Department of Psychology, Bielefeld University, Bielefeld, Germany.
School of Psychology, Central China Normal University, Wuhan, China.
J Youth Adolesc. 2022 Jul;51(7):1333-1353. doi: 10.1007/s10964-021-01538-5. Epub 2021 Nov 22.
The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents' academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, M at T1 = 10.82 years, age span = 10-17), four autonomy-related parenting profiles were found: Supportive (17%), Controlling (31%), Unsupportive-Uncontrolling (17%), and Limited Supportive (35%). The results suggest that the Supportive profile contributes to adolescents' positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles' stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.
父母的重要作用得到了广泛认可，但由于大多数研究将其理解和考察为一种稳定的属性（例如，教养方式），因此父母教养的稳定性和变化性了解得较少。本研究采用纵向的个体定向方法（即潜在剖面分析和潜在转变分析），旨在考察与自主性相关的教养模式的稳定性和变化及其对青少年学业和心理发展的影响。选择了与自主性相关的四个维度（即自主性支持、温暖、心理控制、条件性关注），根据自我决定理论来识别教养模式。本研究使用了来自 789 名德国中学生（50.06%为女性，T1 时的平均年龄为 10.82 岁，年龄范围为 10-17 岁）的五年纵向数据，发现了四种与自主性相关的教养模式：支持型（约 17%）、控制型（约 31%）、不支持不控制型（约 17%）和有限支持型（约 35%）。研究结果表明，支持型模式有助于青少年的积极学业和心理发展，而控制型模式则阻碍自主性的发展，加剧心理病理的发展，并损害学业成绩。更重要的是，有限支持型模式与不支持不控制型模式一样适应不良。关于教养模式的稳定性和变化，结果表明，每个模式约有一半的个体保持在同一组。总体而言，可以观察到父母随着时间的推移变得更加支持，控制感减少。然而，研究结果也表明，教养模式的稳定性不如预期，并且在青少年早期到中期仍可能发生变化。
