continuity with respect to provision of basic need support was shown. The woman-child interaction was predicted by basic need support across intergenerational relations.

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“…A támogató környezet megteremtése által a gyermekek intrinzik módon motiváltabbak leszek. Ezzel szemben az erősebb szülő kontroll alacsonyabb önértékeléshez és szorongáshoz vezethet (Józsa et al, 2019;Grolnick et al, 2021). A szülők jelentős szerepe mellett a testvérek, rokonok, barátok hatása is különösen fontos, főként a kisebb gyerekek esetében (Contero & Jauset-Berrocal, 2017).…”

Section: Szülők éS Pedagógusok Szerepeunclassified

A hangszeres zene tanulásában szerepet játszó motivációs tényezők

Földi¹,

Józsa²

2021

GYNTF

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A tanulmányban a hangszeres zenét tanuló diákok motivációját elemezzük. A hazai motivációkutatások eddig még alig vizsgálták a hangszeres zenetanulás motivációs hátterét, ezért fókuszálunk erre a területre. Kutatásunk a Motivation for Learning Music (MLM, hangszertanulási motiváció) kérdőívet alkalmaztuk, melyet magyar nyelvre adaptáltunk. A vizsgálati eszközt az öndeterminációs elmélet alapján dolgozták ki. Összesen 25 Likert-típusú állítást tartalmaz, melyek a következő faktorokba rendeződnek: motiválatlanság, külső szabályozás, introjekció, azonosulás és intrinzik motiváció. A vizsgálatban 10–18 éves tanulók vettek részt, összesen 151 fő. A mérőeszköz faktoriális validitása és az öt skála reliabilitása megfelelő. Elemzéseink rámutatnak, hogy a középfokon tanuló diákok motiváltsága erősebb, mint az alapfokon tanulóké. Eltérés van a különböző hangszereken tanulók elköteleződésében. Nincs azonban különbség a fiúk és a lányok motiváltságában. A hangszertanulás iránti motiváltságban szerepet játszik a gyermek önállóságának, autonómiájának támogatása. A kutatás eredményei hozzájárulhatnak, hogy mélyebben megismerjük a zenét tanuló diákok motivációját.

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Effectiveness of a Brief Preventive Parenting Intervention Based in Self-Determination Theory

Cited by 31 publications

References 55 publications

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

Two Generations of Mother-Child Relationships: A Self-determination Theory Analysis of the Social Situation of Development

A hangszeres zene tanulásában szerepet játszó motivációs tényezők

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