Araştırma Makalesi
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Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise

Yıl 2023, Cilt: 7 Sayı: 4, 1159 - 1173, 23.10.2023
https://doi.org/10.34056/aujef.1358026

Öz

The aim of this study is to explore different profiles of parents in terms of their use of reward and praise as well as psychological control by using latent profile analysis (LPA). The data were collected from a sample of 661 parents living across Turkey through an online platform in the Spring of 2023. An atemporal cross-sectional research design was used to explore latent profiles of parents. Parents completed three scales: the parent reward scale, the parent praise scale, and psychological control-disrespect scale. Parents were profiled, based on their use of these three parenting tools. As a result of the LPA, three profiles emerged. They were identified as “High Controllers”, “Low Controllers” and “Autonomy Supporters”. As predicted, “High Controllers” use all these three tools, reward, praise, psychological control to a great extent. Similarly, “Low Controllers” use all three tools but to lesser extent. “Autonomy Supporters” use these three tools the least. The difference among these three profiles were further validated with the acknowledgement-of-feelings scale and the threats to punish scale. ANOVA revealed a significant difference among three groups. “High Controllers” were more likely to threaten to punish their children than “Low Controllers” and “Autonomy Supporters”. Similarly, Autonomy Supporters” were more likely to acknowledge their children’s feelings than “High Controllers” and “Low Controllers.” As predicted, these findings suggest that parents who use praise and reward are more likely to control their children psychologically, punish their children and less likely to acknowledge their children’s feelings. School leaders could utilize these findings to profile parents and develop more effective parental involvement program to promote autonomy supportive parenting style that do not rely on praise or reward.

