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Introduction. Satisfaction of adolescents’ basic psychological needs for autonomy, competence, and relatedness contributes to their well-being. Socialization figures (e.g., parents) can assist adolescents in getting these needs met. In addition, adolescents can engage in need crafting, thereby proactively managing their behavior towards improved need satisfaction. This research aimed to develop a need crafting measure and to examine the role of need crafting in adolescents’ need-based experiences and mental health. Method. A cross-sectional study in 233 Flemish students (Study 1; Mage=16.6, 58.4% female) addressed the psychometric properties of a need crafting measure and its associations with relevant constructs. Using a three-wave longitudinal study in 436 Flemish students (Study 2; Mage=16.33, 66,0% female), we investigated the role of need crafting in adolescents’ mental health and the intervening role of need-based experiences. Results. In Study 1, a CFA yielded evidence for the psychometric quality of the need crafting measure. Need crafting was related in meaningful ways with different validation constructs and with adolescents’ need-based experiences. Study 2 showed that need crafting was related to adolescents’ mental health, both at the level of inter-individual differences and at the level of intra-individual change. Need-based experiences accounted partly for the mental health benefits associated with need crafting, with the effects remaining significant after controlling for perceived maternal need-support. Conclusion. The findings provide initial evidence for the importance of adolescents’ need crafting in mental health. Future research needs to further examine factors that determine adolescents’ ability to manage their own psychological needs.

Introduction The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able students. This framework was developed to clear up inconclusive findings from variable-centered underachievement research, but has not been previously empirically tested. Methods The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥120) beginning secondary school in Flanders, Belgium (N=403, Mage = 12.2 years, 60.5% males) and (b) whether these profiles relate to students’ (dis)engagement from and (under)achievement in school, as assessed by the students, their parents and teachers, and school grades. Latent profile analysis was performed on five motivational dimensions: academic self-concept, self-worth contingency, task value beliefs, entity beliefs, and attainment/utility value, and outcomes were compared across profiles using the BCH method. Results Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct profiles theorized by the PUM. Furthermore, profile differences in (dis)engagement and (under)achievement outcomes generally corresponded with the predictions of the PUM across multiple perspectives. Conclusion This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different types of high-ability underachievers, which supports the Pathways to Underachievement model and gives momentum to person-oriented analysis within underachievement research. ispartof: Journal Of Adolescence vol:88 pages:146-161 ispartof: location:England status: published

Although research increasingly addresses the role of parenting in fostering adolescent disclosure, most research relied on self-report measures of parenting and did not address the role of autonomy support. In the present observational study (conducted in Belgium), with 62 mother-adolescent dyads (mean age mothers = 44 years; mean age adolescents = 14 years; 77% of adolescents female), we rated mothers' provision of autonomy support during a 10-minute conversation about friendships. We found that observed maternal autonomy support was related positively to adolescents' degree of and volitional reasons for disclosure about friends. These associations were mediated by observed non-verbal reciprocity during the conversation and by adolescent satisfaction of their needs for autonomy and relatedness. Mothers' autonomy-support and mother-adolescent reciprocity also predicted mothers' own psychological need satisfaction and conversation pleasure. The relevance of the findings for adolescent autonomy and disclosure are discussed.

Introduction While research has shown convincingly that psychologically controlling parenting increases the risk for internalizing and externalizing problems among adolescents, little is known about how adolescents cope with such parenting. This study examined the role of two non-autonomous ways of coping (i.e., compulsive compliance and oppositional defiance) and one more autonomous way of coping (i.e., negotiation) in the associations between psychologically controlling parenting and internalizing and externalizing problems. Method Two-wave data from a larger longitudinal study with Belgian adolescents (N = 198; 51% female; mean age = 14.89 years, range = 13–17 years) were analyzed using multilevel modeling. Results The results showed that oppositional defiance exacerbated associations between psychologically controlling parenting and externalizing problems at the between-person level of analysis. Both compulsive compliance and negotiation exacerbated the association with internalizing problems at the within-person level. In addition to these moderating effects, both oppositional defiance and negotiation played a partly mediating role in associations between psychologically controlling parenting and externalizing problems and oppositional defiance partly mediated associations between psychologically controlling parenting and internalizing problems at the between-person level. Conlusion Overall, results suggest that oppositional defiance and compulsive compliance are rather dysfunctional coping responses and that negotiation is a mixed blessing. Directions for future research are discussed.

