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Examination of Adolescent’s Subjective Well-Being in Terms of Autonomous, Relational and Autonomous-Relational Self-Construals

Year 2012, Volume: 4 Issue: 38, 188 - 198, 29.09.2012

Abstract

Silence of autonomy and relatedness emphasized by self-determination theory which conceptualizes autonomy and relatedness as basic psychological needs. However, subjective well-being is influenced by the satisfaction of autonomy and relatedness needs differently because satisfaction of these needs differs as a function of culture. This study explored how subjective well-being of adolescents as a function of autonomous, related, autonomous-related self-construals. The research group consisted of 580 students from grades 9th to 11th in Ankara. Adolescents were 14 to 18 years of age (M=16.26, SD=1.06). Of the participants, 336 (58 %) were female, 244 (42 %) were male. In order to collect data Personal Information Sheet, Autonomous-Related Self-in-Family Scales, Positive and Negative Affect Scale and Life Satisfaction Scales were used. Results of MANOVA revealed that the related and autonomous-related self-construal has an impact on adolescents’ positive affect and life satisfaction. Autonomous self-construal has an effect on negative affect of adolescents. Adolescents who define themselves as relational and autonomous-relational have higher life satisfaction and positive affect scores than adolescents’ who define themselve as autonomous. Also, negative affect scores of adolescents categorized as autonomous were found to be higher than adolescents categorized as autonomous-relational. These findings underscore the importance of relatedness and autonomy-relatedness for youth’s positive well-being in Turkish culture. This study has important implications for counselors and parents.

