Identifying characteristics of parental autonomy support and control in parent–child interactions

Zhang, Heyi; Whitebread, David

doi:10.1080/03004430.2019.1621303

Cited by 12 publications

(9 citation statements)

References 25 publications

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“…Nine studies documented a significant positive relation between autonomy support and highest level of education in mothers and/or fathers (Bindman et al, 2015; Bradley et al, 2021; Distefano et al, 2018; Ispa et al, 2015; Matte‐Gagné et al, 2015; Sorariutta & Silvén, 2018; Su‐Russell & Russell, 2021; Williams et al, 2000; Zhang & Whitebread, 2021), most of which were conducted with parents of young children (for exception, see Williams et al, 2000). Interestingly, both Ispa et al (2015) and Su‐Russell and Russell (2021) found that parental education in early childhood continued to be positively associated with autonomy support in middle childhood and, in fact, Su‐Russell and Russell (2021) demonstrated that only parental education in early childhood—not concurrent education—significantly predicted autonomy support in middle childhood.…”

Section: Resultsmentioning

confidence: 99%

“…Initial evidence suggests that the association between sociodemographic factors and autonomy support might change across development. For example, parental education was linked with autonomy‐supportive parenting in early childhood (e.g., Bindman et al, 2015; Distefano et al, 2018; Ispa et al, 2015; Su‐Russell & Russell, 2021; Zhang & Whitebread, 2021), but only one out of seven studies conducted with older children (Williams et al, 2000) found a significant positive relation. Future research could systematically examine whether there is a role of developmental timing or if the discrepant results are simply a function of measurement approach.…”

Section: Discussionmentioning

confidence: 99%

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Parenting in context: A systematic review of the correlates of autonomy support

Distefano

Meuwissen

2022

J of Family Theo & Revie

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Research has shown that autonomy-supportive parenting is associated with positive academic and socioemotional outcomes across childhood. Many studies have examined the correlates of parental autonomy support to understand who is most likely to be autonomy-supportive and under what conditions. The current systematic review synthesized findings from 63 studies that explored how sociodemographic, familial, parental, and situational factors are related to autonomy-supportive parenting. Results indicated that sociodemographic factors did not reliably predict autonomy support across studies. Parental factors, including socialization goals, need satisfaction, and mental health, were consistently linked with autonomy support. We propose a contextual model of autonomy support in which the associations between distal factors and autonomysupportive parenting are mediated by parental factors, with situational factors moderating the relation between parental factors and autonomy support. Suggestions for future research include reconciling discrepant findings across different measurement approaches and considering how developmental timing influences the factors associated with autonomy-supportive parenting.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Parenting in context: A systematic review of the correlates of autonomy support

Distefano

Meuwissen

2022

J of Family Theo & Revie

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“…However, their parents determine which colors will be inscribed on the white paper. It means that the children's moral character is determined by the education of their parents in the family (Kain et al, 2021;Liu & Wang, 2021;Zhang & Whitebread, 2021). Thus, Ginanjar, (2017);Amodia et al, (2020); Tan et al, (2020); Guo et al, (2021); Kallander et al, (2021) states that parents are the first institution responsible to give a role model to their children during their growth and development.…”

Section: Resultsmentioning

confidence: 99%

Building of Family-based Islamic Character for Children in Tablighi Jamaat Community

Engkizar

Munawir²,

Kaputra

et al. 2021

Ta'dib

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This study is aimed at exploring how to build family-based Islamic character in the Tablighi Jamaat community. As a qualitative study, the research was conducted by using an ethnographic approach. The data were collected through direct interviews with ten informants which are the heads of the family that belong to the Tablighi Jamaat community. Moreover, the researcher was also involved in some religious activities of the community for two years that the observation during the activities can be used to reinforce the result of the interviews. Those activities are Ijtima’ (annual gathering), Bayan Markas (sermon), Ta’lim Halaqah, Khuruj (proselytizing tour), Jaulah, and some informal visits to interviewees’ families. All data, both interviews and direct observation, were thematically analyzed by using specific software, namely NVivo 12. Based on the data it is found that there are five major Islamic characters could be developed through the family-based character building in the Jama’ah Tablghi community, namely: (1) good moral conduct to parents, (2) having a sense of shame to violate the shari’a, (3) behaving based on Islamic shari’a, (4) time punctuality, (5) good moral characters. Finally, the findings reveal that the building of family-based Islamic characters in the Tablighi Jamaat community contributes to the positive effects of children's Islamic characters in family and community.

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“…However, it lies beyond the scope of the current paper. This broad topic and specific literature [84][85][86][87][88] were brought to our attention by an anonymous reviewer. We come back to it briefly in the discussion.…”

Section: Smartphone Use In Face-to-face Adult-child Interactionsmentioning

confidence: 99%

No evidence for adult smartphone use affecting attribution of communicative intention in toddlers: Online imitation study using the Sock Ball Task

Flatebø,

Óturai,

Hernik

2024

PLoS ONE

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Adults infer others’ communicative intentions, or lack thereof, from various types of information. Young children may be initially limited to attributions based on a small set of ostensive signals. It is unknown when richer pragmatic inferences about communicative intentions emerge in development. We sought novel type of evidence for such inferences in 17-to-19-month-olds. We hypothesized that toddlers recognize adults’ smartphone use in face-to-face interactions as incongruous with ostension and would rely on this interpretation when inferring the communicative intention of a model in a new imitation task conducted entirely online, dubbed the Sock Ball Task. In Experiment 1 with a between-subject design, we tested the hypothesis by assessing toddlers’ (N = 48) imitation of sub-efficient means and the goal-outcome presented by a model, who interrupted her ostensive demonstration either by using a smartphone or by fiddling with her wristwatch, depending on the condition. We expected toddlers to imitate the sub-efficient means more faithfully in the wristwatch condition than in the smartphone condition. But there was no significant effect of condition on imitation of neither means nor goal. Thus, our hypothesis was not borne out by the results. In Experiment 2, using a within-subject design, we first assessed toddlers’ (N = 24) performance in a no-demonstration baseline and then again after a no-disruption ostensive demonstration. In all three conditions with ostensive demonstration (Experiment 1: smartphone, wristwatch; Experiment 2: no-disruption), toddlers produced the demonstrated sub-efficient means significantly above the baseline level. In the no-disruption condition, goals were also imitated significantly above the baseline level. We conclude that the Sock Ball Task is a valid research tool for studying toddler imitation of novel means actions with objects. We end by discussing suggestions for improving the task in future studies.

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Identifying characteristics of parental autonomy support and control in parent–child interactions

Cited by 12 publications

References 25 publications

Parenting in context: A systematic review of the correlates of autonomy support

Parenting in context: A systematic review of the correlates of autonomy support

Building of Family-based Islamic Character for Children in Tablighi Jamaat Community

No evidence for adult smartphone use affecting attribution of communicative intention in toddlers: Online imitation study using the Sock Ball Task

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