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A Longitudinal Study of the Relationship of Maternal Autonomy Support to Children's Adjustment and Achievement in School
Author(s) -
Joussemet Mireille,
Koestner Richard,
Lekes Natasha,
Landry Renée
Publication year - 2005
Publication title -
journal of personality
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.082
H-Index - 144
eISSN - 1467-6494
pISSN - 0022-3506
DOI - 10.1111/j.1467-6494.2005.00347.x
Subject(s) - psychology , autonomy , developmental psychology , longitudinal study , need for achievement , social psychology , statistics , political science , law , mathematics
A longitudinal study examined the relations of maternal autonomy support to children's school adjustment. Autonomy support and other parenting dimensions were measured when children were 5 years old. School measures were teacher‐rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that autonomy support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that autonomy support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental autonomy support in early childhood.