Autonomy, attachment and psychosocial adjustment during adolescence: a double-edged sword?

Noom, Marc; Deković, Maja; Meeus, Wim

doi:10.1006/jado.1999.0269

Cited by 177 publications

(165 citation statements)

References 40 publications

(40 reference statements)

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“…Escala de Autonomia (Noon et al, 1999(Noon et al, /2001, adaptada para o Brasil por Barbosa, 2014). Trata-se de uma escala Likert de cinco pontos (1 = discordo completamente a 5 = concordo completamente), composta pelas subescalas Autonomia Funcional (Ex.…”

Section: Escala De Responsividade E Exigência Parentalunclassified

“…: "Eu tenho uma forte tendência em concordar com os desejos dos outros"). As subescalas apresentaram consistência interna adequada em diferentes estudos internacionais e nacionais (Barbosa, 2014;Beyers, Goossens, Vansant, & Moors, 2003;Noon et al, 1999Noon et al, , 2001). Em pesquisa com adolescentes gaúchos (Barbosa, 2014), os índi-ces de alfa de Cronbach encontrados foram: subescala Autonomia Atitudinal (cinco itens) = 0,85; Autonomia Emocional (quatro itens) = 0,73 e Autonomia Funcional (cinco itens) = 0,66.…”

Section: Escala De Responsividade E Exigência Parentalunclassified

“…Estudiosos da área compreendem a autonomia como um construto complexo e formado por subdimensões (Anderson, Worthington, Lowell, William, & Jennings 1994;Beckert, 2007;Noon, Dekovic, & Meeus, 1999, 2001. Para o presente estudo, escolheu-se a visão de autonomia utilizada por Noon et al (1999Noon et al ( , 2001, que a definiram como a "habilidade de dar direção à sua própria vida, definir objetivos, sentirse competente e ter condições de regular suas próprias ações" (Noon et al, 1999, p. 771 -tradução livre).…”

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“…Para o presente estudo, escolheu-se a visão de autonomia utilizada por Noon et al (1999Noon et al ( , 2001, que a definiram como a "habilidade de dar direção à sua própria vida, definir objetivos, sentirse competente e ter condições de regular suas próprias ações" (Noon et al, 1999, p. 771 -tradução livre). Para esses pesquisadores, a autonomia é composta por três dimensões: (1) autonomia atitudinal, que diz respeito à percepção de objetivos, metas, oportunidades e desejos; (2) autonomia emocional, compreendida como a percepção de independência por meio da autoconfiança e individualidade; e (3) autonomia funcional, a qual corresponde à percepção de estratégias de controle e autorregulação.…”

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Autonomia, Responsividade/Exigência e Legitimidade da Autoridade Parental: Perspectiva de Pais e Adolescentes

et al. 2017

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ResumoEste estudo comparou a avaliação de pais e filhos sobre as variáveis Autonomia Adolescente, Responsividade e Exigência dos Pais e Legitimidade da Autoridade Parental. Participaram 36 pais ou responsáveis e seus filhos adolescentes. Utilizou-se um questionário sociodemográfico, a Escala de Estilos Parentais, o Questionário de Autonomia e o Questionário de Legitimidade da Autoridade Parental. Realizaram-se análises descritivas e inferenciais. Os resultados denotaram níveis médios de autonomia adolescente e altos de Responsividade e Exigência Parental. Foram encontradas, porém, diferenças nas percepções de pais e filhos quanto ao nível de autonomia dos adolescentes, à responsividade e exigência dos pais e à atribuição de legitimidade da autoridade parental. Os resultados ilustram a dinâmica do desenvolvimento da autonomia em uma amostra de participantes de nível socioeconômico médio a alto e com bons níveis de relacionamento familiar. Evidencia-se a importância do equilíbrio entre afetividade e exigência na dinâmica familiar para o desenvolvimento da autonomia adolescente. Palavras-chave: autonomia, adolescentes, estilo parental, relações familiares Autonomy, responsiveness/demandingness and legitimacy of parental authority to adolescents and their parents AbstractThis study compared the assessment of parents and their children on the variables adolescent autonomy, parental responsiveness and demandingness and the legitimacy of parental authority. The participants were 36 parents and their teens. A sociodemographic questionnaire, the Autonomy Questionnaire, the Parenting Styles Scale, and the Legitimacy of Parental Authority Questionnaire were used. Descriptive and inferential analyses were made. Results showed average levels of adolescent autonomy and high levels of parental responsiveness and demandingness. Differences were found in the perceptions of parents and children about the level of adolescent's autonomy, parental responsiveness and demandingness and assignment of legitimacy of parental authority. Results illustrate the dynamics of the autonomy development in a sample of middle to high socioeconomic status, with good levels of family relation. The importance of balance between affection and demandingness in family dynamics is highlighted for the development of adolescent autonomy.