Kaynakça

  • Açıkgöz, B., & Babaoğlan, E. (2023). Öğrencilere verilen ödüllerin etkililiğine ilişkin öğretmen ve veli görüşleri. [Views of teachers and parents regarding the effectiveness of rewards given to students.], Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (65), 330-360.
  • Aykol, B. G., & Yıldırım, B. (2020). Öğretmen ve veli görüşlerine göre ailenin eğitime katılımı. [Family involvement in education according to the views of teachers and parents.], Yıldız Journal of Educational Research, 5(1), 89-118.
  • Balcı, A. (2014). Etkili okul, okul geliştirme kuram uygulama ve araştırma (7. Baskı). [Effective school: Theory, practice, and research in school improvement.], Ankara: Pegem A. Yayıncılık.
  • Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
  • Barber, B. K. (2002). Intrusive parenting: How psychological control affects children and adolescents (pp. xv-309). American Psychological Association.
  • Barber, B. K., & Harmon, E. L. (2002). Violating the self: Parental psychological control of children and adolescents. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp. 15–52). Washington, DC: APA.
  • Barber, B. K., Xia, M., Olsen, J. A., McNeely, C. A., & Bose, K. (2012). Feeling disrespected by parents: Refining the measurement and understanding of psychological control. Journal of Adolescence, 35(2), 273-287.
  • Barbosa-Camacho, F. J., Romero-Limón, O. M., Ibarrola-Peña, J. C., Almanza-Mena, Y. L., Pintor-Belmontes, K. J., Sánchez-López, V. A., ... & González-Ojeda, A. (2022). Depression, anxiety, and academic performance in COVID-19: a cross-sectional study. BMC Psychiatry, 22(1), 443.
  • Bareket-Bojmel, L., Hochman, G., & Ariely, D. (2014). It’s (not) all about the Jacksons: Testing different types of short-term bonuses in the field. Journal of Management, 43(2), 534-554
  • Baumrind, D. (1998). Reflections on character and competence. In A. Colby, J. James, and D. Hart (Eds.), Explorations in the development of competence and character through life (pp.1–28). Chicago:University of Chicago Press.
  • Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
  • Celeux, G., & Soromenho, G. (1996). An entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification, 13, 195-212.
  • Deci, E. & Ryan, R. (1985). Intrinsic Motivation and Self-determination in Human Behavior. Springer.
  • 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(6), 627.
  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942.
  • 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(6), 627. https://psycnet.apa.org/doi/10.1037/0033-2909.125.6.627
  • Deci, E. L., Ryan, R. M., & Koestner, R. (2001). The pervasive negative effects of rewards on intrinsic motivation: response to. Review of Educational Research, 71(1), 43-51. https://doi.org/10.3102/00346543071001043
  • Dinç, F. (2017). Velilerin eğitime katılım düzeyleri ile öğrenci başarısı arasındaki ilişki. Yüksek Lisans Tezi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes?. Contemporary Educational Psychology, 37(1), 55-69.
  • Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American Psychologist, 51(11), 1153. Elliot (Eds.), At the threshold: The developing adolescent (pp. 255–276). Harvard University Press.
  • Ertem, H. Y., & Gökalp, G. (2020). Velilerin okul iklimi ve veli katılımı algılarının velilerin eğitim durumu ve çocuklarının öğrenim kademesine göre incelenmesi. [An examination of parents' perceptions of school climate and parental involvement based on the parents' educational status and their children's grades.], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 78-91. doi: 10.16986/HUJE.2018040670
  • Georgiou, S. N., & Stavrinides, P. (2013). Parenting at home and bullying at school. Social Psychology of Education, 16, 165-179.
  • Givertz, M., & Segrin, C. (2014). The association between overinvolved parenting and young adults’ self-efficacy, psychological entitlement, and family communication. Communication Research, 41(8), 1111-1136.
  • Grolnick, W. S. (2002). The psychology of parental control: How well-meant parenting backfires. Psychology Press.
  • Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164– 173
  • Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3(3), 165-170.
  • Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts. Developmental Psychology, 53(6), 1042–1062.
  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: a review and synthesis. Psychological Bulletin, 128(5), 774.
  • Hewett, R., & Conway, N. (2016). The undermining effect revisited: The salience of everyday verbal rewards and self‐determined motivation. Journal of Organizational Behavior, 37(3), 436-455.
  • Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43-51.
  • Kazdin, A. E. (2017). Addressing the treatment gap: A key challenge for extending evidence-based psychosocial interventions. Behaviour Research and Therapy, 88, 7-18. DOI: https://doi.org/10.1016/j.brat.2016.06.004
  • Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Validation of the perceived parental autonomy support scale (P-PASS). Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 47(3), 251.
  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person-and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal, 16(2), 191-225.
  • McLachlan, G. J., Lee, S. X., & Rathnayake, S. I. (2019). Finite mixture models. Annual Review of Statistics and Its Application, 6, 355-378.
  • Merlin, C., Okerson, J. R., & Hess, P. (2013). How parenting style influences children: a review of controlling, guiding, and permitting parenting styles on children’s behavior, risk-taking, mental health, and academic achievement. The William & Mary Educational Review, 2(1), 14.
  • Memduhoğlu, H. B., & Karataş, E. (2017). Öğretmenlere göre çalıştıkları okullar ne kadar etkili. [How effective are the schools they work at according to teachers?], Eğitim Bilimleri Araştırma Dergisi, 7(2),2017
  • Nelson, D. A., Yang, C., Coyne, S. M., Olsen, J. A., & Hart, C. H. (2013). Parental psychological control dimensions: Connections with Russian preschoolers’ physical and relational aggression. Journal of Applied Developmental Psychology, 34(1), 1-8.
  • Newman, G. E., & Shen, Y. J. (2012). The counterintuitive effects of thank-you gifts on charitable giving. Journal of Economic Psychology, 33(5), 973-983.
  • Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535-569.
  • Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2001). Antecedents and behavior‐problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72(2), 583-598.
  • R Core Team (2021). R: A language and environment for statistical computing. Published online 2020. Supplemental Information References S, 1, 371-78.
  • Rindfleisch, A., Malter, A. J., Ganesan, S., & Moorman, C. (2008). Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines. Journal of marketing research, 45(3), 261-279.
  • Rosenberg, J. M., Beymer, P. N., Anderson, D. J., Van Lissa, C. J., & Schmidt, J. A. (2019). tidyLPA: An R package to easily carry out latent profile analysis (LPA) using open-source or commercial software. Journal of Open Source Software, 3(30), 978.
  • Rowe, M. L., Ramani, G. B., & Pomerantz, E. M. (2016). Parental involvement and children’s motivation and achievement. Handbook of Motivation at School, 459.
  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
  • Scharf, M., & Goldner, L. (2018). “If you really love me, you will do/be…”: Parental psychological control and its implications for children's adjustment. Developmental Review, 49, 16-30.
  • Soenens, B., Vansteenkiste, M., & Sierens, E. (2009). How are parental psychological control and autonomy‐support related? A cluster‐analytic approach. Journal of Marriage and Family, 71(1), 187-202.
  • Soenens, B., Vansteenkiste, M., & Luyten, P. (2010). Toward a domain‐specific approach to the study of parental psychological control: Distinguishing between dependency‐oriented and achievement‐oriented psychological control. Journal of Personality, 78(1), 217-256.
  • Soenens, B., Vansteenkiste, M., Luyten, P., Duriez, B., & Goossens, L. (2005). Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment. Personality and Individual Differences, 38(2), 487-498.
  • Sönmez, E. D., & Cemaloğlu, N. (2021). Okullaşma sürecinde uzaktan evde eğitime geçiş. ["Transition from distance education to home education during the process of schooling."], İnsan ve İnsan, 8(27), 63-82.
  • Spector, P. E., & Brannick, M. T. (2009). Common method variance or measurement bias? The problem and possible solutions. The Sage handbook of organizational research methods, 346-362.
  • Steinberg, L. (1990). Interdependency in the family: Autonomy, conflict, and harmony in the parent-adolescent relationship. In Feldman, S. S., & Elliott, G. R. (Eds.). At the threshold: The developing adolescent. Harvard University Press, 255-276.
  • Stone, L. L., Otten, R., Janssens, J. M., Soenens, B., Kuntsche, E., & Engels, R. C. (2013). Does parental psychological control relate to internalizing and externalizing problems in early childhood? An examination using the Berkeley puppet interview. International Journal of Behavioral Development, 37(4), 309-318.
  • Şişman, M. (2013). Eğitimde mükemmellik arayışı etkili okullar (4. Baskı). [Pursuit of excellence in education: Effective schools.], Ankara: Pegem A. Yayıncılık.
  • Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in growth mixture models. Advances In Latent Variable Mixture Models, 2007(1), 317.
  • Vigdal, J. S., & Brønnick, K. K. (2022). A systematic review of “helicopter parenting” and its relationship with anxiety and depression. Frontiers in Psychology, 13, 872981.
  • Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental Psychology, 44(6), 1785.

