Mothers' parenting practices and adolescents' learning from their mistakes in class: The mediating role of adolescent's self-disclosure

Roth, Guy; Ron, Tali; Benita, Moti

doi:10.1016/j.learninstruc.2008.10.001

Cited by 25 publications

(17 citation statements)

References 32 publications

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“…Notably, these effects of youth's disclosure as they entered seventh grade on their academic adjustment at the end of eighth grade were evident over and above their academic adjustment as they entered seventh grade. Thus, the concurrent associations between youth's disclosure and their academic adjustment during adolescence revealed by prior research (Kerr & Stattin, ; Roth et al., ) reflect, at least in part, an effect of youth's disclosure. Moreover, although adolescents' disclosure to their parents was substantially associated with the quality of their relationships with them, there was little evidence that the effects were due to the quality of their relationships: Youth's disclosure remained predictive of their academic adjustment even when the quality of their relationships with their parents was taken into account, with the exception of their autonomous motivation and achievement.…”

Section: Discussionmentioning

confidence: 80%

“…Youth's disclosure to their parents has the potential to protect them from such risk. It has been linked to enhanced academic adjustment among adolescents (Kerr & Stattin, ; Roth, Ron, & Benita, ). However, although the association between adolescents' disclosure and their academic adjustment is evident over and above a variety of parenting practices (e.g., monitoring, autonomy support, and love withdrawal), the direction of influence represented by the association remains unclear given that the research to date has been concurrent.…”

Section: The Role Of Disclosure In Academic Adjustmentmentioning

confidence: 99%

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Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

2012

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The role of adolescents’ disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents’ autonomy support and control. Information about multiple dimensions of adolescents’ academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents’ disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent-child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.

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Section: Discussionmentioning

confidence: 80%

Section: The Role Of Disclosure In Academic Adjustmentmentioning

confidence: 99%

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

2012

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“…These adolescents allowed their emotions to be more fully experienced and could then, with a greater sense of choice, decide whether and how to express them. Along similar lines, Roth, Ron, and Benita (2009) showed that parents' use of conditional regard related to reduced disclosure of difficulties at school among 14-16-year-old teenagers. Presumably, with contingently regarding parents, children tend to keep the encountered problems for themselves rather than opening up, as they anticipate critical reactions from their mothers.…”

Section: Social Contexts: Developing Emotional Integrationmentioning

confidence: 80%

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

Ryan

Deci

Vansteenkiste³

2016

Developmental Psychopathology

189

163

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Self‐determination theory (SDT) maintains that the adequate support and satisfaction of individuals' psychological needs for autonomy, competence, and relatedness promotes the gradual unfolding of individuals' integrative tendencies, as manifested through intrinsic motivation, internalization, identity development, and integrative emotion regulation. At the same time, the thwarting of these same psychological needs and the resultant need frustration is presumed to evoke or amplify a variety of psychopathologies, many of which involve autonomy disturbances. We begin by defining what autonomy involves and how socializing agents, particularly parents, can provide a nurturing (i.e., need‐supportive) environment, and we review research within the SDT literature that has shed light on various integrative tendencies and how caregivers facilitate them. In the second part of this chapter, we detail how many forms of psychopathology involve autonomy disturbances and are associated with a history of psychological need thwarting. We especially focus on internally controlling regulation in internalizing disorders; impairments of internalization in conduct disorders and antisocial behavior; and fragmented self‐functioning in borderline and dissociative disorders. The role of autonomy support as an ameliorative factor in treatment settings is then discussed among other translational issues. Finally we highlight some implications of recognizing the important role of basic psychological needs for both growth‐related and pathology‐related processes.

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“…De façon convergente, dans d'autres études, les adolescents dévoilaient moins d'information lorsqu'ils percevaient leurs parents comme contrôlant psychologiquement (Soenens et al, 2006 ;Urry, Nelson, & Padilla-Walker, 2011). Plusieurs études ont également montré que les adolescents étaient plus enclins à dévoiler des informations lorsque les parents adoptaient un style parental soutenant l'autonomie (Roth, Ron, & Benita, 2009), ou un style démocratique (« authoritative ») caractérisé par un niveau élevé de contrôle comportemental et de sensibilité aux besoins de l'enfant (p. ex., Almas et al, 2011 ;Sorkhabi & Middaugh, 2014 ;Wissink, Dekovic, & Meijer, 2006).…”

Section: Le Climat Familial : Le Rôle Du Soutien Et De La Confianceunclassified

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Baudat¹,

Petegem²,

Zimmermann³

2018

Enfance

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La connaissance parentale des activités de temps libre des adolescents est largement reconnue comme un facteur protecteur pour l’ajustement psychosocial des adolescents. Les parents savent (ou ignorent) ce que leurs adolescents effectuent hors de la supervision parentale parce que leurs enfants partagent (ou dissimulent) des informations sur leurs activités ou leurs amitiés. Ainsi, durant cette période développementale marquée par un besoin accru d’indépendance, les adolescents utilisent plusieurs stratégies (p. ex., libre divulgation, secrets, mensonges) pour gérer les informations détenues par leurs parents. L’objectif de cet article est de passer en revue ces différents moyens, de présenter leur fonction développementale et de discuter de leurs conséquences sur l’adaptation psychosociale des adolescents et sur la relation avec leurs parents. Cet article propose également de s’interroger sur les raisons pour lesquelles les adolescents choisissent de divulguer ou de cacher des informations, notamment en abordant successivement leurs motifs personnels et les caractéristiques de la relation avec leurs parents.

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Mothers' parenting practices and adolescents' learning from their mistakes in class: The mediating role of adolescent's self-disclosure

Cited by 25 publications

References 32 publications

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

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