Effect of autonomy-supportive parenting and teaching on adolescents’ educational aspirations: Moderating role of grade level

CASTRO, M., EXPOSITO-CASAS, E., LOPEZ-MARTIN, E.,LIZASOAIN, L., NAVARRO-ASENCIO, E. & GAVIRIA, J.L.(2015). Parental involvement in student academic achievement:A meta-analysis. Educational Research Review, 14, 33-46.

CHIPMAN, S., OLSEN, S.F., KLEIN, S., HART, C.H. & ROBINSON,C.C. (2000). Differences in retrospective perceptions of parentingof male and female inmates and non-inmates. Family Relations,49, 5-11.

CIANI, K.D., MIDDLETON, M.J., SUMMERS, J.J. & SHELDON,K.M. (2010). Buffering against performance classroom goalstructures: The importance of autonomy support and classroomcommunity. Contemporary Educational Psychology, 35 (1), 88-99.

COLLINS, W.A. & LAURSEN, B. (2004). Parent-adolescentrelationships and influences. Handbook of adolescent psychology,2, 331-362.

DADDIS, C. (2011). Desire for increased autonomy and adolescents’perceptions of peer autonomy: “Everyone else can; why can’t I?”.Child Development, 82 (4), 1310-1326.

DECI, E.L. & RYAN, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

GARG, R., MELANSON, S. & LEVIN, E. (2007). Educationalaspirations of male and female adolescents from single-parentand two biological families: A comparison of influential factors.Journal of Youth & Adolescence, 36 (8), 1010-1023.

GECKOVA,A.M.,TAVEL,P.,vanDIJK,J.P.,ABEL,T.&REIJNEVELD,S.A. (2010). Factors associated with educational aspirationsamong adolescents: Cues to counteract socioeconomicdifferences. BMC Public Health, 10 (24), 151-154.

GEORGE, J. (2014). Educational aspiration of higher secondaryschool students: A comparative study based on certaindemographic variables. The International Journal of Humanities& Social Studies, 2 (1), 78-81.

GROLNICK, W.S. & SEAL, K. (2008). Pressured parents, stressed-outkids: Dealing with competition while raising a successful child.Amherst, NY: Prometheus Press.

HARRIS, A. & GOODALL, J. (2008). Do parents know they matter?Engaging all parents in learning. Educational Research, 50 (3),277-289.

HERTING, W.K. & BLACKHURST, A. (2000). Factors affectingthe occupational and educational aspirations of children andadolescents. Professional School Counselling, 3 (5), 367-374.

HOFSTEDE, G. (2001). Culture’s consequences: Comparing values,behaviors, institutions, and organizations across nations (2nd ed.).Thousand Oaks, CA: Sage Publications.

HURLOCK, E.B. (2005). Child development (6th ed.). Tata McGraw-Hill Publishing Company Limited.

INGUGLIA, C., INGOGLIA, S., LIGA, F., COCO, A.L. & CRICCHIO,M.G. (2015). Autonomy and relatedness in adolescence andemerging adulthood: Relationships with parental support andpsychological distress. Journal of Adult Development, 22 (1),1-13.

JEYNES,W.H.(2007).Therelationshipbetweenparentalinvolvementand urban secondary school student academic achievement: Ameta-analysis. Urban Education, 42, 82-110.

KAO, G. & TIENDA, M. (1998). Educational aspirations of minorityyouth. American Journal of Education, 106, 349-384.

KATZ, I. & ASSOR, A. (2007). When choice motivates and when itdoes not. Educational Psychology Review, 19 (4), 429-442.

KAY, J.S., SHANE, J. & HECKHAUSEN, J. (2016). High-schoolpredictors of university achievement: Youths’ self-reportedrelationships with parents, beliefs about success, and universityaspirations. Journal of Adolescence, 53, 95-106.

KHATTAB, N. (2015). Students’ aspirations, expectations and schoolachievement: What really matters? British Educational ResearchJournal, 41 (5), 731-748.

KOVACHEVA, S. (2006). Youth transitions and family supportin a transforming social context, reflections from the newmember states. In W. Lutz, R. Richter & C. Wilson (Eds.), Thenew generations of Europeans: Demography and families in theenlarged European Union. London and Sterling, VA: Earthscan.

LAPAN, R.T., TUCKER, B., KIM, S. & KOSCIULEK, J.F. (2003).Preparing rural adolescents for post-high school transitions.Journal of Counseling & Development, 81, 329-342.

MARKUS, H.R. & KITAYAMA, S. (2003). Culture and self:Implications for cognition, emotion, and motivation.Psychological Review, 98, 224-253.

MARSH, H.W., MARTIN, A.J. & JACKSON, S. (2010). Introducinga short version of the Physical Self-Description Questionnaire:New strategies, short-form evaluative criteria, and applicationsof factor analyses. Journal of Sport and Exercise Psychology,32,438-482.

