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Maarten Vansteenkiste - One of the best experts on this subject based on the ideXlab platform.
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The role of observed Autonomy Support, reciprocity, and need satisfaction in adolescent disclosure about friends
Journal of adolescence, 2018Co-Authors: Dorien Wuyts, Maarten Vansteenkiste, Bart Soenens, Stijn Van PetegemAbstract:Abstract Although research increasingly addresses the role of parenting in fostering adolescent disclosure, most research relied on self-report measures of parenting and did not address the role of Autonomy Support. In the present observational study (conducted in Belgium), with 62 mother-adolescent dyads (mean age mothers = 44 years; mean age adolescents = 14 years; 77% of adolescents female), we rated mothers' provision of Autonomy Support during a 10-minute conversation about friendships. We found that observed maternal Autonomy Support was related positively to adolescents' degree of and volitional reasons for disclosure about friends. These associations were mediated by observed non-verbal reciprocity during the conversation and by adolescent satisfaction of their needs for Autonomy and relatedness. Mothers' Autonomy-Support and mother-adolescent reciprocity also predicted mothers' own psychological need satisfaction and conversation pleasure. The relevance of the findings for adolescent Autonomy and disclosure are discussed.
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perceived maternal Autonomy Support and early adolescent emotion regulation a longitudinal study
Social Development, 2015Co-Authors: Katrijn Brenning, Bart Soenens, Stijn Van Petegem, Maarten VansteenkisteAbstract:Abstract This study investigated longitudinal associations between perceived maternalAutonomy-Supportive parenting and early adolescents’ use of three emotion regulation(ER) styles: emotional integration, suppressive regulation, and dysregulation. Wetested whether perceived maternal Autonomy Support predicted changes in ER andwhether these ER styles, in turn, related to changes in adjustment (i.e., depressivesymptoms, self-esteem). Participants (N = 311, mean age at Time 1 = 12.04) reportedon perceived maternal Autonomy Support, their ER styles, and adjustment at twomoments in time, spanning a one-year interval. Cross-lagged analyses showed thatperceived maternal Autonomy Support predicted increases in emotional integrationand decreases in suppressive regulation. By contrast, emotional dysregulation pre-dicted decreases in perceived Autonomy-Supportive parenting. Further, increases inemotional integration were predictive of increases in self-esteem, and decreases insuppressive regulation were predictive of decreases in depressive symptoms. Together,the results show that early adolescents’ perception of their mothers as Autonomy-Supportive is associated with increases in adaptive ER strategies and subsequentadjustment.Keywords
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identifying configurations of perceived teacher Autonomy Support and structure associations with self regulated learning motivation and problem behavior
Learning and Instruction, 2012Co-Authors: Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Anasthasios Mouratidis, Nathalie Aelterman, Leen Haerens, Wim BeyersAbstract:Abstract Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher Autonomy Support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high Autonomy Support – clear expectations, low Autonomy Support – vague expectations, high Autonomy Support, and clear expectations. The teaching configuration characterized by perceived Autonomy Support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher Autonomy Support and teacher structure.
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how are parental psychological control and Autonomy Support related a cluster analytic approach
Journal of Marriage and Family, 2009Co-Authors: Bart Soenens, Maarten Vansteenkiste, Eline SierensAbstract:This study addresses the hypothesis that the relationship between parental psychological control and Autonomy-Support depends on how Autonomy-Support is conceptualized, that is, in terms of promotion of independence or in terms of promotion of volitional functioning. Questionnaires tapping into psychological control and these two types of Autonomy-Support were administered to a sample of 495 emerging adults. Cluster analysis revealed that, whereas parental promotion of independence may or may not co-occur with psychological control, high parental promotion of volitional functioning systematically goes together with low psychological control and vice versa. Differences between clusters in terms of adjustment were mainly driven by differences in psychological control and promotion of volitional functioning and to a lesser extent by differences in promotion of independence.
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The synergistic relationship of perceived Autonomy Support and structure in the prediction of self-regulated learning.
