The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions.

Duineveld, Jasper J.; Parker, Philip D.; Ryan, Richard M.; Ciarrochi, Joseph; Salmela‐Aro, Katariina

doi:10.1037/dev0000364

Cited by 110 publications

(107 citation statements)

References 107 publications

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“… consistent, ongoing parental support (Smith et al , ; Waters et al , ) Stable home environment (Hammond, ) responsive and engaged parents (Hammond, ) parenting encourages (Duineveld et al , ) older sibling in secondary school (Mackenzie et al , ) …”

Section: Resultsmentioning

confidence: 99%

“…Research suggests that family relationships may bear more importance during transitions than in‐school relationships and other factors (Benner & Graham, ; Waters et al , ), such as consistent and ongoing support from parents (Smith, Akos, & Lim, ; Waters et al , ), stable home environment (Hammond, ), responsive and engaged parents (Hammond, ), brother/sister who is already studying in their new school (Mackenzie et al , ), and parenting which promotes the independence and autonomy of their child (Duineveld, Parker, Ryan, Ciarrochi, & Salmela‐Aro, ). Duineveld et al () reported that supporting autonomy had a positive influence on the child’s self‐esteem and, conversely, a negative impact on depressive symptoms during primary‒secondary transitions. Waters et al ’s () Australian study reported that pupils with a close relationship to their parents were more likely to have a relatively easy transition.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

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A systematic literature review of international empirical research was conducted to understand the impact of primary-secondary transition on children's experiences, outcomes and protective/ risk factors. The review covered the period 2008-2018 and met the gap in previous literature reviews. Using the EPPI-Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…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. This finding indicates that autonomous, supportive parenting that encourages independence may protect children from developing mental health disorders during the transition to secondary education.…”

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

confidence: 96%

“…Duineveld et al (2017), who studied the secondary education transition in Finland, reported decreased depressive symptoms, decreased life satisfaction, and increased emotional exhaustion following the transition. 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.…”

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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“…As a result, a significant number of investigations on doctoral education have fo-cused on finding ways to enhance doctorate students' persistence and engagement (e.g., Hoskins & Goldberg, 2005;Stubb, Pyhältö, & Lonka 2014Vekkaila et al, 2013. Among various predictors of students' persistence and engagement, the most common variable is motivation, which has been comprehensively investigated in a variety of educational contexts and has been consistently found associated with positive learning experiences (Orsini, Binnie, & Tricio, 2018), improved learning outcomes (Cerasoli & Ford, 2014), effort (Miller, Ramirez, & Murdock, 2017), engagement (Cheon, Reeve, & Song, 2016), student satisfaction (Wach, Karbach, Ruffing, Brünken, & Spinath, 2016) and enhanced well-being (Duineveld, Parker, Ryan, Ciarrochi, & Salmela-Aro, 2017). In-depth and focused studies exclusively on the role of motivation are not common in doctoral studies (Sverdlik, Hall, McAlpine, & Hubbard 2018), despite the critical role of motivation.…”

Section: Introductionmentioning

confidence: 99%

Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

Kumar

Kaur

2019

IJDS

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Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

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The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions.

Cited by 110 publications

References 107 publications

Systematic literature review of primary‒secondary transitions: International research

Systematic literature review of primary‒secondary transitions: International research

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

Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

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