Distinct Roles of Parental Autonomy Support and Psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes-Reference-Cited by-同舟云学术

Distinct Roles of Parental Autonomy Support and Psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes

Published:2024-04-21 Issue: Volume: Page:
ISSN:0119-5646
Container-title:The Asia-Pacific Education Researcher
language:en
Short-container-title:Asia-Pacific Edu Res

Author:

Chen Shuyu,Jiang Yi^ORCID,Qiu Siyu,Hu Jingbo,Wang Lingsong,Jiang Yihao,Wang Ruoyan

Funder

2020 Education Science Research Project in Shanghai Changning District

National Social Science Fund of China

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s40299-024-00842-5.pdf

Reference84 articles.

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2. Aunola, K., & Nurmi, J.-E. (2004). Maternal affection moderates the impact of psychological control on a child’s mathematical performance. Developmental Psychology, 40(6), 965–978. https://psycnet.apa.org/doi/10.1037/0012-1649.40.6.965

3. Barber, B. K., & Harmon, E. L. (2002). Violating the self: Parental psychological control of children and adolescents. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp. 15–52). American Psychological Association.

4. Barber, B. K., Stolz, H. E., & Olsen, J. A. (2005). Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method. Monographs of the Society for Research in Child Development, 70(4), 1–137. https://doi.org/10.1111/j.1540-5834.2005.00365.x

5. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75(1), 43–88.