The British journal of educational psychology, 2008Co-Authors: Eline Sierens, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, Filip DochyAbstract:Self-determination theory defines two important dimensions of teaching style: Autonomy Support and structure. The purpose of the present study was to investigate the synergistic relationship of perceived teacher Autonomy Support and the provision of structure in the prediction of self-regulated learning. Students (N=526) completed questionnaires assessing perceived Autonomy Support, structure, and self-regulated learning. First, Autonomy Support and structure were found to be positively correlated, suggesting that the Support of student Autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not Autonomy Support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by Autonomy Support interaction. The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high Autonomy Support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an Autonomy-Supportive way.
Bart Soenens - One of the best experts on this subject based on the ideXlab platform.
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The role of observed Autonomy Support, reciprocity, and need satisfaction in adolescent disclosure about friends
Journal of adolescence, 2018Co-Authors: Dorien Wuyts, Maarten Vansteenkiste, Bart Soenens, Stijn Van PetegemAbstract:Abstract Although research increasingly addresses the role of parenting in fostering adolescent disclosure, most research relied on self-report measures of parenting and did not address the role of Autonomy Support. In the present observational study (conducted in Belgium), with 62 mother-adolescent dyads (mean age mothers = 44 years; mean age adolescents = 14 years; 77% of adolescents female), we rated mothers' provision of Autonomy Support during a 10-minute conversation about friendships. We found that observed maternal Autonomy Support was related positively to adolescents' degree of and volitional reasons for disclosure about friends. These associations were mediated by observed non-verbal reciprocity during the conversation and by adolescent satisfaction of their needs for Autonomy and relatedness. Mothers' Autonomy-Support and mother-adolescent reciprocity also predicted mothers' own psychological need satisfaction and conversation pleasure. The relevance of the findings for adolescent Autonomy and disclosure are discussed.
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perceived maternal Autonomy Support and early adolescent emotion regulation a longitudinal study
Social Development, 2015Co-Authors: Katrijn Brenning, Bart Soenens, Stijn Van Petegem, Maarten VansteenkisteAbstract:Abstract This study investigated longitudinal associations between perceived maternalAutonomy-Supportive parenting and early adolescents’ use of three emotion regulation(ER) styles: emotional integration, suppressive regulation, and dysregulation. Wetested whether perceived maternal Autonomy Support predicted changes in ER andwhether these ER styles, in turn, related to changes in adjustment (i.e., depressivesymptoms, self-esteem). Participants (N = 311, mean age at Time 1 = 12.04) reportedon perceived maternal Autonomy Support, their ER styles, and adjustment at twomoments in time, spanning a one-year interval. Cross-lagged analyses showed thatperceived maternal Autonomy Support predicted increases in emotional integrationand decreases in suppressive regulation. By contrast, emotional dysregulation pre-dicted decreases in perceived Autonomy-Supportive parenting. Further, increases inemotional integration were predictive of increases in self-esteem, and decreases insuppressive regulation were predictive of decreases in depressive symptoms. Together,the results show that early adolescents’ perception of their mothers as Autonomy-Supportive is associated with increases in adaptive ER strategies and subsequentadjustment.Keywords
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identifying configurations of perceived teacher Autonomy Support and structure associations with self regulated learning motivation and problem behavior
Learning and Instruction, 2012Co-Authors: Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Anasthasios Mouratidis, Nathalie Aelterman, Leen Haerens, Wim BeyersAbstract:Abstract Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher Autonomy Support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high Autonomy Support – clear expectations, low Autonomy Support – vague expectations, high Autonomy Support, and clear expectations. The teaching configuration characterized by perceived Autonomy Support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher Autonomy Support and teacher structure.
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how are parental psychological control and Autonomy Support related a cluster analytic approach
Journal of Marriage and Family, 2009Co-Authors: Bart Soenens, Maarten Vansteenkiste, Eline SierensAbstract:This study addresses the hypothesis that the relationship between parental psychological control and Autonomy-Support depends on how Autonomy-Support is conceptualized, that is, in terms of promotion of independence or in terms of promotion of volitional functioning. Questionnaires tapping into psychological control and these two types of Autonomy-Support were administered to a sample of 495 emerging adults. Cluster analysis revealed that, whereas parental promotion of independence may or may not co-occur with psychological control, high parental promotion of volitional functioning systematically goes together with low psychological control and vice versa. Differences between clusters in terms of adjustment were mainly driven by differences in psychological control and promotion of volitional functioning and to a lesser extent by differences in promotion of independence.
