Parental Practices of Controlling and Supporting the Autonomy of Elementary School Children and Early Adolescents in Russia: A Qualitative Study

Background. Children’s and adolescents’ development of autonomy depends on the relationship with their parents and the parents’ child-rearing practices. These might be aimed towards supporting or restricting autonomy, as well as its different aspects, such as independence or volitional functioning. Objective. To compare the practices described by foreign researchers as being the most beneficial for supporting autonomy with those used on a daily basis by Russian parents of primary school children and early adolescents. Design. We conducted 26 semi-structured interviews with 16 mothers and 10 fathers of primary school children (n = 10) and early adolescents (n = 16). Results. The practices of autonomy support and control used by parents were mostly similar to those described in foreign literature. However, new features were found: Guidance, Explanation of Patterns, and “Area of Responsibility”. The behavior of Russian parents can be described through practices specific to different situations. Qualitative research suggests the absence of a unified style of behavior in relation to children’s independence. Two types of autonomy support practices were used: encouraging independence and support for volitional functioning. Encouraging children’s volitional functioning was perceived by parents as something that guides their behavior, yet mention of this practice was much less explicit than mention of encouraging independence. Conclusion. Further reflection is required on the observed situationality of practices – whether it should be assessed as chaotic, hindering autonomy, or flexible, promoting it.