Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control

Autor/inn/en	van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Mabbe, Elien
Titel	Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control
Quelle	In: Developmental Psychology, 53 (2017) 2, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000218
Schlagwörter	Children; Well Being; Parent Role; Mothers; Psychological Needs; Child Development; Social Environment; Foreign Countries; Siblings; Elementary School Students; Correlation; Elementary School Teachers; Teacher Role; Questionnaires; Likert Scales; Belgium + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Well-being; Wellness; Wohlbefinden; Parental role; Elternrolle; Mother; Mutter; Kindesentwicklung; Soziales Umfeld; Ausland; Sibling; Geschwister; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Fragebogen; Likert-Skala; Belgien
Abstract	This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (M[subscript age] youngest child = 8.54 years; SD = 0.89 and M[subscript age] oldest child = 10.38 years; SD = 0.87) provided daily ratings of the study variables. Multilevel analyses showed that each of the sources of perceived autonomy support and psychological control related uniquely to changes in daily well-being and ill-being. These associations were mediated by experienced psychological need satisfaction and frustration, respectively. Overall, the findings testify to the dynamic role of autonomy support and psychological control in children's development. Implications for future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01