MAU, W. & BIKOS, L.H. (2000). Educational and vocationalaspirations of minority and female students: A longitudinalstudy. Journal of Counseling & Development, 78 (2), 186-194.

NAZ, S., (2015). Impact of autonomy support on self- concept andeducational aspirations among adolescents. Unpublished doctoraldissertation, International Islamic University, Islamabad, Pakistan.

NAZ, S. & GUL, S. (2015). Translation, adaptation, and cross-language validation of Perception of Parents’ Scale (POPS).Pakistan Business Review, 16 (4), 591-594.

NUNEZ, J.L. & LEON, J. (2015). Autonomy support in the classroom:A review from self-determination theory. European Psychologist,20 (4), 275-283.

PITRE, P. (2006). College choice: A study of African American andWhite student aspirations and perceptions related to collegeattendance. College Student Journal. Retrieved from http://findarticles.com/p/articles/mi_m0FCR/is_3_40/ai_n16726395/

REDDY, R., RHODES, J.E. & MULHALL, P. (2003). The influence ofteachersupportonstudentadjustmentinthemiddleschoolyears:A latent growth curve study. Development and Psychopathology,15 (1), 119-138.

REEVE,J.(2006).Teachersasfacilitators:Whatautonomy-supportiveteachers do and why their students benefit. Elementary SchoolJournal, 106, 225-236.

REEVE, J. (2009). Why teachers adopt a controlling motivating styletoward students and how they can become more autonomysupportive. Educational Psychologist, 44, 159-178.

REEVE, J., JANG, H., CARRELL, D., JEON, S. & BARCH, J. (2004).Enhancing students’ engagement by increasing teachers’autonomy support. Motivation and Emotion, 28 (2), 147-169.

ROBBINS, R.J. (1994). An assessment of perceptions of parentalautonomy support and control: Child and parent correlates.Unpublished doctoral dissertation, Department of Psychology,University of Rochester.

ROBINSON, C.C., MANDELCO, B., OLSEN, S.F. & HART, C.H.(1995). Authoritative, authoritarian, and permissive parentingpractices: Development of a new measure. Psychological Reports,77, 819-830. doi/10.2466/pr0.1995.77.3.819

RYAN, R.M. & DECI, E.L. (2000). Self-determination theory and thefacilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

RYAN, R.M. & DECI, E.L. (2008). A self-determination approachto psychotherapy: The motivational basis for effective change.Canadian Psychology, 49, 186-193.

SCHNEIDER, M. & PRECKEL, F. (2017). Variables associated withachievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143 (6), 565-600.

SCHULENBERG, J., GOLDSTEIN, A.E. & VONDRACEK, F.W.(1991). Gender differences in adolescents’ career interests:Beyond main effects. Journal of Research on Adolescence, 1, 37-61.

SEWELL, W.H. & SHAH, V.P. (1968). Social class, parentalencouragement, and educational aspirations. American journalof Sociology, 73 (5), 559-572.

SHELDON, K.M., RYAN, R.M., DECI, E.L. & KASSER, T. (2004). Theindependent effects of goal contents and motives on well-being:It’s both what you pursue and why you pursue it. Personality andSocial Psychology Bulletin, 30, 475-486.

SHIH,S.S.(2008).Therelationofself-determinationandachievementgoals to Taiwanese eighth graders’ behavioral and emotionalengagement in schoolwork. The Elementary School Journal, 108,313-334.

SOENENS, B. & VANSTEENKISTE, M. (2005). Antecedents andoutcomes of self-determination in three life domains: The roleof parents’ and teachers’ autonomy support. Journal of Youth andAdolescence, 34 (6), 589-604.

TAMIS-LEMONDA, C.S., WAY, N., HUGHES, D., YOSHIKAWA,H., KAHANA-KALMAN, R. & NIWA, E. (2008). Parents’ goalsfor children: The dynamic co-existence of collectivism andindividualism. Social Development, 17, 183-209.

VANSTEENKISTE, M., ZHOU, M., LENS, W. & SOENENS, B.(2005). Experiences of autonomy and control among Chineselearners: Vitalizing or immobilizing? Journal of EducationalPsychology, 97, 468-483.

WANG, M.-T. & HOLCOMBE, R. (2010). Adolescents’ perceptions oftheschool environment, engagement, and academicachievementin middle school. American Educational Research Journal, 47 (3),633-662.

WEINSTEIN, N., PRZYBYLASKI, A.K. & RYAN, R.M. (2013).The integrative process: New research and future directions.Current Directions in Psychological Sciences, 22 (1), 69-74.

WIDLUND, A., TUOMINEN, H. & KORHONEN, J. (2018).Academic well-being, mathematics performance, andeducational aspirations in lower secondary education: Changeswithin a school year. Frontiers in psychology, 9, 297.

WILLIAMS, G.C. & DECI, E.L. (1996). Internalization ofbiopsychosocialvaluesbymedicalstudents.JournalofPersonalityand Social Psychology, 70 (4), 767-778.