Abstract
It is unclear whether, similar to research findings in Western societies, autonomy support is associated with positive child
outcomes, and forceful control with negative outcomes in collectivist societies. A two-part study (N = 190 Ghanaian sixth graders) examined the relations of parental structure, control, and autonomy support in Ghana with child
outcomes, and whether autonomy support was at odds with Ghanaian children’s values of interdependence and respect for elders.
Results showed that structure was related to cognitive perceived competence, parental control was related to controlled regulation
around school work and decreased academic engagement, and autonomy support was negatively related to depression and positively
related to autonomous forms of motivation, engagement in school, and interestingly, children’s endorsement of collectivist
cultural values. The importance of distinguishing between parental control and provision of structure, and the implication
of the findings for understanding the role of parental autonomy support in diverse cultures, are discussed.
outcomes, and forceful control with negative outcomes in collectivist societies. A two-part study (N = 190 Ghanaian sixth graders) examined the relations of parental structure, control, and autonomy support in Ghana with child
outcomes, and whether autonomy support was at odds with Ghanaian children’s values of interdependence and respect for elders.
Results showed that structure was related to cognitive perceived competence, parental control was related to controlled regulation
around school work and decreased academic engagement, and autonomy support was negatively related to depression and positively
related to autonomous forms of motivation, engagement in school, and interestingly, children’s endorsement of collectivist
cultural values. The importance of distinguishing between parental control and provision of structure, and the implication
of the findings for understanding the role of parental autonomy support in diverse cultures, are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 1-14
- DOI 10.1007/s11031-012-9289-2
- Authors
- Kristine N. Marbell, Department of Psychology, Clark University, 950 Main St., Worcester, MA 01610, USA
- Wendy S. Grolnick, Department of Psychology, Clark University, 950 Main St., Worcester, MA 01610, USA
- Journal Motivation and Emotion
- Online ISSN 1573-6644
- Print ISSN 0146-7239