Parental Autonomy Support and College Student Academic Outcomes

Pedersen, Daphne E.

doi:10.1007/s10826-017-0750-4

Cited by 28 publications

(19 citation statements)

References 76 publications

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“…A great many studies find a positive relationship between autonomysupportive behaviors provided by teachers and parents and students' self-determined motivation and competence beliefs in the educational context (Turner et al, 2009;Fan and Williams, 2018). These results have been obtained at different stages of education, such as elementary school (Ryan and Grolnick, 1986;Grolnick and Ryan, 1989), high school (Alivernini and Lucidi, 2011;Gillet et al, 2012;Fan and Williams, 2018), college (Black and Deci, 2000;Turner et al, 2009;Jang et al, 2016;Gillet et al, 2017;Pedersen, 2017), and postgraduate education (Overall et al, 2011;Litalien and Guay, 2015). In line with these studies, undergraduate students who feel more supported in their autonomy by both parents and teachers will be more likely to enroll in university for more autonomous reasons and will also develop greater confidence in their personal capabilities.…”

Section: The Social Contexts Of Undergraduate Studentsmentioning

confidence: 95%

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

et al. 2018

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The purpose of this study was to investigate the process that lead to academic adjustment of undergraduate students in the first year of higher education, by testing a predictive model based on self-determination theory with the inclusion of self-efficacy. The model posits that perceived autonomous forms of support from parents and teachers foster autonomous motivation and self-efficacy, which in turn predict academic adjustment. Method: A two-wave prospective design was adopted. Freshman students at an Italian university (N = 388; 73.5% females, M age = 21.38 years ± 4.84) completed measures of autonomous motivation, perceived autonomy support from parents and teachers, self-efficacy, and intention to drop out from university at the start of their academic year. Students' past performance and socioeconomic background were also measured. At the end of the first semester, information about number of course modules passed and credits attained for each student were obtained from the department office and matched with the data collected in the first wave by an identification number. Results: Findings of structural equation modeling analysis supported the proposed model for first-year university students, after controlling for the influence of past performance and socioeconomic background. Specifically, autonomous motivation and self-efficacy predicted dropout intention and academic adjustment a few months later. Autonomous motivation and self-efficacy were encouraged by autonomy supportive behaviors provided by teachers and parents. Conclusion: According to our findings, in order to promote higher degree of academic adjustment in freshman students, interventions should aim to encourage autonomous motivation and self-efficacy through autonomous supportive behavior from the university and the family contexts.

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Section: The Social Contexts Of Undergraduate Studentsmentioning

confidence: 95%

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

et al. 2018

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“…Models were tested using the robust maximum likelihood estimator procedure in Mplus 7.4 (Muthén & Muthén, 1998-2017. Maximum likelihood estimator provides standard errors and fit indices that are robust to the Likert nature of the items and nonnormality.…”

Section: Discussionmentioning

confidence: 99%

“…For example, autonomy-supportive parenting has been associated with successful identity development formation in emerging adults (Luyckx et al, 2007;Schwartz, Côté, & Arnett, 2005), as well as other adaptive outcomes including self-worth, social acceptance, and kindness (Nelson et al, 2011). Autonomy-supportive parenting behaviors specific to the college years, including encouraging independent decisions related to choosing college courses, budgeting money, and managing roommate conflicts, has also been positively related to emerging adults' satisfaction with university experiences (Pedersen, 2017). Conversely, high levels of parental involvement (e.g., daily contact, overinvolvement in sport-related decisions) among a sample of Division I athletes was found to negatively predict each variable indicating individuation, specifically emotional independence, functional independence, and attainment of criteria necessary for adulthood (Dorsch et al, 2016).…”

Section: Basic Psychological Need Satisfactionmentioning

confidence: 99%

Dyadic Examination of Parental Support, Basic Needs Satisfaction, and Student–Athlete Development During Emerging Adulthood

Kaye

Lowe

Dorsch

2018

Journal of Family Issues

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Using self-determination theory and the theory of emerging adulthood as frameworks, the present study investigated dyadic associations for the effect of parental support on college student–athletes’ need satisfaction, and the effect of need satisfaction on student–athletes’ adjustment. Fifty NCAA Division I student–athletes and a corresponding parent (N = 50) completed online surveys. Student–athletes’ and parents reported parental support (i.e., parental responsiveness and basic needs satisfaction) and student–athletes’ reported college adjustment (i.e., academic self-efficacy, athletic satisfaction, and individuation). Interpersonal models demonstrated both parent and student–athlete reported parental responsiveness was associated with higher levels of need satisfaction. Student–athlete reports of need satisfaction was related to reduced emotional independence, while parental reports of need satisfaction were related to enhanced academic self-efficacy. Findings support the central role of parental support for student–athletes in college; however, negotiating the balance between providing support and encouraging emotional independence remains a challenge for parents.

