The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices.
Abstract
The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.
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Cites
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Self-citationThe "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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“Further, PCPR predicted dysregulation and suppressive regulation of negative emotions, and there is ample evidence that suppression is a problematic emotion-regulation strategy (e.g., Gross & John, 2003).”
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“Substantial research has shown that controlling practices, including praise that implies evaluation (Ryan, 1982) or implicates the person's worth (Dweck, 1999), has negative effects, including making behaviors less flexible, less intrinsically motivated, and of poorer quality than is so for…”
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Parent styles associated with children's self-regulation and competence in school.
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Cited by
Vansteenkiste, M., & Ryan, R. M. (2013) · Journal of Psychotherapy Integration · doi:10.1037/a0032359 · Cited by 2,170
Self-citationSoenens, B., & Vansteenkiste, M. (2010) · Developmental Review · doi:10.1016/j.dr.2009.11.001 · Cited by 1,161
Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021) · Perspectives on Psychological Science · doi:10.1177/1745691620966789 · Cited by 1,001
Self-citationVansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010) · Advances in Motivation and Achievement · doi:10.1108/s0749-7423(2010)000016a007 · Cited by 864
Self-citationReeve, J., & Cheon, S. H. (2021) · Educational Psychologist · doi:10.1080/00461520.2020.1862657 · Cited by 766
Metadata
- Authors
- Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L.
- Venue
- Developmental Psychology
- Published
- 2009
- Volume
- 45
- Issue
- 4
- Pages
- 1119-1142
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2059477074
- Cited by
- 459
- References
- 12
- FWCI
- 17.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