Örtük Profi Analizi ile Veli Katılımı için Ebeveyn Stillerinin İncelenmesi: Ödül ve Övgünün Rolü

Yıl 2023, Cilt: 7 Sayı: 4, 1159 - 1173, 23.10.2023
https://doi.org/10.34056/aujef.1358026

Öz

Bu çalışmanın amacı, ödül ve övgü kullanımı ile psikolojik kontrol açısından farklı ebeveyn profillerini örtük profil analizi (ÖPA) kullanarak incelemektir. Veriler, 2023 baharında bir çevrimiçi platform aracılığıyla Türkiye'nin dört bir yanında görev yapan 661 ebeveyn örneğinden toplanmıştır. Ebeveynlerin örtük profillerini keşfetmek için kesitsel araştırma türü kullanılmıştır. Ebeveynler üç ölçek doldurmuştur: ebeveyn ödül ölçeği, ebeveyn övgü ölçeği ve psikolojik kontrol-saygısızlık ölçeği. Ebeveynler, bu üç ebeveynlik aracının kullanımına dayanarak profillendirilmiştir. ÖPA sonucunda üç profil bulunmuştur. Bunlar “Yüksek Kontrolcüler”, “Düşük Kontrolcüler” ve “Özerklik Destekleyenler” olarak isimlendirilmiştir. Tahmin edildiği gibi, “Yüksek Kontrolcüler” bu üç davranışı (ödül, övgü, psikolojik kontrol) büyük ölçüde sergilemektedir. Benzer şekilde, “Düşük Kontrolcüler” bu üç davranılı daha az ölçüde göstermektedir. “Özerklik Destekçileri” bu üç davranışı en az seviyede göstermektedir. Bu üç profil arasındaki fark, duyguların kabul ölçeği ve cezalandırma tehdidi ölçeği ile daha da doğrulanmıştır. ANOVA, üç grup arasında anlamlı bir fark olduğunu ortaya koymuştur. “Yüksek Kontrolcüler”, “Düşük Kontrolcüler” ve “Özerklik Destekleyenler”den daha çok çocuklarını cezalandırmakla tehdit etmektedir. Benzer şekilde, “Özerklik Destekleyenler”, “Yüksek Kontrolcüler” ve “Düşük Kontrolcüler”den daha çok çocuklarının duygularını kabul etmektedir. Tahmin edildiği gibi, bu bulgular, övgü ve ödül kullanan ebeveynlerin daha çok psikolojik kontrol kullandığını, çocuklarını cezalandırdığını ve çocuklarının duygularını daha az kabul ettiğini göstermektedir. Okul liderleri, bu bulguları ebeveynleri profillendirmek ve övgü veya ödüle dayanmayan özerklik destekleyen ebeveynlik tarzını teşvik etmek için daha etkili bir ebeveyn katılım programı geliştirmek için kullanabilir.