References

  • Allen, J. P., Hauser, S. T., Eickholt, C., Bell, K. L., & O’Connor, T. G. (1994). Autonomy and relatedness in family interactions as predictors of negative adolescent affect. Journal of Research on Adolescence, 4, 535-552.
  • Aydın, D. (1999). Social network composition, social support and psychological well-being in first year METU students: A longitudinal investigation. [İlk yıl ODTÜ öğrencilerinde toplumsal ağ, sosyal destek ve psikolojik durum: Boylamsal bir araştırma]. Yayınlanmamış Yüksek Lisans Tezi. ODTÜ, Sosyal Bilimler Enstitüsü, Ankara.
  • Aydın, B., & Öztütüncü, F. (2001). Examination of adolescents’ negative thoughts, depressive mood, and family environment. Adolescence, 36, 77-83.
  • Baltes, M. M., & Silverberg, S. B. (1994). The Dynamics between dependency and autonomy: Illustrations across the life span. In D. L. Featherman, R. M. Lerner, & M. Perlmutter (Eds.), Life-span developmentanl behavior (pp. 41-90). Hillsdale, NJ: Erlbaum.
  • Baumeister, R., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
  • Beyers, W., & Goossens, L. (1999). Emotional autonomy, psychosocial adjustment, and parenting: Interactions, moderating, and mediating effects. Journal of Adolescence, 22, 753–769.
  • Blos, P. (1967). The second individuation process of adolescence. Psychoanalytic Study of the Child, 22, 162-186.
  • Blos, P. (1979). The Adolescent Passage. Madison, WI: International University Press.
  • Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment (2nd ed.). New York: Basic.
  • Chen, Z., & Dornbusch, S. M. (1998). Relating aspects of adolescent emotionala utonomy to academic achievement and deviant behavior. Journal of Adolescent Reseach, 13, 293-319.
  • Chou, K. L. (2000). Emotional autonomy and depression among Chinese adolescents. Journal of Genetic Psychology, 161, 161-169.
  • Çileli, M. (2000). Change in value orientations of Turkish youth from 1989 to 1995. The Journal of Psychology, 134,297-305.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the determination of behavior. Psychological Inquiry,11, 227–268.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31 (2), 103-157.
  • Diener, E., & Suh, E. M. (1999). National differences in subjective well-being. In E. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 434-450). New York: Russell Sage Foundation.
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.
  • Erikson, E. H. (1968). Identity: Youth and crisis. New York: W.W. Norton & Company, Inc.
  • Feldman, S. S., & Rosenthal, D. A. (1991). Age expectations of behavioural autonomy in Hong Kong, Australian, and American youth: The influence of family variables and adolescents’ values. International Journal of Psychology, 26, 1–23.
  • Freeman, M. A. (1997). Demographic correlates of individualism and collectivism: A study of social values in Sri Lanka. Journal of Cross-Cultural Psychology, 28, 321-341.
  • Freud, A. (1958). Adolescence. In Freud, A. (ed.), The writings of Anna Freud: Research at the Hampstead Child-Therapy Clinic and other papers (1956–1965) (Vol. 5) (pp. 136–166). New York: International Universities Press.
  • Garber, J., & Little, S. A. (2001). Emotional autonomy and adolescent adjustment. Journal of Adolescent Research, 16, 355-371.
  • Gençöz, T. (2000). Pozitif Negatif Duygu Ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • Georgas, J. (1989). Changing family values in Greece. Journal of Cross- Cultural Psychology, 20, 80-91.
  • Grotevant, H. D., & Cooper, C. R. (1986). Individuation in family relationships: A perspective on individual differences in the development of identity and role- taking skill in adolescence. Human Development, 29, 82- 100.
  • Göregenli, M. (1995). Kültürümüz açısından bireycilik- toplulukçuluk eğilimleri: Bir başlangıç çalışması. Türk Psikoloji Dergisi, 10, 1-14.
  • Göregenli, M. (1997). Individualist and collectivist tendencies in a Turkish sample. Journal of Cross- Cultural Psychology, 28, 787-793.
  • Hofstede, G. (2001). Culture’ sconsequences: Comparing values, behaviors, institutions, and organizations across nations. Thousand Oaks, California: Sage.
  • İmamoğlu, E. O. (1998). Individualism and collectivism in a model and scale of balanced differentiation and integration. Journal of Psychology, 132, 95–105.
  • İmamoğlu, E. O., & Karakitapoğlu-Aygun, Z. (1999). 1970’lerden 1990’1ara değerler: Üniversite düzeyinde gözlenen zaman, kuşak ve cinsiyet farklılıkları. Türk Psikoloji Dergisi, 14(44), 1-22.
  • Kağıtçıbaşı, Ç. (1984). Socialization in traditional society: A challenge to psychology. International Journal of Psychology, 19, 145-157.
  • Kağıtçıbaşı, Ç. (1996). Özerk-ilişkisel benlik: Yeni bir sentez. Türk Psikoloji Dergisi, 11, 36-44.
  • Kağıtçıbaşı, Ç. (1997). Individualism and collectivism. In J. F. Berry, M. H. Segall, C. Kagitcibasi. (Eds.), Handbook of cross-cultural psychology (pp.1-49). London: Allynand Bacon.
  • Kağıtçıbaşı, Ç. (2000). Kültürel psikoloji: Kültür bağlamında insan ve aile. İstanbul: Evrim Yayınevi.
  • Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36 (4), 403- 422.
  • Kağıtçıbaşı, Ç. (2007). Family, self, and human development across cultures: Theory and applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • Karadayı, F. (1998). İlişkili özerklik: Kavramı, ölçülmesi, gelişimi ve toplumsal önemi, gençlere ve kültüre özgü değerlendirmeler. Adana: Çukurova Üniversitesi Basımevi.
  • Karakitapoğlu-Aygün, Z. (2002). Self-construals, perceived parenting styles and well-being in different cultural and socio-economic contexts. [Farklı kültür ve sosyo- ekonomik düzey bağlamlarında benlik kurguları, ana baba tutumları ve iyi olma hali]. Yayınlanmamış Doktora Tezi. ODTÜ, Sosyal Bilimler Enstitüsü, Ankara.
  • Karakitapoğlu-Aygün, Z., & İmamoğlu, E. O. (2002). Value domains of Turkish adults and university students. The Journal of Social Psychology, 142,333-351.
  • Köker, S. (1991). Normal ve sorunlu ergenlerin yasam doyumu düzeylerinin karşılaştırılması.Yayınlanmamış Yüksek Lisans Tezi.Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kwak, K. (2003). Adolescents and their parents: A review of intergenerational family relations for immigrant and non-immigrant families. Human Development, 46, 15- 36.
  • Lam, B. T. (2006). Self-construal and socio-emotional development adolescents: An examination of different types of self-construal. International Journal of Behavioral Development, 30(1), 67–75. Vietnamese-American
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
  • Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand Reinhold.
  • Meeus, W., Oosterwegel, A., & Vollebergh, W. (2002). Parental and peer attachment and identity development in adolescence. Journal of Adolescence, 25, 93–106.
  • Miller, P. M. (1997). Family structure, personality, drinking, smoking and illicit drug use: a study of UK teenagers. Drug and Alcohol Dependence, 45, 121–129.
  • Oishi, S., Diener, E., Suh, E., & Lucas, R. E. (1999). Value as a moderator in subjective well-being. Journal of Personality, 67, 157–184.
  • Özdemir, Y. (2012). Kırsal kesimde ve kentte yaşayan ergenlerin benlik kurguları açısından karşılaştırılması. Kastamonu eğitim dergisi, 20(1), 81-96.
  • Özdemir, Y., & Çok, F. (2011). Ailede özerk-ilişkisel benlik ölçeklerinin lise öğrencileri için uyarlanması ve psikometrik özellikleri. İlköğretim Online, 10(1), 121-132.
  • Pavot,W., & Diener, E. (1993). The affective and cognitive context of self reported measures of subjective well- being. Social Indicators Research, 28, 1-20.
  • Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. E. Jacobs (Ed.), Nebraska Symposium on Motivation: Developmental perspectives on motivation ( Vol. 40, pp. 1-56). Lincoln: University of Nebraska Press.
  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal: An organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp.7-26). New York: Guilford Press.
  • Sampson, E. E. (2000). Reinterpreting individualism and collectivism. American Psychologist, 55, 1425–1432.
  • Sessa, F., & Steinberg, L. (1991). Family structure and the development of autonomy in adolescence. Journal of Early Adolescence, 11, 38-55.
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scale. Journal of Personality and Social Psychology, 54, 1063-1070.
  • Yeh, K. H., & Yang, Y. J. (2006). Construct validation of individuating and relating autonomy orientations in culturally Chinese adolescents. Asian Journal of Social Psychology, 9, 148–160.
  • Zimmer-Gembeck, M. J., & Collins, W. A. (2003). Autonomy development during adolescence. In G. R. Adams and M. Berzonsky (Eds.), Handbook of Adolescence (pp. 175-204). Oxford: Blackwell.
  • Turkish Psychological Counseling and Guidance Journal / 2012, 4 (38)

