A self-determination theory perspective on parenting.

This article describes research on parenting that supports children's need for autonomy.Firstly, we define parental autonomy support and distinguish it from permissiveness or independence promotion.We also define psychologically controlling parenting and distinguish it from bevavioral control (structure).Secondly, we present studies examining how parental autonomy support promotes healthy development.Indeed, clear and consistent positive effects arise from different types of studies, conducted with children of various ages.Parent observation studies suggest that parental autonomy support is associated with infants' motivation and toddlers' internalization.Parent interview studies reveal that an autonomy-supportive parental attitude relates to children's adjustment at school.Children self-report studies demonstrate a clear link between perceptions of parental autonomy support and psychosocial functioning among adolescents.Thirdly, the correlates and precursors of parental psychological control and autonomy support are presented, with a special focus on parents' trust in their children's ability to develop in an autonomous manner.Finally, ideas for future research are suggested.Though Self-determination theory is not strictly a developmental theory, it seems highly pertinent to the socialization of children, their internalization and development.Parenting and Self-Determination Theory 3 A Self-Determination Theory Perspective on Parenting Parents are confronted with a fundamental but often difficult task: teaching children the values and regulations necessary to function effectively in society while also nurturing children's drive to express themselves and to pursue their unique interests and capacities.The central socialization goal is internalization, wherein children "take in" social regulations, make them their own, and eventually self-regulate autonomously (e.g., Lepper, 1983;Schafer, 1968).When it functions optimally, internalization is beneficial for children's learning, well being, and psychosocial adjustment.However, because activities that need to be internalized are often not enjoyable (e.g.clean-up, homework), adults wonder how to encourage children's engagement in such tasks without negatively affecting their self-determination.Self-determination theory (SDT; Deci & Ryan, 1985, 2000, in press) uses the concept of innate, universal, psychological needs to understand human motivation.All human beings have the fundamental needs to feel related, competent, and autonomous in order to develop and function optimally (Deci & Ryan, 2000).The paramount importance given to the need for autonomy is the core feature of SDT.It refers to the experience of freedom in initiating or endorsing behaviors, i.e. to authentically concur with the internal or external forces that influence behaviors (Deci & Ryan, 2000; Ryan & Deci, 2000b).It is important not to confound this need with independence or selfishness (Deci & Ryan, 2000).Rather, autonomy is about volitional, harmonious and integrated functioning, in contrast to more pressured, conflicted or alienated experiences.Intrinsic motivation and internalization are the two processes underlying personality and social development (Deci & Ryan, 2000).Individuals naturally seek to