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The synergistic relationship of perceived Autonomy Support and structure in the prediction of self-regulated learning.
The British journal of educational psychology, 2008Co-Authors: Eline Sierens, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, Filip DochyAbstract:Self-determination theory defines two important dimensions of teaching style: Autonomy Support and structure. The purpose of the present study was to investigate the synergistic relationship of perceived teacher Autonomy Support and the provision of structure in the prediction of self-regulated learning. Students (N=526) completed questionnaires assessing perceived Autonomy Support, structure, and self-regulated learning. First, Autonomy Support and structure were found to be positively correlated, suggesting that the Support of student Autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not Autonomy Support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by Autonomy Support interaction. The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high Autonomy Support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an Autonomy-Supportive way.
Richard Koestner - One of the best experts on this subject based on the ideXlab platform.
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science adjustment parental and teacher Autonomy Support and the cognitive orientation of science students
Educational Psychology, 2015Co-Authors: Tomas Jungert, Richard KoestnerAbstract:Research has shown that Autonomy Support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with Autonomy Support. This prospective investigation considered how systemising and Support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ Autonomy Support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental Support for Autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental Autonomy Support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that au...
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Autonomy Support, self-regulation, and weight loss
Health psychology : official journal of the Division of Health Psychology American Psychological Association, 2013Co-Authors: Amy A. Gorin, Richard Koestner, Theodore A. Powers, Rena R. Wing, Hollie A. RaynorAbstract:Objective:Social Support is believed to contribute to weight loss success, yet the type of Support received is rarely assessed. To develop more effective weight loss interventions, examinations of the types of Support that are associated with positive outcomes are needed. Self-Determination Theory suggests that Support for an individual’s Autonomy is beneficial and facilitates internalization of autonomous selfregulation. We examined whether Autonomy Support and directive forms of Support were associated with weight loss outcomes in a larger randomized controlled trial.Method:Adults (N!201; 48.9"10.5 years; 78.1% women) participating in a weight loss trial were assessed at 0, 6, and 18 months. Autonomy Support (AS), directive Support, and autonomous self-regulation (ASR) were measured at 0 and 6 months and examined in relation to 18-month weight loss outcomes.Results:Baseline AS and ASR did not predict outcomes; however, AS and ASR at 6 months positively predicted 18-month weight losses (ps#.05), encouragement of healthy eating at 6 months was negatively related to 18-month weight losses (p#.01), and other forms of directive Support were not associated with outcomes. Conclusions:Autonomy Support predicted better weight loss outcomes while some forms of directive Support hindered progress. Weight loss trials are needed to determine whether family members and friends can be trained to provide Autonomy Support and whether this is more effective than programs targeting more general or directive forms of Support.
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The Benefits of Peer Autonomy Support for Teachers
2013Co-Authors: Tomas Jungert, Nathalie Houlfort, Richard KoestnerAbstract:In self-determination theory (Ryan & Deci, 2000) Autonomy Support describes an interpersonal style where a manager takes the perspective of a subordinate into account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that Autonomy Support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of Autonomy Support and competence Support from peers versus supervisors. Along with measures of Support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in Autonomy Support from peers and in competence Support from principals over time were significantly related to satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of Support.
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Autonomy Support From Family and Friends and Weight Loss in College Women
Families Systems & Health, 2008Co-Authors: Theodore A. Powers, Richard Koestner, Amy A. GorinAbstract:This study examined the effect of Autonomy Support and autonomous self-regulation on self-reported weight loss. Participants reported significantly greater weight loss when they perceived their family and friends as Autonomy Supportive of their weight loss efforts. Autonomy Support from family and friends was also shown to moderate the effects of an experimental intervention that was delivered in an Autonomy-Supportive or controlling manner. Furthermore, Autonomy Support was significantly related to autonomous self-regulation, but its effects on weight loss held true even after controlling for self-regulation, suggesting an independent role of Autonomy Support from important others. Finally, the effects of Autonomy Support were distinguished from more directive Support from significant others, which did not show similar effects. These findings point to the potential usefulness of developing intervention strategies focused on facilitating the Autonomy-Supportive behavior of significant others.