Ergenlerin Öznel İyi Oluşlarının Özerk, İlişkisel ve Özerk-İlişkisel Benlik Kurguları Açısından İncelenmesi

Year 2012, Volume: 4 Issue: 38, 188 - 198, 29.09.2012

Abstract

Özerklik ve ilişkiselliğin iyi oluş için önemi bunları temel gereksinimler olarak gören öz belirleme kuramınca sıkça vurgulanmıştır. Ancak öznel iyi oluş özerklik ve ilişkisellik gereksiniminin karşılanmasından farklı şekillerde etkilenmektedir çünkü bu gereksinimlerin karşılanması kültüre göre farklılık gösterebilmektedir. Bu çalışmada ergenlerin öznel iyi oluşlarının özerk, ilişkisel ve özerk-ilişkisel benlik kurgularına göre nasıl farklılık gösterdiği incelenmiştir. Araştırmaya 14–18 yaşlarında, Ankara merkezde lise 9-11. sınıflarda öğrenim gören 580 öğrenci katılmıştır. Araştırma gurubundaki ergenlerin yaş ortalaması 16.26 (SS=1.06) ve yaş aralığı 14-18’dir. Araştırmaya katılan öğrencilerin 336’sını (% 58) kız, 244’ünü (% 42) erkek öğrenciler oluşturmuştur. Araştırmada veri toplama aracı olarak Demografik Bilgi Formu, Ailede Özerk-İlişkisel Benlik Ölçekleri, Pozitif-Negatif Duygu Ölçeği ve Yaşam Doyumu Ölçeği kullanılmıştır. MANOVA sonuçları ilişkisel ve özerk-ilişkisel benlik kurgusunun ergenlerin olumlu duyguları ve yaşam doyumları; özerk benlik kurgusunun ise olumsuz duyguları üzerinde etkili olduğunu göstermiştir. Buna göre benlik kurgularını ilişkisellik ve özerk-ilişkisellik açısından tanımlayan ergenlerin yaşam doyumu ve olumlu duygu puan ortalamalarının kendilerini özerk olarak tanımlayanlardan yüksektir. Ayrıca, özerk grupta yer alan ergenlerin olumsuz duygu puanları özerk-ilişkisel olanlardan yüksektir. Bu sonuçlar Türk kültüründe ilişkiselliğin ve özerk-ilişkiselliğin gençlerin iyi oluşları üzerindeki önemini göstermektedir. Bu çalışmanın sonuçlarının psikolojik danışmanlar ve ana-babalar için önemli sonuçları bulunmaktadır.