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“…En effet, durant l'émergence de l'âge adulte, le soutien à l'autonomie facilite le sentiment de bien-être (Kins et al, 2009). Plus particulièrement, pour les adultes en émergence de sexe féminin vivant une période de transition, il favorise un sentiment de bienêtre vis-à-vis de leur nouvelle vie (Pedersen, 2017). À l'inverse, le contrôle psychologique est lié à un mal-être de l'individu (Ahmad, Vansteenkiste, & Soenens, 2013 ;Costa, Soenens, Gugliandolo, Cuzzocrea, & Larcan, 2015 ;Soenens & Vansteenkiste, 2010).…”

Section: Ajustement Et Relation Avec Les Parentsunclassified

Approche longitudinale de l’ajustement psychosocial des étudiants primo-entrants en contexte universitaire : une question de transition vers l’âge adulte

Chevrier¹

2021

Bulletin De Psychologie

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Je tiens tout d'abord à remercier Émilie Boujut, Mariane Frenay et Véronique Rouyer pour avoir accepté de lire, de critiquer et d'évaluer ce travail de thèse. J'espère qu'il saura vous plaire. Merci à Émilie Boujut et à Véronique Rouyer, membres du comité de suivi de thèse, d'avoir eu, l'an passé, un regard critique et constructif sur mon travail et sur son avancée.Lyda, je ne saurais par où commencer pour te remercier. J'ai le sentiment d'avoir grandi à tes côtés, grandi dans mes réflexions ainsi que dans ma vision de la recherche et du milieu universitaire. Quand je repense à ces quatre dernières années, je tiens à te remercier pour ton soutien, tes critiques constructives même quand tu me disais simplement de « raffermir » (alors que tu parlais de mes écrits et non de mes cuisses… je reste amusée par ce terme), ta confiance, ta disponibilité, ta bienveillance et ton accompagnement sans faille. Tu m'as donné l'occasion d'apprendre aussi bien le métier de chercheur que celui d'administratif universitaire. J'espère pouvoir un jour être à la hauteur de ce que tu m'as transmis. Merci.Ce travail de thèse n'aurait pas été rendu possible sans la contribution des responsables pédagogiques de l'Université de Bordeaux. Merci à vous de m'avoir permis de recruter des participants dans vos rangs. Il m'aura fallu deux cohortes sur deux années pour arriver à un nombre convenable de participants. Je tiens à remercier tous les étudiants qui ont répondu à mon questionnaire. Merci à ceux que je n'ai pu inclure dans mon étude et merci à ceux qui ont participé à un moment donné. Mais plus particulièrement, 101 mercis aux 101 étudiants qui ont suivi l'ensemble de cette recherche en participant à chaque temps de mesure. J'ai le sentiment de m'être battue à coup de mèmes internet pour vous compter dans mes rangs. Vu votre nombre et l'acharnement que j'y ai mis, il me paraît maintenant évident que contrairement à Cruella d'Enfer j'ai réussi à faire un manteau des 101 dalmatiens.Je remercie le Laboratoire de Psychologie EA 4139 et plus spécialement le Programme 3 pour son accueil, son soutien et ses réflexions. Merci également à Élisabeth De Salengre, à Fabienne Lapebie et à Solenne Roux pour leur sympathie, leur bienveillance et leur gentillesse. Merci Solenne de m'avoir aidé à harceler les étudiants ; je n'aurais pas pu confectionner un aussi beau manteau sans toi. Mais, plus particulièrement, je tiens à remercier les membres de la TEAM ADO, à remercier

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Parental Autonomy Support and College Student Academic Outcomes

Cited by 28 publications

References 76 publications

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

Dyadic Examination of Parental Support, Basic Needs Satisfaction, and Student–Athlete Development During Emerging Adulthood

Approche longitudinale de l’ajustement psychosocial des étudiants primo-entrants en contexte universitaire : une question de transition vers l’âge adulte

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