Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research

Educational Psychology Review

Volumn 28, Issue 3, 2016, Pages 605-644

  Vasquez, Ariana C ^a   Patall, Erika A ^a   Fong, Carlton J ^a   Corrigan, Andrew S ^a   Pine, Lisa ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Academic achievement; Autonomy support; Meta analysis; Parenting; Psychological well being

Indexed keywords

EID: 84981487881     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-015-9329-z     Document Type: Review

References (69)

1. *Annear, K. D., & Yates, G. C. R. (2010). Restrictive and supportive parenting: effects on children’s school affect and emotional responses. Australian Educational Researcher, 37(1), 63–82. doi:10.1007/bf03216914.
2. *Beiswenger, K. L., & Grolnick, W. S. (2010). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school sctivities. Journal of Early Adolescence, 30(3), 369–394. doi:10.1177/0272431609333298.
3. *Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339. doi:10.1111/j.1467-8624.2009.01397.x.
4. *Birman, D., & Espino, S. R. (2007). The relationship of parental practices and knowledge to school adaptation for immigrant and nonimmigrant high school students. Canadian Journal of School Psychology, 22(2), 152–166. doi:10.1177/082957350730780.
5. *Blackwelder, E. A. (2006). Unpacking authoritative parenting: assessing the relationship of warmth, autonomy granting, and supervision to perception of control and academic success. Master of Science in Psychology, University of South Alabama. (1434975).
6. *Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis (Version 2). Englewoord: BioStat.
7. Bronstein, P., Ginsburg, G. S., & Herrera, I. S. (2005). Parental predictors of motivational orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34(6), 559–575. doi:10.1007/s10964-005-8946-0.
8. Burrow-Sanchez, J. J., & March, R. (2006). Parent–child Relationships. In N. J. Salkind (Ed.), Encyclopedia of human development (Vol. 3, pp. 961–964). Thousand Oaks: Sage Reference.
9. *Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U. S. adolescents: common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618–635. doi:10.1177/0022022101032005006.
10. *Cleveland, E. S., Reese, E., & Grolnick, W. S. (2007). Children’s engagement and competence in person recollection: effects of parents’ reminiscing goals. Journal of Experimental Child Psychology, 96(2), 131–149. doi:10.1016/j.jecp.2006.09.003.
11. Collins, W. A., & Russell, G. (1991). Mother–child and father–child relationships in middle childhood and adolescence: a developmental analysis. Developmental Review, 11(2), 99–136. doi:10.1016/0273-2297(91)90004-8.
12. Cooper, H. (2010). Research synthesis and meta-analysis: a step-by-step approach (4th ed.). Thousand Oaks: Sage.
13. Cooper, H., & Hedges, L. (1994). Handbook of research synthesis. New York: Russell Sage Foundation.
14. *Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: how student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25(4), 464–487. doi:10.1006/ceps.1999.1036.
15. Cox, M. J. (2002). Parent–child Relationships. In N. J. Salkind (Ed.), Child development (pp. 291–294). New York: Macmillan Reference USA.
16. *d’Ailly, H. (2002). A cross-cultural study on autonomy and perceived control in learning. Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL.
17. *Dai, Y. (1998). Relationships among parenting styles, parental expectations and attitudes, and adolescents’ school functioning: a cross-cultural study. Doctor of Philosophy, Purdue University. (9914478).
18. Deci, E. L. (1980). The psychology of self-determination. Lexington: Heath.
19. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024–1037. doi:10.1037/0022-3514.53.6.1024.
20. Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: an overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation. New York: Oxford University Press.
21. *Deslandes, R., Royer, E., Turcotte, D., & Bertrand, R. (1997). School achievement at the secondary level: Influence of parenting style and parent involvement in schooling. McGill Journal of Education, 32(3), 191–207.
