Personal autonomy as factor of developing responsibility in adolescence

Molchanov, Sergey V.; Almazova, Оlga V.; Поскребышева, Н.Н.; Zapunidi, A.A.

doi:10.11621/npj.2017.0110

Cited by 3 publications

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“…The process of personal autonomy formation in adolescence, and the process of psychological separation from parents, are long and complex processes mediated by child-parent relationships (Dzukaeva & Sadovnikova, 2014;Litvinova, 2020;Malenova & Potapova, 2018;Poskrebysheva & Kremenchustkaya, 2018;Rean, 2017;Thoennissen, et al, 2010;Zimmer-Gembeck & Collins, 2003). They have been widely explored for both early and senior adolescence in Russian psychology at the beginning of the 21st century by Burmenskaya (2005), Pupyreva (2007), Poskrebysheva (2010), Stankovskaya (2014), Leontiev & Sulimina (2015), Dzukaeva (2016), andMolchanov et al, (2017). The concept of personal autonomy has a long history of development and been specified within the framework of various theoretical approaches: the psychoanalytic approach, the epigenetic concept of Erikson (1994), the theory of social learning (Bandura, 1977), the existential-humanistic theory of human motivation of Maslow (1962), Rogers (1959), etc.…”

Section: Introductionmentioning

confidence: 99%

“…Modern Russian psychology has a lack of instruments for measuring autonomy. In spite of this, the issue of the autonomy development is widely studied by Russian researchers (Kharlamenkova et al, 2015;Karabanova & Poskrebysheva, 2013;Dzukaeva & Sadovnikova, 2014;Molchanov, Almazova, Zapunidi, & Poskrebysheva, 2017). Few questionnaires contain "autonomy" subscales (for example, the Russian version of ADOR questionnaire by Wasserman, Gor'kovaya, & Romytsina (2001), and the Parent-Child Interaction questionnaire by I.…”

Section: Introductionmentioning

confidence: 99%

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A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Konshina¹,

Sadovnikova²

2022

Psych. Rus.

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Background. The formation of emotional autonomy in child-parent relations is one of the main developmental tasks of adolescence (Havighurst, 1972). The theoretical framework of our study comes from the Age-Related Cultural-Historical Approach (Vygotsky, 2000; Leontiev, 1978; Bozhovich, 2009; Elkonin, 1972) and the Theory of Emotional Autonomy Formation by L. Steinberg & S. Silverberg (1986). Here we present the results of a test with the Russian version of the “Emotional Autonomy Scale” (EAS) as validated by L. Steinberg & S. Silverberg (1986). Objective. We conducted a substantial psychometric analysis of the EAS scales on a Russian sample. Design. The participants were 222 pupils from the 9th to 11th grades in Moscow schools (age 14-17; M = 15.89; SD = 0.91). A comparative and structural analysis was conducted to review the reliability of the EAS Russian version, administered by the authors. Methods. The pupils were evaluated with 1) the authors’ Russian version of the EAS by L. Steinberg & S. Silverberg (1986); and 2) the Parent-Child Interaction questionnaire (PCI) by I. Markovskaya (1999). Results. The fit of Steinberg’s original Four-factor model (L. Steinberg & S. Silverberg, 1986) and of the Beyers’ and colleagues’ Seven-factor model (2005) were studied on a Russian sample for the first time. The Four-factor model was chosen as the final model due to better fit indices and Cronbach’s alpha coefficient. The CFA showed the model fit indices to be acceptable (RMSEA = 0.07) or slightly less than the good fit values (CFI = 0.74). The validity analysis was conducted using the PCI by I. Markovskaya (1999). Conclusion. The aim of theoretical analysis, approbation, and validation of the EAS on a Russian sample was achieved: the authors’ version of the EAS is a valid and reliable instrument to measure adolescents’ emotional autonomy in a Russian sample.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Konshina¹,

Sadovnikova²

2022

Psych. Rus.

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“…Таким образом, моральная ответственность может быть определена как выполнение человеком обязательств, регламентируемых принятой им системой моральных норм и ценностей на основе морального выбора в условиях достижения личностной автономии [6].…”

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Adolescent Concepts of Responsibility in Different Types of Moral Dilemmas

Molchanov

Almazova

2017

Cultural-Historical Psychology

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The paper presents results of an empirical study of adolescents' concepts of responsibility in different types of moral dilemmas characterized by violations of moral norms. The study proved that the type of moral dilemma and the context of interaction of its participants determine the adolescents' readiness to recognize the responsibility of the main character of the dilemma for violating the norm. In dilemmas of asocial type adolescents are more willing to recognize the responsibility of the offender whose behavior leads to obvious damage for one of the participants in the interaction. As for prosocial dilemmas and dilemmas of confronting norms, adolescents tend to deny the responsibility of the offender. The paper provides a comparative analysis of empirically identified types of adolescent concepts of responsibility, including the differentiated responsibility with egoistic orientation, high responsibility, low responsibility and ‘polar’ responsibility. The authors highlight the ambiguity of the relationship between adolescents’ evaluation of behavior, their readiness to recognize responsibility in moral transgression, and their judgment about the necessity of punishment. The paper concludes with the discussion concerning the relationship between the level of development of moral judgments/moral reasoning and the concepts of responsibility in adolescents.

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Trust to Oneself as a Condition of Autonomy Development in Adolescence

Selezneva,

Allenova

2023

jour

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Introduction. The current situation places a special focus on the issues of freedom of choice, responsibility, self-actualization, and decision-making discretion. Autonomy as a new formation of the adolescence age becomes of special importance. It expresses itself in life-defining decisions when a person makes their first independent steps. In this sense, the factors that influence the development of autonomy in adolescence should be paid close attention.Purpose. We will consider characteristics of personality autonomy with different types of trust relationships in adolescence.Materials and Methods. The sample consists of young men and women aged 15–17 years. For the research, we used: “Self-Measurement of the Trust to Oneself” method (T. P. Skripkina); “Autonomy Questionnaire” (O. A. Karabanova, N. N. Poskrebysheva); “Examining of Trust/Distrust to the World, to Other People and то Oneself” method (A. B. Kupreichenko); “Level of Subjective Control” questionnaire (E. F. Bazhin, E. A. Golykin, A. M. Etkind). Statistical methods were as follows: The Mann-Whitney U test and the Spearman’s rank correlation coefficient.Results. In the course of studying the impact of trust and trust relationships on autonomy development in adolescence, we justified and empirically confirmed the thesis: trust to oneself is a condition of autonomy development in adolescence, and autonomy development in this age differs according to the type of trust relationships.Discussion and Conclusion. As appears, at the stage of adolescence trust to oneself acts as a condition of autonomy development. Different types of trust relationships create a difference in the development of personality autonomy between young men and women. The most favourable conditions for the growth of personality autonomy are indicated in the certain trust relationships in which trust to oneself dominates over trust to the world.

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Personal autonomy as factor of developing responsibility in adolescence

Cited by 3 publications

References 0 publications

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Adolescent Concepts of Responsibility in Different Types of Moral Dilemmas

Trust to Oneself as a Condition of Autonomy Development in Adolescence

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