Journal of Youth and Adolescence

, Volume 34, Issue 6, pp 589–604

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Article

DOI: 10.1007/s10964-005-8948-y

Cite this article as:
Soenens, B. & Vansteenkiste, M. J Youth Adolescence (2005) 34: 589. doi:10.1007/s10964-005-8948-y

Abstract

Due to conceptualizations of autonomy as detachment and independence, research on the parenting–autonomy relationship in adolescence has yielded inconsistent results. In the present study, self-determination is proposed as an alternative way of tapping into the construct of autonomy. An integrated model of the relationships between perceived parenting and teaching styles, self-determination in 3 life-domains (school, social competence, and job-seeking behaviors), and specific adolescent outcomes, was investigated and confirmed. In 2 samples of mid-adolescents (N = 328 and N = 285), autonomy-supportive parenting was significantly related to self-determination in all life-domains. Autonomy-supportive teaching added significantly to the prediction of self-determination in the domains of school and job-seeking behaviors. Self-determination, in turn, was positively and specifically associated with measures of adjustment in the specific life-domains under investigation. Finally, in both studies, indications were found that self-determination acts as an intervening variable in the relation between the perceived interpersonal environment and adolescent adjustment.

Key Words

parenting styleteaching styleautonomyself-determinationadjustment

Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  1. 1.Department of PsychologyKatholieke Universiteit LeuvenBelgium
  2. 2.Center for Developmental PsychologyKatholieke Universiteit LeuvenBelgium
  3. 3.Center for Motivation PsychologyKatholieke Universiteit LeuvenBelgium
  4. 4.Department of PsychologyKatholieke Universiteit LeuvenLeuvenBelgium