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Students were surveyed and parents completed a questionnaire measuring autonomy support and restrictiveness. Data from 92 middle-SES two-parent families were analyzed with SmartPLS path modelling. Mothers high in autonomy support reported greater school enjoyment and cognitive learning reasons. Restrictive parenting was linked to more negative emotional symptoms, especially loneliness and unhappiness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/restrictive-and-supportive-parenting-effects-on-childrens-school-affect-and-emotional-responses/593460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/restrictive-and-supportive-parenting-effects-on-childrens-school-affect-and-emotional-responses/593460.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were students and parents involved in the study?","Question",{"text":112,"@type":113},"Upper primary students were surveyed about how much they liked school and their reasons for attending. Parents completed a questionnaire measuring restrictiveness and autonomy support for their child’s autonomy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and method were used to analyze the relationships?",{"text":117,"@type":113},"The study used data from 92 middle-SES, two-parent families. Relationships were analyzed using SmartPLS path modelling.",{"name":119,"@type":110,"acceptedAnswer":120},"What associations were found between autonomy support, restrictiveness, and children’s outcomes?",{"text":121,"@type":113},"Children of mothers high in autonomy support enjoyed school more and endorsed cognitive learning reasons. Restrictive parenting was not significantly related to school affect, but it was associated with higher negative emotional symptoms, notably loneliness and unhappiness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593460,1792165626,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Restrictive and Supportive Parenting: Effects on Children’s School Affect and Emotional Responses  \nKaren D. Annear  \nGregory C. R. Yates  \nUniversity of South Australia  \nAbstract  \nIn this project upper primary school students were surveyed about their general liking for school, and reasons for going to school. Their parents were asked to respond on a questionnaire indicating their restrictiveness and also supportfor their child’s autonomy. Data were collected from 92 middle SES two-parent families and analysed using SmartPLS path modelling. It was found that children of mothers high on autonomy support enjoyed school more, and endorsed cognitive learning reasons for attending. Restrictive parenting (in either mothers or fathers) did not relate significantly to school affect, but was associated with elevated levels of negative emotional symptoms, notably loneliness and unhappiness.  \nIntroduction  \nIn what ways do parents influence their children’s disposition toward school? In a major review of the research literature into parental involvement factors, Pomerantz, Moorman, and Litwack (2007) noted that parental impact on the child’s school adjustment has been linked with eight aspects of parental conduct: (a) level of monitoring and control, (b) support for child’s growth and autonomy,(c) focus on the process of learning,(d) focus on child’s inherent ability,(e) level of general positive affect, (f) level of negative affect,(g) positive expectations of child’s potential, and (h) negative expectations of child’s potential. Of these, dimensions (b),(c),(e) and (g) clearly exert positive effects, but the remaining dimensions often appear more closely linked into adverse outcomes. In the present project we sought to further investigate linkages between parental factors and students’ liking for school.  \nThe Australian Educational Researcher, Volume 37, Number 1, April 2010 •63  \nKAREN ANNEAR AND GREGORY YATES  \nThe role of autonomy support  \nA sizable body of recent research has examined the impact of autonomy support asa parenting dimension. Such support is defined as allowing children to explore their environments, make choices, express ideas, take initiative, assume responsibilities, and actively solve their own problems. The appropriate response of the parent is seen as one of encouraging and supporting the natural processes of socialization, and to assume a role of “authoritative management”. In contrast, controlling parents are seen as authoritarian in their management strategies, i.e. , attempting to channel their children toward adult-set agendas through the application of commands, pressure, sanctions, and emotional tactics such as love withdrawal. The advantages of autonomy support over psychological controlling tactics have been uncovered by many studies, as reviewed in Pomerantz et al. (2007) . For example, Steinberg, Lamborn, Dornbusch and Darling (1992) showed that supportive practices in parents predicted school achievement in adolescents, within the context of authoritative parenting styles. School achievement was associated with students perceiving their parents as authoritative. On the other hand, perceiving parents as authoritarian was associated with lower achievement.  \nIn an American study based on children from grades 3 to 6, Grolnick and Ryan (1989) reported that student grades correlated with their research interviewers’ ratings of parental autonomy support at a level of 0.46 for mothers, and 0.33 for fathers. In a large scale study comparing Chinese to American children around 12 years of age, Wang, Pomerantz, and Chen (2007) found that autonomy support correlated with grades more strongly in the American sample than the Chinese sample (0.28 vs. 0.14) . In both countries the link between parental autonomy support and their children’s academic learning strategies was a highly significant one (correlations of 0.42 and 0.40). In the Wang et [al. study](al. study), the measure of parental autonomy support s","cbCaima9p2keTier","https://ap.wps.com/l/cbCaima9p2keTier","pdf",195552,"English","# Introduction\n## The role of autonomy support\n## Parental conduct and children’s school adjustment\n## Findings from prior studies","[{\"question\":\"How were students and parents involved in the study?\",\"answer\":\"Upper primary students were surveyed about how much they liked school and their reasons for attending. Parents completed a questionnaire measuring restrictiveness and autonomy support for their child’s autonomy.\"},{\"question\":\"What data and method were used to analyze the relationships?\",\"answer\":\"The study used data from 92 middle-SES, two-parent families. Relationships were analyzed using SmartPLS path modelling.\"},{\"question\":\"What associations were found between autonomy support, restrictiveness, and children’s outcomes?\",\"answer\":\"Children of mothers high in autonomy support enjoyed school more and endorsed cognitive learning reasons. Restrictive parenting was not significantly related to school affect, but it was associated with higher negative emotional symptoms, notably loneliness and unhappiness.\"}]","Restrictive and Supportive Parenting - Effects on Children’s School Affect and Emotional Responses | PDF",1792077302]