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Parental Provision of Structure: Implementation and Correlates in Three Domains
This study examined parents' provision ofstructure,defined as the organization of the environment to facilitate competence, and the degree to which it supports versus controls children's autonomy, in the domains of homework and studying, unsupervised time, and responsibilities in a diverse...
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| Published in: | Merrill-Palmer Quarterly 2014-07, Vol.60 (3), p.355-384 |
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| Main Authors: | , , , , |
| Format: | Article |
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| cited_by | cdi_FETCH-LOGICAL-c409t-ae4f1856314d647c7425c15a08f6c7108121a4c7c6c6253515091f29f1fbcaa23 |
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| cites | cdi_FETCH-LOGICAL-c409t-ae4f1856314d647c7425c15a08f6c7108121a4c7c6c6253515091f29f1fbcaa23 |
| container_end_page | 384 |
| container_issue | 3 |
| container_start_page | 355 |
| container_title | Merrill-Palmer Quarterly |
| container_volume | 60 |
| creator | Grolnick, Wendy S Raftery-Helmer, Jacquelyn N Marbell, Kristine N Flamm, Elizabeth S Cardemil, Esteban V |
| description | This study examined parents' provision ofstructure,defined as the organization of the environment to facilitate competence, and the degree to which it supports versus controls children's autonomy, in the domains of homework and studying, unsupervised time, and responsibilities in a diverse sample of sixth-grade children and their parents. Four components of structure and four components of autonomy support were combined into composites that were independent. Parents provided the most structure and least autonomy support in the unsupervised domain. Structure was associated with several competence outcomes in the unsupervised domain, whereas relations between autonomy support and outcomes were more prevalent in the other domains. Results suggest the importance of differentiating structure and the way it is implemented and considering the meaning of structure within different domains. |
| doi_str_mv | 10.13110/merrpalmquar1982.60.3.0355 |
| format | article |
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Four components of structure and four components of autonomy support were combined into composites that were independent. Parents provided the most structure and least autonomy support in the unsupervised domain. Structure was associated with several competence outcomes in the unsupervised domain, whereas relations between autonomy support and outcomes were more prevalent in the other domains. Results suggest the importance of differentiating structure and the way it is implemented and considering the meaning of structure within different domains.</description><identifier>ISSN: 0272-930X</identifier><identifier>EISSN: 1535-0266</identifier><identifier>DOI: 10.13110/merrpalmquar1982.60.3.0355</identifier><identifier>CODEN: MPQUA5</identifier><language>eng</language><publisher>Detroit: Wayne State University Press</publisher><subject>Adolescents ; Behavior ; Behavior Problems ; Caring ; Child Rearing ; Child Responsibility ; Children ; Competence ; Conceptualization ; Correlation ; Developmental psychology ; Factor Analysis ; Families & family life ; Family Environment ; Grade 6 ; Homework ; Individualized Instruction ; Motivation ; Outcomes of education ; Parent Influence ; Parenting ; Parenting Styles ; Parents ; Parents & parenting ; Personal Autonomy ; Psychological Needs ; Psychology ; Questionnaires ; Regression (Statistics) ; Resource Allocation ; Self Determination ; Semi Structured Interviews ; Statistical Analysis ; Studies ; Study ; Theory ; United States (Northeast)</subject><ispartof>Merrill-Palmer Quarterly, 2014-07, Vol.60 (3), p.355-384</ispartof><rights>2014 by Wayne State University Press</rights><rights>Copyright © 2008 Wayne State University Press.</rights><rights>Copyright Wayne State University Press Jul 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c409t-ae4f1856314d647c7425c15a08f6c7108121a4c7c6c6253515091f29f1fbcaa23</citedby><cites>FETCH-LOGICAL-c409t-ae4f1856314d647c7425c15a08f6c7108121a4c7c6c6253515091f29f1fbcaa23</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1561640121/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1561640121?