References

  • Allen, J. P., Hauser, S. T., Eickholt, C., Bell, K. L., & O’Connor, T. G. (1994). Autonomy and relatedness in family interactions as predictors of negative adolescent affect. Journal of Research on Adolescence, 4, 535-552.
  • Aydın, D. (1999). Social network composition, social support and psychological well-being in first year METU students: A longitudinal investigation. [İlk yıl ODTÜ öğrencilerinde toplumsal ağ, sosyal destek ve psikolojik durum: Boylamsal bir araştırma]. Yayınlanmamış Yüksek Lisans Tezi. ODTÜ, Sosyal Bilimler Enstitüsü, Ankara.
  • Aydın, B., & Öztütüncü, F. (2001). Examination of adolescents’ negative thoughts, depressive mood, and family environment. Adolescence, 36, 77-83.
  • Baltes, M. M., & Silverberg, S. B. (1994). The Dynamics between dependency and autonomy: Illustrations across the life span. In D. L. Featherman, R. M. Lerner, & M. Perlmutter (Eds.), Life-span developmentanl behavior (pp. 41-90). Hillsdale, NJ: Erlbaum.
  • Baumeister, R., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
  • Beyers, W., & Goossens, L. (1999). Emotional autonomy, psychosocial adjustment, and parenting: Interactions, moderating, and mediating effects. Journal of Adolescence, 22, 753–769.
  • Blos, P. (1967). The second individuation process of adolescence. Psychoanalytic Study of the Child, 22, 162-186.
  • Blos, P. (1979). The Adolescent Passage. Madison, WI: International University Press.
  • Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment (2nd ed.). New York: Basic.
  • Chen, Z., & Dornbusch, S. M. (1998). Relating aspects of adolescent emotionala utonomy to academic achievement and deviant behavior. Journal of Adolescent Reseach, 13, 293-319.
  • Chou, K. L. (2000). Emotional autonomy and depression among Chinese adolescents. Journal of Genetic Psychology, 161, 161-169.
  • Çileli, M. (2000). Change in value orientations of Turkish youth from 1989 to 1995. The Journal of Psychology, 134,297-305.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the determination of behavior. Psychological Inquiry,11, 227–268.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31 (2), 103-157.
  • Diener, E., & Suh, E. M. (1999). National differences in subjective well-being. In E. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 434-450). New York: Russell Sage Foundation.
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.
  • Erikson, E. H. (1968). Identity: Youth and crisis. New York: W.W. Norton & Company, Inc.
  • Feldman, S. S., & Rosenthal, D. A. (1991). Age expectations of behavioural autonomy in Hong Kong, Australian, and American youth: The influence of family variables and adolescents’ values. International Journal of Psychology, 26, 1–23.
  • Freeman, M. A. (1997). Demographic correlates of individualism and collectivism: A study of social values in Sri Lanka. Journal of Cross-Cultural Psychology, 28, 321-341.
  • Freud, A. (1958). Adolescence. In Freud, A. (ed.), The writings of Anna Freud: Research at the Hampstead Child-Therapy Clinic and other papers (1956–1965) (Vol. 5) (pp. 136–166). New York: International Universities Press.
  • Garber, J., & Little, S. A. (2001). Emotional autonomy and adolescent adjustment. Journal of Adolescent Research, 16, 355-371.
  • Gençöz, T. (2000). Pozitif Negatif Duygu Ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • Georgas, J. (1989). Changing family values in Greece. Journal of Cross- Cultural Psychology, 20, 80-91.
  • Grotevant, H. D., & Cooper, C. R. (1986). Individuation in family relationships: A perspective on individual differences in the development of identity and role- taking skill in adolescence. Human Development, 29, 82- 100.
  • Göregenli, M. (1995). Kültürümüz açısından bireycilik- toplulukçuluk eğilimleri: Bir başlangıç çalışması. Türk Psikoloji Dergisi, 10, 1-14.
  • Göregenli, M. (1997). Individualist and collectivist tendencies in a Turkish sample. Journal of Cross- Cultural Psychology, 28, 787-793.
  • Hofstede, G. (2001). Culture’ sconsequences: Comparing values, behaviors, institutions, and organizations across nations. Thousand Oaks, California: Sage.
  • İmamoğlu, E. O. (1998). Individualism and collectivism in a model and scale of balanced differentiation and integration. Journal of Psychology, 132, 95–105.
  • İmamoğlu, E. O., & Karakitapoğlu-Aygun, Z. (1999). 1970’lerden 1990’1ara değerler: Üniversite düzeyinde gözlenen zaman, kuşak ve cinsiyet farklılıkları. Türk Psikoloji Dergisi, 14(44), 1-22.
  • Kağıtçıbaşı, Ç. (1984). Socialization in traditional society: A challenge to psychology. International Journal of Psychology, 19, 145-157.