22. *Downie, M., Chua, S. N., Koestner, R., Barrios, M. F., Rip, B., & M’Birkou, S. (2007). The relations of parental autonomy support to cultural internalization and well-being of immigrants and sojourners. Cultural Diversity & Ethnic Minority Psychology, 13(3), 241–249. doi:10.1037/1099-9809.13.3.241.
23. Duval, S., & Tweedie, R. (2000). Time and fill: a simple funnel plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 276–284.
24. *Fei-Yin Ng, F., Kenney-Benson, G. A., & Pomerantz, E. M. (2004). Children’s achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75(3), 764–780. doi:10.1111/j.1467-8624.2004.00705.x.
25. *Ferguson, Y. L., Kasser, T., & Jahng, S. (2011). Differences in life satisfaction and school satisfaction among adolescents from three nations: the role of perceived autonomy support. Journal of Research on Adolescence, 21(3), 649–661. doi:10.1111/j.1532-7795.2010.00698.x.
26. *Fulton, E., & Turner, L. A. (2008). Students’ academic motivation: relations with parental warmth, autonomy granting, and supervision. Educational Psychology, 28(5), 521–534. doi:10.1080/01443410701846119.
27. *Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(3), 199–223. doi:10.1023/a:1025007614869.
28. Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461–1474. doi:10.2307/1131546.
29. *Gonzalez, A. L., & Wolters, C. A. (2006). The relations between perceived parenting practices and achievement motivation in mathematics. Journal of Research in Childhood Education, 21(2), 203. doi:10.1080/02568540609594589.
30. Greenhouse, J. B., & Iyengar, S. (1994). Sensitivity analysis and diagnostics. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 383–398). New York: Russell Sage Foundation.
31. *Grolnick, W. S. (1986). Parental styles associated with children’s school-related self-regulation and competence: a motivational perspective. Ph.D., University of Rochester, Rochester. (8709494)
32. *Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164–173. doi:10.1177/1477878509104321.
33. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology, 52(5), 890–898. doi:10.1037/0022-3514.52.5.890.
34. *Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154. doi:10.1037/0022-0663.81.2.143.
35. *Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517. doi:10.1037/0022-0663.83.4.508.
36. Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: the self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: a handbook of contemporary theory (pp. 135–161). Hoboken: John Wiley & Sons Inc.
37. *Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10(4), 465–488. doi:10.1207/sjra1004_05.
38. *Grolnick, W. S., Gurland, S. T., DeCourcey, W., & Jacob, K. (2002). Antecedents and consequences of mothers’ autonomy support: an experimental investigation. Developmental Psychology, 38(1), 143–155. doi:10.1037/0012-1649.38.1.143.
39. Grubbs, F. E. (1950). Sample criteria for testing outlying observations. Journal of American Statistical Association, 21, 27–58.
40. *Halpern-Felsher, B. L. (1994). Differing pathways to achievement: direct and indirect effects of early parenting behaviors on male and female adolescents’ high school achievement. Ph.D, University of California Riverside. (9501895).
41. Hedges, L., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando: Academic Press.
42. Hedges, L., & Vevea, J. L. (1998). Fixed and random effects models in meta-analysis. Psychological Methods, 3, 486–504. doi:10.1037/1082-989x.3.4.486.
43. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. doi:10.1037/a0015362.
44. *Hui, E. K. P., Sun, R. C. F., Chow, S. S.-Y., & Chu, M. H.-T. (2011). Explaining Chinese students’ academic motivation: filial piety and self-determination. Educational Psychology, 31(3), 377–392. doi:10.1080/01443410.2011.559309.
45. Ishak, Z., Low, S. F., & Lau, P. L. (2012). Parenting style as a moderator for students’ academic achievement. Journal of Science Education and Technology, 21(4), 487–493. doi:10.1007/s10956-011-9340-1.
46. Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: a cultural perspective on intrinsic motivation. Journal of Personality & Social Psychology, 76, 349–366.
47. *Jiang, Y. H., Yau, J., Bonner, P., & Chiang, L. (2011). The role of perceived parental autonomy support in academic achievement of Asian and Latino American adolescents. Electronic Journal of Research in Educational Psychology, 9(2), 497–522.
48. *Joussemet, M., Koestner, R., Lekes, N., & Laundry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73(5), 1215–1235. doi:10.1111/j.1467-6494.2005.00347.x.
49. Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology/Psychologie Canadienne, 49(3), 194–200. doi:10.1037/a0012754.
50. *Lekes, N., Gingras, I., Philippe, F. L., Koestner, R., & Fang, J. (2010). Parental autonomy-support, intrinsic life goals, and well-being among adolescents in China and North America. Journal of Youth and Adolescence, 39(8), 858–869. doi:10.1007/s10964-009-9451-7.
51. Linwood, A. S. (2006). Parent–child Relationships. In K. Krapp & J. Wilson (Eds.), The Gale encyclopedia of children’s health: infancy through adolescence (Vol. 3, pp. 1392–1395). Detroit: Gale.
52. *Matte-Gagne, C., & Bernier, A. (2011). Prospective relations between maternal autonomy support and child executive functioning: investigating the mediating role of child language ability. Journal of Experimental Child Psychology, 110(4), 611–625. doi:10.1016/j.jecp.2011.06.006.
53. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. Review of Educational Research, 77(3), 373–410. doi:10.3102/003465430305567.
54. *Purdie, N., Carroll, A., & Roche, L. (2004). Parenting and adolescent self-regulation. Journal of Adolescence, 27(6), 663–676. doi:10.1016/j.adolescence.2004.01.002.
55. Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken: John Wiley & Sons, Inc.
56. Rivers, J., Mullis, A. K., Fortner, L. A., & Mullis, R. L. (2012). Relationships between parenting styles and the academic performance of adolescents. Journal of Family Social Work, 15(3), 202–216. doi:10.1080/10522158.2012.666644.
57. *Robbins, R. J. (1995). An assessment of perceived parental autonomy-support and control: child and parent correlates. Ph.D., University of Rochester, Rochester. (9523161).
58. Rosenthal, R. (1987). Judgment studies: design, analysis, and meta-analysis. Cambridge: New York.
59. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. doi:10.1037/0003-066x.55.1.68.
60. Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50(3), 550–558. doi:10.1037/0022-3514.50.3.550.
61. *Sheldon, K. M., Abad, N., & Omoile, J. (2009). Testing self-determination theory via Nigerian and Indian adolescents. International Journal of Behavioral Development, 33(5), 451–459. doi:10.1177/0165025409340095.
62. Simons, L. G., & Conger, R. D. (2007). Linking mother–father differences in parenting to a typology of family parenting styles and adolescent outcomes. Journal of Family Issues, 28(2), 212–241. doi:10.1177/0192513x06294593.
63. Smetana, J. G., & Asquith, P. (1994). Adolescents’ and parents’ conceptions of parental authority and personal autonomy. Child Development, 65(4), 1147–1162.
64. *Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604. doi:10.1007/s10964-005-8948-y.
65. Stephens, N., Markus, H. R., & Townsend, S. S. M. (2007). Choice as an act of meaning: the case of social class. Journal of Personality and Social Psychology, 93, 814–830.
66. *Stiller, J. D., & Ryan, R. M. (1992). Teachers, parents, and student motivation: the effects of involvement and autonomy support. American Educational Research Association Annual Meeting. San Francisco, CA, USA.
67. *Strage, A., & Brandt, T. S. (1999). Authoritative parenting and college students’ academic adjustment and success. Journal of Educational Psychology, 91(1), 146–156. doi:10.1037/0022-0663.91.1.146.
68. Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159–188. doi:10.1007/s10648-010-9142-7.
69. *Wang, Q. (2006). The role of parents’ control in early adolescents’ psychological functioning: a longitudinal investiation in the US and China. Ph.D., University of Illinois at Urbana-Champaign, Urbana. (3243020)