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Autonomia, Responsividade/Exigência e Legitimidade da Autoridade Parental: Perspectiva de Pais e Adolescentes

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“…Attitudinal autonomy relates to the ability to define goals of actions, emotional autonomy is connected with having certainty as far as the value of one`s goals is concerned and functional autonomy is understood as being able to act in order to achieve a goal (Noom, 1999).…”

Section: Introductionmentioning

confidence: 99%

Individual Traits, Environmental Variables And Students’ Perceptions Of Autonomous Learning Difficulty

Studenska¹

2017

European Proceedings of Social and Behavioural Sciences

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Learner autonomy is currently regarded as an important educational aim. Therefore the main research problem was formulated as follows: which selected individual traits and environmental variables correlate with how students perceive the difficulty of their autonomous learning? The hypothesized relationships between research variables were presented in the form of a model. The main aim of the study was to verify the model in which temperamental traits and autonomy support from teachers and parents are treated as independent variables, student`s autonomy, self-efficacy as a learner, learning motivation and preferences towards autonomous tasks -as mediating variables and perceived autonomous learning difficulty -as a dependent variable. Autonomous learning difficulty was measured by a questionnaire encompassing difficulty in reflective evaluation of learning, motivation to learn and planning. Temperamental traits were measured by EAS Questionnaire, general autonomy by Adolescent Autonomy Questionnaire created by Noom (1999) and co-workers. Questionnaires measuring remaining variables were constructed for the purpose of the research. The participants were 454 students of middle and secondary school. Autonomous learning difficulty questionnaire proved to be reliable and valid. Student`s self-efficacy and autonomy were most strongly related to autonomous learning difficulty. Student`s perception of high autonomous learning difficulty was related to the low level of parental autonomy support. The relationships hypothesized in the model can be generalized to population but the model does not explain satisfactory amount of dependent variable variance.

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Adolescent Screen Time and Attachment to Parents and Peers

Richards

McGee²,

Williams³

et al. 2010

Arch Pediatr Adolesc Med

123

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To examine associations between screen time (television, video or DVD, gaming, and computer use) and attachment to parents and peers in 2 cohorts of adolescents 16 years apart. Design: Cross-sectional data regarding screen time and attachment to parents and peers were collected for 2 cohorts of adolescents, one in 1987-1988 (the Dunedin Multidisciplinary Health and Development Study [DMHDS] cohort) and the other in 2004 (the Youth Lifestyle Study [YLS] cohort). Setting: Members of the DMHDS cohort were interviewed as part of a full day of assessment, and members of the YLS cohort completed a self-report questionnaire in a supervised classroom setting. Participants: The DMHDS cohort (n = 976) was aged 15 years in 1987-1988. The YLS cohort (n = 3043) was aged 14 to 15 years in 2004. Main Outcome Measures: Screen time and low attachment to parents and peers as measured by the Inventory of Parent and Peer Attachment. Results: More time spent television viewing and less time spent reading and doing homework were associated with low attachment to parents for both cohorts. Among the YLS cohort, more time spent playing on a computer was also associated with low attachment to parents. Among the DMHDS cohort, more time spent television viewing was associated with low attachment to peers. Conclusions: Screen time was associated with poor attachment to parents and peers in 2 cohorts of adolescents 16 years apart. Given the importance of attachment to parents and peers in adolescent health and development, concern about high levels of screen time among adolescents is warranted.

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Autonomy, attachment and psychosocial adjustment during adolescence: a double-edged sword?

Cited by 177 publications

References 40 publications

Autonomia, Responsividade/Exigência e Legitimidade da Autoridade Parental: Perspectiva de Pais e Adolescentes

Autonomia, Responsividade/Exigência e Legitimidade da Autoridade Parental: Perspectiva de Pais e Adolescentes

Individual Traits, Environmental Variables And Students’ Perceptions Of Autonomous Learning Difficulty

Adolescent Screen Time and Attachment to Parents and Peers

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