“Perceived parental autonomy support as a predictor of psychological needs and academic motivation in Greek and Dutch students: A cross-cultural comparison based on the Self-Determination theory.
MetadataShow full item record
Aim According to the Self-Determination Theory ( SDT) Perceived parental autonomy support predicts adolescent need satisfaction (autonomy, competence, relatedness) and intrinsic academic motivation. The current study aimed to examine whether perceived parental autonomy support predicts need satisfaction and intrinsic academic motivation for both Greek and Dutch students. Cross-cultural scholars claim that parental autonomy support may be at odds with the values of collectivism, which entails hierarchy and parental dominance. Greece is considered a more traditionally collectivistic society than the Netherlands. Thus, we investigated how cultural differences in terms of collectivism-individualism between groups would predict parental autonomy support, need satisfaction, and intrinsic motivation. Method The sample consists of 129 students from which 107 are Greek students and 22 Dutch students (68% girls, Mage= 17,27 years, SDage =0,70). The following questionnaires were given to the participants:1) Perception of Parents scale (POPS), 2) Self-regulation Questionnaire-Academic Domain (SRQ-A), 3) The basic psychological need satisfaction and frustration scale, 4) The Individualism and Collectivism scale. Results ANOVA revealed no statistical differences between Greek and Dutch students in perceived parental autonomy support and need satisfaction. The most remarkable difference between the two groups was found in the subscales: vertical collectivism, horizontal collectivism, intrinsic motivation, identification and introjection in which Greek participants scored higher. Regression analysis indicated that vertical collectivism predicts maternal and paternal autonomy support, but only maternal autonomy support predicts autonomy satisfaction. No significant effects were found between parental autonomy support, competence, relatedness and intrinsic academic motivation. Only paternal autonomy support has a negative effect on introjected and external regulation. Discussion. The results echoe the proposal of SDT that the need for autonomy is universal and it’s satisfaction is essential to individual’s optimal functioning across cultures. The results showed that parents have a differentiating effect on adolescent’s need satisfaction and motivation. Intervention parenting programs could gain from the results by taking into consideration the parental differences for future implementation on their intervention program.