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Perceived Autonomy Support in Children with Autism Spectrum Disorder / Nicole M. SHEA in Autism - Open Access, 3-2 (September 2013)
[article]
Titre : Perceived Autonomy Support in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Mots-clés : Autism Autonomy Self-determination Intrinsic motivation Extrinsic motivation School Social skills Academics Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-2 (September 2013) . - 6 p.[article] Perceived Autonomy Support in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur . - 2013 . - 6 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-2 (September 2013) . - 6 p.
Mots-clés : Autism Autonomy Self-determination Intrinsic motivation Extrinsic motivation School Social skills Academics Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Adolescent peer struggles predict accelerated epigenetic aging in midlife / Joseph P. ALLEN in Development and Psychopathology, 35-2 (May 2023)
[article]
Titre : Adolescent peer struggles predict accelerated epigenetic aging in midlife Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur Article en page(s) : p.912-925 Langues : Anglais (eng) Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925[article] Adolescent peer struggles predict accelerated epigenetic aging in midlife [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur . - p.912-925.
Langues : Anglais (eng)
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925
Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Integrative emotion regulation: Process and development from a self-determination theory perspective / Guy ROTH in Development and Psychopathology, 31-3 (August 2019)
[article]
Titre : Integrative emotion regulation: Process and development from a self-determination theory perspective Type de document : Texte imprimé et/ou numérique Auteurs : Guy ROTH, Auteur ; Maarten VANSTEENKISTE, Auteur ; Richard M. RYAN, Auteur Article en page(s) : p.945-956 Langues : Anglais (eng) Mots-clés : integrative emotion regulation self-determination theory autonomy mindfulness emotion dysregulation Index. décimale : PER Périodiques Résumé : Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy. En ligne : http://dx.doi.org/10.1017/S0954579419000403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Development and Psychopathology > 31-3 (August 2019) . - p.945-956[article] Integrative emotion regulation: Process and development from a self-determination theory perspective [Texte imprimé et/ou numérique] / Guy ROTH, Auteur ; Maarten VANSTEENKISTE, Auteur ; Richard M. RYAN, Auteur . - p.945-956.
Langues : Anglais (eng)
in Development and Psychopathology > 31-3 (August 2019) . - p.945-956
Mots-clés : integrative emotion regulation self-determination theory autonomy mindfulness emotion dysregulation Index. décimale : PER Périodiques Résumé : Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy. En ligne : http://dx.doi.org/10.1017/S0954579419000403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 25-5 (July 2021)
[article]
Titre : Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1262-1278 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Friends Humans Students Universities autonomy college competence relatedness self-determination university conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university. En ligne : http://dx.doi.org/10.1177/1362361320984897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1262-1278[article] Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur . - p.1262-1278.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1262-1278
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Friends Humans Students Universities autonomy college competence relatedness self-determination university conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university. En ligne : http://dx.doi.org/10.1177/1362361320984897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 26-5 (July 2022)
[article]
Titre : Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1262-1278 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Friends Humans Students Universities autism spectrum disorder autonomy college competence relatedness self-determination university conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university. En ligne : http://dx.doi.org/10.1177/1362361320984897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1262-1278[article] Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Ailsa RUSSELL, Auteur . - p.1262-1278.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1262-1278
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Friends Humans Students Universities autism spectrum disorder autonomy college competence relatedness self-determination university conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university. En ligne : http://dx.doi.org/10.1177/1362361320984897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483