  • Kağıtçıbaşı, Ç. (1996). Özerk-ilişkisel benlik: Yeni bir sentez. Türk Psikoloji Dergisi, 11, 36-44.
  • Kağıtçıbaşı, Ç. (1997). Individualism and collectivism. In J. F. Berry, M. H. Segall, C. Kagitcibasi. (Eds.), Handbook of cross-cultural psychology (pp.1-49). London: Allynand Bacon.
  • Kağıtçıbaşı, Ç. (2000). Kültürel psikoloji: Kültür bağlamında insan ve aile. İstanbul: Evrim Yayınevi.
  • Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36 (4), 403- 422.
  • Kağıtçıbaşı, Ç. (2007). Family, self, and human development across cultures: Theory and applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • Karadayı, F. (1998). İlişkili özerklik: Kavramı, ölçülmesi, gelişimi ve toplumsal önemi, gençlere ve kültüre özgü değerlendirmeler. Adana: Çukurova Üniversitesi Basımevi.
  • Karakitapoğlu-Aygün, Z. (2002). Self-construals, perceived parenting styles and well-being in different cultural and socio-economic contexts. [Farklı kültür ve sosyo- ekonomik düzey bağlamlarında benlik kurguları, ana baba tutumları ve iyi olma hali]. Yayınlanmamış Doktora Tezi. ODTÜ, Sosyal Bilimler Enstitüsü, Ankara.
  • Karakitapoğlu-Aygün, Z., & İmamoğlu, E. O. (2002). Value domains of Turkish adults and university students. The Journal of Social Psychology, 142,333-351.
  • Köker, S. (1991). Normal ve sorunlu ergenlerin yasam doyumu düzeylerinin karşılaştırılması.Yayınlanmamış Yüksek Lisans Tezi.Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kwak, K. (2003). Adolescents and their parents: A review of intergenerational family relations for immigrant and non-immigrant families. Human Development, 46, 15- 36.
  • Lam, B. T. (2006). Self-construal and socio-emotional development adolescents: An examination of different types of self-construal. International Journal of Behavioral Development, 30(1), 67–75. Vietnamese-American
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
  • Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand Reinhold.
  • Meeus, W., Oosterwegel, A., & Vollebergh, W. (2002). Parental and peer attachment and identity development in adolescence. Journal of Adolescence, 25, 93–106.
  • Miller, P. M. (1997). Family structure, personality, drinking, smoking and illicit drug use: a study of UK teenagers. Drug and Alcohol Dependence, 45, 121–129.
  • Oishi, S., Diener, E., Suh, E., & Lucas, R. E. (1999). Value as a moderator in subjective well-being. Journal of Personality, 67, 157–184.
  • Özdemir, Y. (2012). Kırsal kesimde ve kentte yaşayan ergenlerin benlik kurguları açısından karşılaştırılması. Kastamonu eğitim dergisi, 20(1), 81-96.
  • Özdemir, Y., & Çok, F. (2011). Ailede özerk-ilişkisel benlik ölçeklerinin lise öğrencileri için uyarlanması ve psikometrik özellikleri. İlköğretim Online, 10(1), 121-132.
  • Pavot,W., & Diener, E. (1993). The affective and cognitive context of self reported measures of subjective well- being. Social Indicators Research, 28, 1-20.
  • Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. E. Jacobs (Ed.), Nebraska Symposium on Motivation: Developmental perspectives on motivation ( Vol. 40, pp. 1-56). Lincoln: University of Nebraska Press.
  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal: An organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp.7-26). New York: Guilford Press.
  • Sampson, E. E. (2000). Reinterpreting individualism and collectivism. American Psychologist, 55, 1425–1432.
  • Sessa, F., & Steinberg, L. (1991). Family structure and the development of autonomy in adolescence. Journal of Early Adolescence, 11, 38-55.
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scale. Journal of Personality and Social Psychology, 54, 1063-1070.
  • Yeh, K. H., & Yang, Y. J. (2006). Construct validation of individuating and relating autonomy orientations in culturally Chinese adolescents. Asian Journal of Social Psychology, 9, 148–160.
  • Zimmer-Gembeck, M. J., & Collins, W. A. (2003). Autonomy development during adolescence. In G. R. Adams and M. Berzonsky (Eds.), Handbook of Adolescence (pp. 175-204). Oxford: Blackwell.
  • Turkish Psychological Counseling and Guidance Journal / 2012, 4 (38)
There are 60 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Yalçın Özdemir This is me

Publication Date September 29, 2012
Published in Issue Year 2012 Volume: 4 Issue: 38

Cite

APA Özdemir, Y. (2012). Examination of Adolescent’s Subjective Well-Being in Terms of Autonomous, Relational and Autonomous-Relational Self-Construals. Turkish Psychological Counseling and Guidance Journal, 4(38), 188-198. https://doi.org/10.17066/pdrd.45982

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.