Week 8-9 Article 2 Flashcards
(35 cards)
What was the main goal of the study by Wang, Pomerantz, and Chen?
To compare the effects of parents’ control and autonomy support on children’s functioning over time in the United States and China.
What did the study measure regarding parenting?
The study measured parents’ psychological control, psychological autonomy support, and behavioral control.
What did children report on in the study?
Children reported on their emotional and academic functioning.
What was found about the impact of psychological control across cultures?
In both the U.S. and China, psychological control predicted dampened emotional functioning.
What was the impact of psychological autonomy support in the study?
Psychological autonomy support predicted enhanced emotional and academic functioning, with stronger effects in the U.S. than in China.
What did behavioral control predict in the study?
Behavioral control predicted enhanced academic functioning in both the U.S. and China.
How does psychological control affect children in the U.S.?
Psychological control leads to emotional distress and negative self-views in American children.
How does behavioral control affect children in the U.S.?
Behavioral control is linked to increased academic competence and decreased delinquency among American children.
What is psychological autonomy support?
Psychological autonomy support is when parents encourage individuality and self-determination, fostering children’s sense of autonomy and self-expression.
What impact does psychological autonomy support have in the U.S.?
It enhances emotional functioning, social skills, and academic competence.
What does Self-Determination Theory (SDT) argue about autonomy?
SDT argues that the need for autonomy is universal, and its satisfaction is essential for optimal functioning across all cultures, indicating that psychological control may negatively affect children’s development globally.
Who were the informants for the parenting reports in the study?
Children served as the informants on parenting practices because they may be less biased in reporting socially undesirable practices like psychological control.
What measures were used to assess parents’ control over children?
Measures assessed psychological control (guilt induction, love withdrawal, authority assertion), autonomy support (choice making, opinion exchange), and behavioral control (solicitation, restriction).
How was behavioral control measured in the study?
Behavioral control was assessed with 16 items that measured solicitation (e.g., parents asking about free time) and restriction (e.g., permission required before going out).
How was children’s positive emotion assessed?
Through 16 items, where children rated how often they experienced each emotion (e.g., happy, loving) in the past week on a scale from 1 (never) to 5 (very often).
How was children’s goal investment in academics assessed?
Children rated the importance of doing well (approach) and not doing poorly (avoidance) in each of four school subjects on a scale from 1 (not at all important) to 7 (very important).
How were children’s grades measured in the study?
Grades in major subjects were standardized within schools and then averaged to create an index of academic performance.
What five types of learning strategies were assessed in the study?
Elaboration, rehearsal, monitoring, planning, and regulating.
What was the measurement of emotional ill-being?
Emotional ill-being was assessed with 17 items, where children rated how often they experienced negative emotions (e.g., sad, angry) on a scale from 1 (never) to 5 (very often).
How was children’s self-esteem assessed?
Using 20 items, where children rated how true various self-related statements were on a scale from 1 (not at all true) to 5 (very true).
What did the life satisfaction scale measure, and how was it assessed?
Life satisfaction was measured by asking children how true various statements about their life were, on a scale from 1 (not at all true) to 5 (very true).
What was the outcome of the analysis of parents’ psychological control and children’s functioning?
Parents’ psychological control predicted children’s decreased emotional well-being and increased emotional ill-being over time in both countries, but it had no effect on children’s goal investment or grades.
What was the cultural difference found in the effect of parents’ psychological control on children’s learning strategies?
In the U.S., parents’ psychological control predicted children’s decreased learning strategies over time, but this effect was not observed in China.
What was the result of the analysis on parents’ psychological autonomy support and children’s functioning?
Parents’ psychological autonomy support similarly predicted children’s decreased emotional ill-being and increased grades over time in both countries.
