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dc.contributor.authorAndreadakis, Eftichia
dc.contributor.authorJoussemet, Mireille
dc.contributor.authorMageau, Geneviève
dc.date.accessioned2019-09-30T18:23:16Z
dc.date.availableMONTHS_WITHHELD:18fr
dc.date.available2019-09-30T18:23:16Z
dc.date.issued2018-12-07
dc.identifier.urihttp://hdl.handle.net/1866/22370
dc.publisherTaylor & Francisfr
dc.subjectParenting practicesfr
dc.subjectSocializationfr
dc.subjectAutonomy supportfr
dc.subjectToddlersfr
dc.subjectInternalizationfr
dc.titleHow to support toddlers’ autonomy : socialization practices reported by parentsfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des arts et des sciences. Département de psychologiefr
dc.identifier.doi10.1080/10409289.2018.1548811
dcterms.abstractAutonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context.fr
dcterms.isPartOfurn:ISSN:1040-9289fr
dcterms.isPartOfurn:ISSN:1556-6935fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantdoi:10.1080/10409289.2018.1548811fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleEarly education and development
oaire.citationVolume30
oaire.citationIssue3
oaire.citationStartPage297
oaire.citationEndPage314


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