Parental Academic Conditional Positive Regard and Autonomy Supportas Predictors of Adolescents'Motivation, Affect, and Relations with Family

这项研究比较了两种做法：(1)父母学业条件积极关注(PACPR)--试图通过在孩子学习和取得成就时提供更多的爱和尊重来促进学业努力和成功，以及(2)父母学习自主支持(PaaS)-试图通过从孩子的角度出发来促进参与和成功，并提供理由和选择。PACPR看起来是良性的，因为它涉及情感奖励，所以被广泛推荐。然而，最近的研究表明，它与后代的应激性动机-情感功能有关，而PaaS与更理想的功能有关。然而，这些相关研究的横截面性质排除了因果解释。此外，关于上述两种策略对子女情感功能和与家庭关系的影响的研究也很少。为了更直接地解决因果关系问题，并显著扩大研究结果的范围，我们将使用三种研究策略：(1)纵向跨文化研究：对480名德国和以色列青少年从8年级到9年级进行跟踪调查。家长实践、自尊的偶然性、学习动机和参与的类型、情感功能和与家庭的关系将由多个告密者(儿童、母亲、父亲、教师和相关的兄弟姐妹)进行评估。情感功能的一个方面也将通过性能测试进行评估。采用以变量为中心(SEM)和以人为中心的数据分析方法(潜在特征分析)。(2)观察性研究：通过潜在特征分析从纵向样本中系统地选取N=70个母子二元组(分别以高PACPR/低PAABS或低PACPR/高PAAS为特征)。通过观察母子之间的相互作用来评估PACPR和PaaS的行为结果。(3)实验：在三个实验中，我们将检验这样一种假设，即对青壮年后代的PACPR表征的阈下和阈上启动促进了后代的应激性动机-情感功能，并在应激条件下损害了认知表现，而对PaaS表征的启动则促进了更理想的后代功能。一项先导性研究的结果初步支持了以父母有条件关心为重点的假设。拟议的研究将使我们能够相当全面地检验PACPR和PACCR在育儿实践方面的差异，即它们对孩子的学习动机投入和社会情绪适应的影响。因此，我们的研究可能会提供一个严重缺失的事实基础，这将为关于PACPR作为一种育儿实践的可取性以及PAAS在多大程度上是一种比PACPR更好的育儿选择的争论提供信息。

This research compares two practices: (1) Parental academic conditional positive regard (PACPR) - trying to promote academic effort and success by providing more affection and esteem when children study and achieve, and (2) Parental academic autonomy support (PAAS) - trying to promote engagement and success by taking children's perspective, and providing rationales and choice. PACPR appears benign and is widely recommended because it involves affective rewards. Yet, recent studies suggest that it is associated with stressful motivational-affective functioning in offspring, whereas PAAS is associated with more optimal functioning. However, the cross-sectional nature of these correlational studies precludes causal interpretations. In addition, there is very little research on the effects of the above two strategies on offspring's affective functioning and relations with their family. In an attempt to start addressing the causality issue more directly, and to considerably expand the scope of offspring's outcomes examined, we will use three research strategies:(1) A longitudinal cross-cultural study: 480 German and Israeli adolescents will be followed from 8th to 9th grade. Parental practices, contingency of self-esteem, type of academic motivation and engagement, affective functioning, and relations with family will be assessed by multiple informants (child, mother, father, teachers, and sibling when relevant). One aspect of affective functioning will also be assessed by a performance test. Both variable-centered (SEM) and person-centered data-analytic approaches (Latent Profile Analyses) will be used.(2) An observational study: A subsample of N = 70 mother-child-dyads (characterized by high PACPR/low PAAS or low PACPR/high PAAS, respectively) will be systematically selected from the longitudinal sample by means of latent profile analysis. The interaction between mother and child will be observed to assess behavioral outcomes of PACPR and PAAS.(3) Experiments: In three experiments, we will test the hypothesis that subliminal and supraliminal priming of young-adult offspring's representations of PACPR promotes offspring's stressful motivational-affective functioning and impairs cognitive performance under stressful conditions, whereas priming of PAAS representations promotes more optimal offspring's functioning. Findings of a Pilot-Study provide initial support for the hypothesis focusing on parental conditional regard.The proposed research will enable a fairly comprehensive examination of the differences between PACPR and PACCR as parenting practices, in terms of their effects on children's academic motivation engagement, and socio-emotional adjustment. Therefore, our research is likely to provide an acutely missing factual base which will inform the controversy regarding the desirability of PACPR as a parenting practice, and the extent to which PAAS is a superior parenting alternative to PACPR.