Total and Attuned Multiple Autonomy Support and the Social Development of Early Adolescents.
The effects of Multiple Autonomy Support (MAS), meaning the autonomy support provided by two or more sources, is an overlooked topic in social development literature. The aim of this study is to understand how two types of MAS, Total Multiple Autonomy Support (TMAS) and Multiple Autonomy Support Att...
| Publicado en: | Journal of Child & Family Studies Vol. 27; no. 2; pp. 374 - 387 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Feb2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=127846208&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 127846208 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Feb2018 vid: 27 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 127846208 10.1007/s10826-017-0911-5 ppf: 374 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 579KB tig: atl: Total and Attuned Multiple Autonomy Support and the Social Development of Early Adolescents. aug: au: Simões, Francisco Alexandre Melo Calheiros, Maria Manuela de Amorim e Silva, Madalena Moutinho Alarcão Sousa, Áurea Sandra Toledo Silva, Osvaldo Dias Lopes da affil: University Institute of Lisbon (ISCTE-IUL), CIS-IUL, Lisboa, Portugal Centro de Investigação em Ciência Psicológica, Faculdade de Psicologia, Universidade de Lisboa, Portugal University of Coimbra, Coimbra, Portugal University of The Azores, CEEAplA, Ponta Delgada, Portugal su: Portugal Adolescence Autonomy (Psychology) Mentoring Parents Self-management (Psychology) Social skills Teachers Social support Cross-sectional method Regression analysis Research Surveys Descriptive statistics sug: subj: Adolescence Autonomy (Psychology) Mentoring Parents Self-management (Psychology) Social skills Teachers Social support Cross-sectional method Portugal Other Individual and Family Services Regression analysis Research Surveys Descriptive statistics keyword: Attunement Autonomy support Mentors Attunement Autonomy support Mentors ab: The effects of Multiple Autonomy Support (MAS), meaning the autonomy support provided by two or more sources, is an overlooked topic in social development literature. The aim of this study is to understand how two types of MAS, Total Multiple Autonomy Support (TMAS) and Multiple Autonomy Support Attunement (MASA), are related to early adolescents’ social development indicators (prosocial behavior, self-regulation, antisocial behavior, alcohol use, and 1-year substance use intention). TMAS pertains to the general amount of autonomy support perceived by a MAS recipient, irrespectively of each provider’s contribution to that score. MASA refers to the interindividual patterns of perceived coordination among MAS providers, based on each provider’s autonomy scores. The participants were 818 early adolescent Portuguese (<italic>M</italic> = 12.15; SD = .81; 54.2% girls) surveyed in a cross-sectional exploratory study about MAS provided by parents, teachers, and mentors. Descriptive analyses revealed levels of low (<italic>n</italic> <italic>=</italic> 81; 10.00%), moderate (<italic>n</italic> <italic>=</italic> 432; 52.82%), and high (<italic>n</italic> <italic>=</italic> 302; 36.91%) TMAS. A <italic>k</italic>-cluster analysis revealed four MASA groups: low attuned MAS (<italic>n</italic> <italic>=</italic> 128; 15.65), misattuned MAS/low attuned parent autonomy support (<italic>n</italic> <italic>=</italic> 225; 27.51%), misattuned MAS/low attuned teacher autonomy support (<italic>n</italic> <italic>=</italic> 177; 21.64%), and high attuned MAS (<italic>n</italic> <italic>=</italic> 288; 32.21%). Ordinal regressions show that, after controlling for age, a pattern of high attuned MAS predicts better prospects of prosocial behavior and self-regulation, as opposed to high levels of TMAS. In addition, MASA involving low teacher autonomy support predicts the worst results on the selected indicators of social development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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