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

本研究比较了两种实践：（1）父母的学术有条件的积极关注（PACPR）-试图通过在儿童学习和取得成就时提供更多的情感和尊重来促进学业努力和成功，（2）父母的学术自主支持（PAAS）-试图通过从儿童的角度出发，提供合理性和选择来促进参与和成功。PACPR似乎是良性的，并被广泛推荐，因为它涉及情感奖励。然而，最近的研究表明，它与后代的压力动机情感功能有关，而PAAS与更优化的功能有关。然而，这些相关性研究的横截面性质排除了因果关系的解释。此外，关于这两种策略对子女情感功能和家庭关系的影响的研究也很少。为了开始更直接地解决因果关系问题，并大大扩大后代结果的范围，我们将使用三种研究策略：（1）纵向跨文化研究：480名德国和以色列青少年将从8年级到9年级。父母的做法，自尊的应急，类型的学习动机和参与，情感功能，与家庭的关系将由多个信息提供者（儿童，母亲，父亲，教师和兄弟姐妹，如果相关）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。将使用以变量为中心（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：将通过潜在特征分析从纵向样本中系统性地选择N = 70个母子二人组的子样本（分别以高PACPR/低PAAS或低PACPR/高PAAS为特征）。观察母婴之间的互动，以评估PACPR和PAAS的行为结果。(3)实验项目：在三个实验中，我们将测试的假设，阈下和阈上启动的未成年后代的PACPR的表征，促进后代的应激动机情感功能和损害的认知表现在应激条件下，而启动的PAAS表示促进更优化的后代的功能。一项先导性研究的结果初步支持了这一假设，该研究将使一个相当全面的检查PACPR和PACCR作为父母的做法，在其对儿童的学习动机的参与，和社会情绪的调整方面的差异。因此，我们的研究可能会提供一个严重缺失的事实基础，这将告知有关PACPR作为育儿实践的可取性的争议，以及PAAS在多大程度上是一个上级育儿替代PACPR。

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.