Kaynakça

  • Açıkgöz, B., & Babaoğlan, E. (2023). Öğrencilere verilen ödüllerin etkililiğine ilişkin öğretmen ve veli görüşleri. [Views of teachers and parents regarding the effectiveness of rewards given to students.], Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (65), 330-360.
  • Aykol, B. G., & Yıldırım, B. (2020). Öğretmen ve veli görüşlerine göre ailenin eğitime katılımı. [Family involvement in education according to the views of teachers and parents.], Yıldız Journal of Educational Research, 5(1), 89-118.
  • Balcı, A. (2014). Etkili okul, okul geliştirme kuram uygulama ve araştırma (7. Baskı). [Effective school: Theory, practice, and research in school improvement.], Ankara: Pegem A. Yayıncılık.
  • Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
  • Barber, B. K. (2002). Intrusive parenting: How psychological control affects children and adolescents (pp. xv-309). American Psychological Association.
  • Barber, B. K., & Harmon, E. L. (2002). Violating the self: Parental psychological control of children and adolescents. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents (pp. 15–52). Washington, DC: APA.
  • Barber, B. K., Xia, M., Olsen, J. A., McNeely, C. A., & Bose, K. (2012). Feeling disrespected by parents: Refining the measurement and understanding of psychological control. Journal of Adolescence, 35(2), 273-287.
  • Barbosa-Camacho, F. J., Romero-Limón, O. M., Ibarrola-Peña, J. C., Almanza-Mena, Y. L., Pintor-Belmontes, K. J., Sánchez-López, V. A., ... & González-Ojeda, A. (2022). Depression, anxiety, and academic performance in COVID-19: a cross-sectional study. BMC Psychiatry, 22(1), 443.
  • Bareket-Bojmel, L., Hochman, G., & Ariely, D. (2014). It’s (not) all about the Jacksons: Testing different types of short-term bonuses in the field. Journal of Management, 43(2), 534-554
  • Baumrind, D. (1998). Reflections on character and competence. In A. Colby, J. James, and D. Hart (Eds.), Explorations in the development of competence and character through life (pp.1–28). Chicago:University of Chicago Press.
  • Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
  • Celeux, G., & Soromenho, G. (1996). An entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification, 13, 195-212.
  • Deci, E. & Ryan, R. (1985). Intrinsic Motivation and Self-determination in Human Behavior. Springer.
  • 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(6), 627.
  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942.
  • 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(6), 627. https://psycnet.apa.org/doi/10.1037/0033-2909.125.6.627
  • Deci, E. L., Ryan, R. M., & Koestner, R. (2001). The pervasive negative effects of rewards on intrinsic motivation: response to. Review of Educational Research, 71(1), 43-51. https://doi.org/10.3102/00346543071001043
  • Dinç, F. (2017). Velilerin eğitime katılım düzeyleri ile öğrenci başarısı arasındaki ilişki. Yüksek Lisans Tezi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes?. Contemporary Educational Psychology, 37(1), 55-69.
  • Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American Psychologist, 51(11), 1153. Elliot (Eds.), At the threshold: The developing adolescent (pp. 255–276). Harvard University Press.
  • Ertem, H. Y., & Gökalp, G. (2020). Velilerin okul iklimi ve veli katılımı algılarının velilerin eğitim durumu ve çocuklarının öğrenim kademesine göre incelenmesi. [An examination of parents' perceptions of school climate and parental involvement based on the parents' educational status and their children's grades.], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 78-91. doi: 10.16986/HUJE.2018040670
  • Georgiou, S. N., & Stavrinides, P. (2013). Parenting at home and bullying at school. Social Psychology of Education, 16, 165-179.
  • Givertz, M., & Segrin, C. (2014). The association between overinvolved parenting and young adults’ self-efficacy, psychological entitlement, and family communication. Communication Research, 41(8), 1111-1136.
  • Grolnick, W. S. (2002). The psychology of parental control: How well-meant parenting backfires. Psychology Press.
  • Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164– 173
  • Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3(3), 165-170.
  • Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts. Developmental Psychology, 53(6), 1042–1062.
  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: a review and synthesis. Psychological Bulletin, 128(5), 774.
  • Hewett, R., & Conway, N. (2016). The undermining effect revisited: The salience of everyday verbal rewards and self‐determined motivation. Journal of Organizational Behavior, 37(3), 436-455.
  • Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43-51.
  • Kazdin, A. E. (2017). Addressing the treatment gap: A key challenge for extending evidence-based psychosocial interventions. Behaviour Research and Therapy, 88, 7-18. DOI: https://doi.org/10.1016/j.brat.2016.06.004
  • Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Validation of the perceived parental autonomy support scale (P-PASS). Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 47(3), 251.
  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person-and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal, 16(2), 191-225.
  • McLachlan, G. J., Lee, S. X., & Rathnayake, S. I. (2019). Finite mixture models. Annual Review of Statistics and Its Application, 6, 355-378.
  • Merlin, C., Okerson, J. R., & Hess, P. (2013). How parenting style influences children: a review of controlling, guiding, and permitting parenting styles on children’s behavior, risk-taking, mental health, and academic achievement. The William & Mary Educational Review, 2(1), 14.
  • Memduhoğlu, H. B., & Karataş, E. (2017). Öğretmenlere göre çalıştıkları okullar ne kadar etkili. [How effective are the schools they work at according to teachers?], Eğitim Bilimleri Araştırma Dergisi, 7(2),2017
  • Nelson, D. A., Yang, C., Coyne, S. M., Olsen, J. A., & Hart, C. H. (2013). Parental psychological control dimensions: Connections with Russian preschoolers’ physical and relational aggression. Journal of Applied Developmental Psychology, 34(1), 1-8.
  • Newman, G. E., & Shen, Y. J. (2012). The counterintuitive effects of thank-you gifts on charitable giving. Journal of Economic Psychology, 33(5), 973-983.
  • Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535-569.
  • Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2001). Antecedents and behavior‐problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72(2), 583-598.
  • R Core Team (2021). R: A language and environment for statistical computing. Published online 2020. Supplemental Information References S, 1, 371-78.
  • Rindfleisch, A., Malter, A. J., Ganesan, S., & Moorman, C. (2008). Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines. Journal of marketing research, 45(3), 261-279.
  • Rosenberg, J. M., Beymer, P. N., Anderson, D. J., Van Lissa, C. J., & Schmidt, J. A. (2019). tidyLPA: An R package to easily carry out latent profile analysis (LPA) using open-source or commercial software. Journal of Open Source Software, 3(30), 978.
  • Rowe, M. L., Ramani, G. B., & Pomerantz, E. M. (2016). Parental involvement and children’s motivation and achievement. Handbook of Motivation at School, 459.
  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
  • Scharf, M., & Goldner, L. (2018). “If you really love me, you will do/be…”: Parental psychological control and its implications for children's adjustment. Developmental Review, 49, 16-30.
  • Soenens, B., Vansteenkiste, M., & Sierens, E. (2009). How are parental psychological control and autonomy‐support related? A cluster‐analytic approach. Journal of Marriage and Family, 71(1), 187-202.
  • Soenens, B., Vansteenkiste, M., & Luyten, P. (2010). Toward a domain‐specific approach to the study of parental psychological control: Distinguishing between dependency‐oriented and achievement‐oriented psychological control. Journal of Personality, 78(1), 217-256.
  • Soenens, B., Vansteenkiste, M., Luyten, P., Duriez, B., & Goossens, L. (2005). Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment. Personality and Individual Differences, 38(2), 487-498.
  • Sönmez, E. D., & Cemaloğlu, N. (2021). Okullaşma sürecinde uzaktan evde eğitime geçiş. ["Transition from distance education to home education during the process of schooling."], İnsan ve İnsan, 8(27), 63-82.
  • Spector, P. E., & Brannick, M. T. (2009). Common method variance or measurement bias? The problem and possible solutions. The Sage handbook of organizational research methods, 346-362.
  • Steinberg, L. (1990). Interdependency in the family: Autonomy, conflict, and harmony in the parent-adolescent relationship. In Feldman, S. S., & Elliott, G. R. (Eds.). At the threshold: The developing adolescent. Harvard University Press, 255-276.
  • Stone, L. L., Otten, R., Janssens, J. M., Soenens, B., Kuntsche, E., & Engels, R. C. (2013). Does parental psychological control relate to internalizing and externalizing problems in early childhood? An examination using the Berkeley puppet interview. International Journal of Behavioral Development, 37(4), 309-318.
  • Şişman, M. (2013). Eğitimde mükemmellik arayışı etkili okullar (4. Baskı). [Pursuit of excellence in education: Effective schools.], Ankara: Pegem A. Yayıncılık.
  • Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in growth mixture models. Advances In Latent Variable Mixture Models, 2007(1), 317.
  • Vigdal, J. S., & Brønnick, K. K. (2022). A systematic review of “helicopter parenting” and its relationship with anxiety and depression. Frontiers in Psychology, 13, 872981.
  • Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental Psychology, 44(6), 1785.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Yönetimi, Eğitimde Liderlik, Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Özgür Bolat 0000-0003-4420-1368