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A Longitudinal Study of the Relationship of Maternal Autonomy Support to Children's Adjustment and Achievement in School.
Journal of personality, 2005Co-Authors: Mireille Joussemet, Richard Koestner, Natasha Lekes, Renée LandryAbstract:A longitudinal study examined the relations of maternal Autonomy Support to children's school adjustment. Autonomy Support and other parenting dimensions were measured when children were 5 years old. School measures were teacher-rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that Autonomy Support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that Autonomy Support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental Autonomy Support in early childhood.
Filip Dochy - One of the best experts on this subject based on the ideXlab platform.
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identifying configurations of perceived teacher Autonomy Support and structure associations with self regulated learning motivation and problem behavior
Learning and Instruction, 2012Co-Authors: Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Anasthasios Mouratidis, Nathalie Aelterman, Leen Haerens, Wim BeyersAbstract:Abstract Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher Autonomy Support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high Autonomy Support – clear expectations, low Autonomy Support – vague expectations, high Autonomy Support, and clear expectations. The teaching configuration characterized by perceived Autonomy Support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher Autonomy Support and teacher structure.
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The synergistic relationship of perceived Autonomy Support and structure in the prediction of self-regulated learning.
The British journal of educational psychology, 2008Co-Authors: Eline Sierens, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, Filip DochyAbstract:Self-determination theory defines two important dimensions of teaching style: Autonomy Support and structure. The purpose of the present study was to investigate the synergistic relationship of perceived teacher Autonomy Support and the provision of structure in the prediction of self-regulated learning. Students (N=526) completed questionnaires assessing perceived Autonomy Support, structure, and self-regulated learning. First, Autonomy Support and structure were found to be positively correlated, suggesting that the Support of student Autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not Autonomy Support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by Autonomy Support interaction. The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high Autonomy Support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an Autonomy-Supportive way.
Eline Sierens - One of the best experts on this subject based on the ideXlab platform.
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identifying configurations of perceived teacher Autonomy Support and structure associations with self regulated learning motivation and problem behavior
Learning and Instruction, 2012Co-Authors: Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Anasthasios Mouratidis, Nathalie Aelterman, Leen Haerens, Wim BeyersAbstract:Abstract Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher Autonomy Support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high Autonomy Support – clear expectations, low Autonomy Support – vague expectations, high Autonomy Support, and clear expectations. The teaching configuration characterized by perceived Autonomy Support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher Autonomy Support and teacher structure.
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how are parental psychological control and Autonomy Support related a cluster analytic approach
Journal of Marriage and Family, 2009Co-Authors: Bart Soenens, Maarten Vansteenkiste, Eline SierensAbstract:This study addresses the hypothesis that the relationship between parental psychological control and Autonomy-Support depends on how Autonomy-Support is conceptualized, that is, in terms of promotion of independence or in terms of promotion of volitional functioning. Questionnaires tapping into psychological control and these two types of Autonomy-Support were administered to a sample of 495 emerging adults. Cluster analysis revealed that, whereas parental promotion of independence may or may not co-occur with psychological control, high parental promotion of volitional functioning systematically goes together with low psychological control and vice versa. Differences between clusters in terms of adjustment were mainly driven by differences in psychological control and promotion of volitional functioning and to a lesser extent by differences in promotion of independence.
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The synergistic relationship of perceived Autonomy Support and structure in the prediction of self-regulated learning.
The British journal of educational psychology, 2008Co-Authors: Eline Sierens, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, Filip DochyAbstract:Self-determination theory defines two important dimensions of teaching style: Autonomy Support and structure. The purpose of the present study was to investigate the synergistic relationship of perceived teacher Autonomy Support and the provision of structure in the prediction of self-regulated learning. Students (N=526) completed questionnaires assessing perceived Autonomy Support, structure, and self-regulated learning. First, Autonomy Support and structure were found to be positively correlated, suggesting that the Support of student Autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not Autonomy Support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by Autonomy Support interaction. The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high Autonomy Support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an Autonomy-Supportive way.
