Psychological autonomy and hierarchical relatedness as organizers of developmental pathways

Keller, Heidi

doi:10.1098/rstb.2015.0070

Cited by 49 publications

(67 citation statements)

References 38 publications

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“…In terms of the home environment, they found that mothers provided greater autonomy support (i.e., supporting the child’s self-governance and control over their life; Keller, 2016) compared to fathers prior to the transition. Moreover, Duineveld et al (2017) reported greater levels of autonomy support before the transition significantly predicted a decline in depression after children moved to secondary education.…”

Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

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Section: The Effects Of the Transition To Secondary Education On Emotmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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“…In this issue, the paper by Keller [24] lays this point out in compelling detail. Children, socialized into societies with a high appreciation of relatedness, instil in their children an urgency of sharing with others in ways in which societies with a strong emphasis on autonomy will not.…”

Section: Prosocialitymentioning

confidence: 99%

“…The papers contributed by Heyes [22], Schmelz & Call [23] and Keller [24] as a collective, demonstrate the inordinate value accrued to attempts at understanding the evolution of the human mind by collating research endeavours from developmental, comparative and cross-cultural psychology. Our aim here is to build on this triadic approach, to argue for its value and to provide insight into some of the key elements that make us who we are: social learning, cooperation, prosociality and understanding of other minds.…”

Section: Introductionmentioning

confidence: 99%

Why developmental psychology is incomplete without comparative and cross-cultural perspectives

Nielsen

Haun

2016

Phil. Trans. R. Soc. B

100

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One contribution of 16 to a theme issue 'Understanding self and other: from origins to disorders'. As a discipline, developmental psychology has a long history of relying on animal models and data collected among distinct cultural groups to enrich and inform theories of the ways social and cognitive processes unfold through the lifespan. However, approaches that draw together developmental, cross-cultural and comparative perspectives remain rare. The need for such an approach is reflected in the papers by Heyes (2015 Phil.

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“…Os estudiosos do tema entendem que os objetivos dos pais em relação ao processo de socialização dos filhos a médio e longo prazos, bem como suas avaliações do comportamento infantil, são influenciados culturalmente (Otto & Keller, 2016;Tamm, Kasearu, Tulviste, & Trommsdorff, 2016). Assim é que, no que concerne às necessidades humanas de autonomia e relação interpessoal (Kağitçibaşi, 2007), há culturas em que os pais tendem a desejar que seus filhos atinjam elevado grau de autonomia, enquanto em outras, predominam metas de desenvolvimento marcadas pela forte interdependência e ligação ao grupo social e aos demais indivíduos que o constituem (Keller, 2016;Keller & Kärtner, 2013). Um sistema de crenças parentais mais individualista, de acordo com Leyendecker et al (2002), se relaciona a uma valorização maior da independência e autonomia na criança, refletida, no estudo que empreenderam, em uma maior frequência de respostas nas categorias definidas pelos autores como autoaperfeiçoamento e autocontrole.…”

Section: Introductionunclassified

Metas Parentais de Socialização sobre Emoções: Um Estudo Exploratório

2019

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Estudar metas parentais de socialização emocional permite conhecer particularidades de contextos socioculturais e seus impactos no desenvolvimento infantil. Para analisar essas metas em mães e pais e sua relação com a valorização da autonomia ou da relação, realizou-se um estudo exploratório em que foram entrevistadas 60 duplas mãe-pai de filhos com até três anos, residentes na cidade do Rio de Janeiro. As respostas das entrevistas foram analisadas por uma técnica de análise de conteúdo e, posteriormente, foram calculadas frequências de evocações para as categorias identificadas e empregados procedimentos estatísticos descritivos e testes de associação entre grupos. Os resultados indicaram que as características emocionais desejadas por mães e pais para os filhos quandoadultos sinalizavam valorização da autonomia, independência e autoconfiança emocional, com as condições para o seu desenvolvimento estando principalmente centradas no contexto. A atuação parental prevalente foi a de educar/orientar para o desenvolvimento das metas emocionais que estabeleceram. Não foram encontradas diferenças significativas entre mães e pais, nem entre mães-pais de meninos e meninas quanto a quaisquer dos aspectos investigados. Sugere-se novos estudos abarcando distintas configurações familiares, com participantes de variados níveis de escolaridade e em outros contextos socioculturais.

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Psychological autonomy and hierarchical relatedness as organizers of developmental pathways

Abstract: One contribution of 16 to a theme issue 'Understanding self and other: from origins to disorders'.

Cited by 49 publications

References 38 publications

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Why developmental psychology is incomplete without comparative and cross-cultural perspectives

Metas Parentais de Socialização sobre Emoções: Um Estudo Exploratório

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