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Encouraging Autonomy Support in Early Adolescence: Development and Pilot of the Aspire Parenting Program
Encouraging Autonomy Support in Early Adolescence: Development and Pilot of the Aspire Parenting Program
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103549
- ISBN
- 9798290909950
- DDC
- 300.72
- 서명/저자
- Encouraging Autonomy Support in Early Adolescence: Development and Pilot of the Aspire Parenting Program
- 발행사항
- [Sl] : University of Minnesota, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 154 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: B.
- 주기사항
- Advisor: Wojciak, Armeda.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2025.
- 초록/해제
- 요약Adolescence is a formative time for development of autonomy. Parenting that is supportive of autonomy has been associated with positive developmental and social-emotional youth outcomes. Self-Determination Theory (SDT) provides a foundation for understanding and intervening on autonomy support. There are several preventive interventions which encourage autonomy-supportive parenting in early adolescence. However, because little is understood about parents' experiences with autonomy support, the existing interventions do not often explore parents' internal processes, thoughts, and emotions related to autonomy support.This dissertation consists of two studies, conducted with parents of early adolescents aged 10 to 14. Study 1 used focus groups (n = 17 parents) to help fill the gap in understanding parents' experiences of providing autonomy support. Thematic analysis yielded findings around the internal processes, relational dynamics, and everyday practices involved in autonomy- supportive parenting. Study 2 used sequential exploratory design to develop and pilot a process-oriented parent training prevention program. Directed content analysis on the focus groups informed the initial framework of Autonomy-Supportive Parenting: Intention, Reflection, & Encouragement (ASPIRE), a 6-week virtual prevention group. ASPIRE was implemented with a total of 21 parents attending most sessions and 16 completing the pre- and post-test measures.Thematic analysis of the Treatment Satisfaction Questionnaire indicated high acceptability in terms of program structure, content, and process. Preliminary effectiveness was explored through paired t-tests of the Revised Parents as Social Context Questionnaire (R-PSCQ). Results indicated no significant change in autonomy support, but significantly higher parental warmth from pre- to post-test. Implications for future research, implementation, and applications in family therapy are discussed.
- 일반주제명
- Developmental psychology
- 일반주제명
- Counseling psychology
- 일반주제명
- Clinical psychology
- 키워드
- Autonomy
- 키워드
- Parenting
- 기타저자
- University of Minnesota Family Social Science
- 기본자료저록
- Dissertations Abstracts International. 87-01B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202103549
■006m o d
■007cr#unu||||||||
■020 ▼a9798290909950
■035 ▼a(MiAaPQ)AAI32041673
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a300.72
■1001 ▼aDriscoll, Janette.
■24510▼aEncouraging Autonomy Support in Early Adolescence: Development and Pilot of the Aspire Parenting Program
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a154 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: B.
■500 ▼aAdvisor: Wojciak, Armeda.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2025.
■520 ▼aAdolescence is a formative time for development of autonomy. Parenting that is supportive of autonomy has been associated with positive developmental and social-emotional youth outcomes. Self-Determination Theory (SDT) provides a foundation for understanding and intervening on autonomy support. There are several preventive interventions which encourage autonomy-supportive parenting in early adolescence. However, because little is understood about parents' experiences with autonomy support, the existing interventions do not often explore parents' internal processes, thoughts, and emotions related to autonomy support.This dissertation consists of two studies, conducted with parents of early adolescents aged 10 to 14. Study 1 used focus groups (n = 17 parents) to help fill the gap in understanding parents' experiences of providing autonomy support. Thematic analysis yielded findings around the internal processes, relational dynamics, and everyday practices involved in autonomy- supportive parenting. Study 2 used sequential exploratory design to develop and pilot a process-oriented parent training prevention program. Directed content analysis on the focus groups informed the initial framework of Autonomy-Supportive Parenting: Intention, Reflection, & Encouragement (ASPIRE), a 6-week virtual prevention group. ASPIRE was implemented with a total of 21 parents attending most sessions and 16 completing the pre- and post-test measures.Thematic analysis of the Treatment Satisfaction Questionnaire indicated high acceptability in terms of program structure, content, and process. Preliminary effectiveness was explored through paired t-tests of the Revised Parents as Social Context Questionnaire (R-PSCQ). Results indicated no significant change in autonomy support, but significantly higher parental warmth from pre- to post-test. Implications for future research, implementation, and applications in family therapy are discussed.
■590 ▼aSchool code: 0130.
■650 4▼aIndividual & family studies
■650 4▼aDevelopmental psychology
■650 4▼aCounseling psychology
■650 4▼aClinical psychology
■653 ▼aAutonomy
■653 ▼aEarly adolescence
■653 ▼aParenting
■653 ▼aParenting intervention
■653 ▼aSelf-Determination Theory
■653 ▼aSequential exploratory design
■690 ▼a0628
■690 ▼a0620
■690 ▼a0603
■690 ▼a0622
■71020▼aUniversity of Minnesota▼bFamily Social Science.
■7730 ▼tDissertations Abstracts International▼g87-01B.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357708▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