Ergün Kara 0000-0002-6129-6787

Yayımlanma Tarihi 23 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 4

Kaynak Göster

APA Bolat, Ö., & Kara, E. (2023). Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(4), 1159-1173. https://doi.org/10.34056/aujef.1358026
AMA Bolat Ö, Kara E. Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. Ekim 2023;7(4):1159-1173. doi:10.34056/aujef.1358026
Chicago Bolat, Özgür, ve Ergün Kara. “Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, sy. 4 (Ekim 2023): 1159-73. https://doi.org/10.34056/aujef.1358026.
EndNote Bolat Ö, Kara E (01 Ekim 2023) Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 4 1159–1173.
IEEE Ö. Bolat ve E. Kara, “Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 7, sy. 4, ss. 1159–1173, 2023, doi: 10.34056/aujef.1358026.
ISNAD Bolat, Özgür - Kara, Ergün. “Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/4 (Ekim 2023), 1159-1173. https://doi.org/10.34056/aujef.1358026.
JAMA Bolat Ö, Kara E. Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:1159–1173.
MLA Bolat, Özgür ve Ergün Kara. “Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 7, sy. 4, 2023, ss. 1159-73, doi:10.34056/aujef.1358026.
Vancouver Bolat Ö, Kara E. Exploring Parenting Styles to Enhance Parental Involvement through Latent Profile Analysis: The Role of Reward and Praise. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(4):1159-73.

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