Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions

Kaap‐Deeder, Jolene van der; Vansteenkiste, Maarten; Soenens, Bart; Loeys, Tom; Mabbe, Elien; Gargurevich, Rafael

doi:10.1177/0146167215602225

Cited by 93 publications

(45 citation statements)

References 78 publications

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“…The influence of these actions on self-determination during transitions remains to be understood. One study found that children without IDD who perceived their mothers as supporting their autonomy were more likely to also perceive their sibling as supporting their autonomy, perhaps because of psychological need satisfaction and observational learning within the family (van der Kaap-Deeder et al, 2015). Directly involving siblings is an important avenue for research on self-determination and transitions.…”

Section: Limitationsmentioning

confidence: 99%

A family systems perspective on supporting self‐determination in young adults with intellectual and developmental disabilities

Taylor

Cobigo

Ouellette‐Kuntz

2019

Research Intellect Disabil

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Background This study explored the way families support self‐determination in young adults with intellectual and developmental disabilities (IDD) during life transitions. Method Qualitative case studies were conducted with two Canadian families who participated in semi‐structured interviews and ethnographic observations every quarter for one year. Analyses were informed by family systems theory and self‐determination theory. Findings Families considered the needs and preferences of the young adults with IDD, suggesting individualized approaches for balancing independence and protection. Families set short‐term and long‐term goals for increased independence, scaffolded the learning of new skills and collaborated on important choices. Collaboration occurred to the extent that all family members perceived agency in planning and implementing transitions. Conclusions Families supported the young adults with IDD in their psychological needs for competence, relatedness and autonomy, which allowed them to experience self‐determination. Findings have implications for supporting self‐determination and transition planning in the family system.

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Section: Limitationsmentioning

confidence: 99%

A family systems perspective on supporting self‐determination in young adults with intellectual and developmental disabilities

Taylor

Cobigo

Ouellette‐Kuntz

2019

Research Intellect Disabil

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“…Two reasons justify the continued investigation on the distinct contribution of psychological need satisfaction and frustration to psychosocial outcomes. First, despite the fact that the BPNSFS has been successfully adapted for both western and non-western samples, (e.g., Peru, China, Belgium, US, and South Africa), most studies made use of cross-sectional (e.g., Chen, Van Assche, Vansteenkiste, Soenens, & Beyers, 2015 ; Chen, Vansteenkiste et al, 2015 ; Van der Kaap-Deeder et al, 2015 ) or diary studies ( Kindt, Vansteenkiste, Loeys & Goubert, 2016 ; Mabbe, Soenens, Vansteenkiste, Van der Kaap-Deeder, & Mouratidis, 2016 ) and only one used an experimental design ( Van Petegem, Soenens, Vansteenkiste, & Beyers, 2015 ). The lack of longitudinal research does not allow to answer the question of whether need satisfaction and frustration have enduring negative relations and bear distinctive effects on adjustment over time.…”

Section: Empirical Work On Need Satisfaction and Need Frustrationmentioning

confidence: 99%

The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being

Cordeiro¹,

Paixão²,

Lens³

et al. 2016

Psychologica Belgica

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This research comprises two studies based on Self Determination Theory. In Study 1, we translate and examine the factor structure of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS; Chen, Vansteenkiste et al., 2015) in a sample of Portuguese undergraduate students. Further, in Study 2 we used an independent longitudinal sample of 12th grade students to inspect whether the six subscales differently predict adjustment over time. Confirmatory factor analysis showed that a six-factor solution best fitted the BPNSFS data. Subsequent structural equation modelling indicated that the dimensions of need satisfaction and need frustration predicted unique variance in participants’ well-being and ill-being over time, even after controlling for reciprocal and baseline effects. Taken together the findings support the 6-factor multidimensional structure of the BPNSFS and provide extensive support for the distinction between the satisfaction and frustration dimensions of needs, suggesting that they should be measured and interpreted as relatively distinct motivational constructs.

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“…Basic psychological need satisfaction at school was assessed with three subscales (autonomy satisfaction, competence satisfaction and relatedness satisfaction) from the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS, Chen et al, 2015). We used the version of this scale that was modified for children by Van der Kaap-Deeder et al (2015). For the present study the stem "At school…" was added before items.…”

Section: Methodsmentioning

confidence: 99%

Dynamic Interactions Between Teacher Involvement And Satisfaction Of Students’ Basic Psychological Needs

Raižienė¹,

Garckija²,

Gabrialavičiūtė³

2017

European Proceedings of Social and Behavioural Sciences

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The present three-wave longitudinal study explores the importance of teacher need supportive behavior for students' motivational processes. The purpose of this study was to examine the reciprocal associations between teacher involvement and the satisfaction of students' basic psychological needs for autonomy, competence, and relatedness. A total of 795 students from the 9 th to the 11 th grade with mean age of 16.16 years (49.8% female) completed questionnaires about satisfaction of three basic psychological needs and perceptions of teachers' interpersonal involvement at three measurement points 5 to 6 months apart during one and a half school year. To address main goal a cross-lagged analysis was performed. Results revealed half-year stability and within-time correlations of the study constructs.Cross-lagged effects highlighted that teacher involvement positively influenced the satisfaction of the need for relatedness, while the inverse effect was not significant. Students' perception of higher teacher involvement leads to higher satisfaction of need for relatedness, however the higher level of relatedness need satisfaction does not make students more inclined to perceive their teachers as more interpersonally involved. Findings suggest that educators play an essential role in the development of students' motivational processes, and sustaining warm and caring teacher-student relationships should be a priority for teachers.

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Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions

Cited by 93 publications

References 78 publications

A family systems perspective on supporting self‐determination in young adults with intellectual and developmental disabilities

A family systems perspective on supporting self‐determination in young adults with intellectual and developmental disabilities

The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being

Dynamic Interactions Between Teacher Involvement And Satisfaction Of Students’ Basic Psychological Needs

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