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>315,786,790,21406,21422,27957,27958,33646,33912,43768,43915,63018,63019,63034,74553,74578,74754</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1041856$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Grolnick, Wendy S</creatorcontrib><creatorcontrib>Raftery-Helmer, Jacquelyn N</creatorcontrib><creatorcontrib>Marbell, Kristine N</creatorcontrib><creatorcontrib>Flamm, Elizabeth S</creatorcontrib><creatorcontrib>Cardemil, Esteban V</creatorcontrib><title>Parental Provision of Structure: Implementation and Correlates in Three Domains</title><title>Merrill-Palmer Quarterly</title><description>This study examined parents' provision ofstructure,defined as the organization of the environment to facilitate competence, and the degree to which it supports versus controls children's autonomy, in the domains of homework and studying, unsupervised time, and responsibilities in a diverse sample of sixth-grade children and their parents. Four components of structure and four components of autonomy support were combined into composites that were independent. Parents provided the most structure and least autonomy support in the unsupervised domain. Structure was associated with several competence outcomes in the unsupervised domain, whereas relations between autonomy support and outcomes were more prevalent in the other domains. Results suggest the importance of differentiating structure and the way it is implemented and considering the meaning of structure within different domains.</description><subject>Adolescents</subject><subject>Behavior</subject><subject>Behavior Problems</subject><subject>Caring</subject><subject>Child Rearing</subject><subject>Child Responsibility</subject><subject>Children</subject><subject>Competence</subject><subject>Conceptualization</subject><subject>Correlation</subject><subject>Developmental psychology</subject><subject>Factor Analysis</subject><subject>Families & family life</subject><subject>Family Environment</subject><subject>Grade 6</subject><subject>Homework</subject><subject>Individualized Instruction</subject><subject>Motivation</subject><subject>Outcomes of education</subject><subject>Parent Influence</subject><subject>Parenting</subject><subject>Parenting Styles</subject><subject>Parents</subject><subject>Parents & parenting</subject><subject>Personal Autonomy</subject><subject>Psychological Needs</subject><subject>Psychology</subject><subject>Questionnaires</subject><subject>Regression (Statistics)</subject><subject>Resource Allocation</subject><subject>Self Determination</subject><subject>Semi Structured Interviews</subject><subject>Statistical Analysis</subject><subject>Studies</subject><subject>Study</subject><subject>Theory</subject><subject>United States 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Correlates in Three Domains</title><author>Grolnick, Wendy S ; Raftery-Helmer, Jacquelyn N ; Marbell, Kristine N ; Flamm, Elizabeth S ; Cardemil, Esteban V</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c409t-ae4f1856314d647c7425c15a08f6c7108121a4c7c6c6253515091f29f1fbcaa23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Adolescents</topic><topic>Behavior</topic><topic>Behavior Problems</topic><topic>Caring</topic><topic>Child Rearing</topic><topic>Child Responsibility</topic><topic>Children</topic><topic>Competence</topic><topic>Conceptualization</topic><topic>Correlation</topic><topic>Developmental psychology</topic><topic>Factor Analysis</topic><topic>Families & family life</topic><topic>Family Environment</topic><topic>Grade 6</topic><topic>Homework</topic><topic>Individualized Instruction</topic><topic>Motivation</topic><topic>Outcomes of 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Four components of structure and four components of autonomy support were combined into composites that were independent. Parents provided the most structure and least autonomy support in the unsupervised domain. Structure was associated with several competence outcomes in the unsupervised domain, whereas relations between autonomy support and outcomes were more prevalent in the other domains. Results suggest the importance of differentiating structure and the way it is implemented and considering the meaning of structure within different domains.</abstract><cop>Detroit</cop><pub>Wayne State University Press</pub><doi>10.13110/merrpalmquar1982.60.3.0355</doi><tpages>30</tpages></addata></record> |
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| identifier | ISSN: 0272-930X |
| ispartof | Merrill-Palmer Quarterly, 2014-07, Vol.60 (3), p.355-384 |
| issn | 0272-930X 1535-0266 |
| language | eng |
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| source | JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; ProQuest One Literature; ERIC; Education Collection |
| subjects | Adolescents Behavior Behavior Problems Caring Child Rearing Child Responsibility Children Competence Conceptualization Correlation Developmental psychology Factor Analysis Families & family life Family Environment Grade 6 Homework Individualized Instruction Motivation Outcomes of education Parent Influence Parenting Parenting Styles Parents Parents & parenting Personal Autonomy Psychological Needs Psychology Questionnaires Regression (Statistics) Resource Allocation Self Determination Semi Structured Interviews Statistical Analysis Studies Study Theory United States (Northeast) |
| title | Parental Provision of Structure: Implementation and Correlates in Three Domains |
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