This study examined the role of mothers' child-invested contingent self-esteem, that is, their tendency to hinge their self-worth on their child's achievements, in maternal promotion of extrinsic goals, as perceived by adolescents. It was also examined whether maternal promotion of extrinsic goals would, in turn, relate to adolescents' Social Dominance Orientation (SDO). Participants were 184 mothers and their adolescent children (66% female). Maternal child-invested contingent self-esteem predicted adolescent-perceived maternal promotion of extrinsic goals, even when taking into account the variance shared between the promotion of extrinsic goals and mothers' use of a controlling parenting style. Maternal child-invested contingent self-esteem also moderated associations between mothers' personal pursuit of extrinsic goals and their promotion of those goals, such that the association between mothers' own extrinsic goals and their promotion of those goals was significant only among mothers high on child-invested contingent self-esteem. Maternal promotion of extrinsic goals was, in turn, related to adolescent SDO, suggesting that the dynamics examined in this study ultimately relate to adolescents' social and ideological development.

This study examined associations between psychologically controlling parenting and two possible manifestations of problematic separation-individuation (i.e., dysfunctional dependence and dysfunctional independence). To explain these associations, it has been argued that psychological control is an inherently independence-stifling parenting dimension that gives rise to a dysfunctional dependent orientation. In this study, it was argued that psychological control may relate to dysfunctional dependence and dysfunctional independence, depending on whether parents' use of psychological control is driven by issues of interpersonal closeness (i.e., dependency-oriented psychological control) or by issues of achievement (i.e., achievement-oriented psychological control). A Belgian sample of 232 emerging adults, involved in the process of home leaving, and their parents completed self-report questionnaires. Regression analyses indicated that domain-specific expressions of psychological control were related differentially to dysfunctional dependent and dysfunctional independent manifestations of problematic separation-individuation. Emerging adults' residential status did not moderate these associations. Implications and directions for future research are discussed.

In recent research on psychologically controlling parenting, debate has arisen about the cross-cultural relevance of this construct, with some scholars arguing that the developmental outcomes of psychological control are culture-bound and others arguing that the detrimental effects of psychological control generalize across cultures. This study aimed to add to this debate by examining the relevance of a distinction between two domain-specific expressions of psychological control (i.e., dependency-oriented and achievement-oriented) in Belgian (N = 290) and South-Korean (N = 321) adolescents. Multi-group path analyses showed that associations between the domains of psychological control, depressive personality, and depressive symptoms were similar between the two samples. Overall, the findings are in line with the notion that the effects of psychological control generalize across culture.

Research investigating the development of adolescent self-criticism has typically focused on the role of either parental self-criticism or parenting. This study used an actor-partner interdependence model to examine an integrated theoretical model in which achievement-oriented psychological control has an intervening role in the relation between parental and adolescent self-criticism. Additionally, the relative contribution of both parents and the moderating role of adolescent gender were examined. Participants were 284 adolescents (M = 14 years, range = 12-16 years) and their parents (M = 46 years, range = 32-63 years). Results showed that only maternal self-criticism was directly related to adolescent self-criticism. However, both parents' achievement-oriented psychological control had an intervening role in the relation between parent and adolescent self-criticism in both boys and girls. Moreover, one parent's achievement-oriented psychological control was not predicted by the self-criticism of the other parent.

The reliability and validity of a Dutch version of the Ego Identity Process Questionnaire (EIPQ) were evaluated. In Study 1, the instrument was found to exhibit a clear factor structure and acceptable reliability. Using Confirmatory Factor Analysis, both a model with two process factors (Commitment, Exploration) and a model with four content factors (Ideological Commitment, Ideological Exploration, Interpersonal Commitment, Interpersonal Exploration) evidenced a good fit once direction of wording was taken into account. In Study 2, moderate convergence was observed between Commitment and Exploration, and continuous measures of identity statuses and identity styles. The results of both studies combined indicated that the Dutch version of the EIPQ may be recommended as a research tool with college students.

Past research has shown that the way people deal with religion is related to prejudice. Therefore, it is important to study the determinants of individual differences in adolescent religious attitudes. In the present study, it is proposed that both differences in personality and identity formation might determine these religious attitudes. Recently, Duriez, Soenens, and Beyers (2004, Journal of Personality, 72, 877–910) tested an integrative model of the Five Factor Model of personality, Berzonsky's (1990, Advances in Personal Construct Psychology, 1, 155–186) identity styles and the religiosity dimensions of Exclusion vs. Inclusion of Transcendence and Literal vs. Symbolic. In this model, it is assumed that the relationships between adolescent personality and adolescent religious attitudes are mediated by the identity styles. The aim was to replicate this model among late adolescents (Sample 1; N = 332 ) and to test whether it extends to middle adolescence (Sample 2; N = 323 ). Whereas most personality factors were weakly and inconsistently related to the religiosity dimensions, Openness to Experience was consistently positively related to Literal vs. Symbolic and negatively to Exclusion vs. Inclusion of Transcendence. Whereas the former relation was mediated by the informational identity style, the latter relation was mediated by the normative identity style in Sample 1 only.

This study examined the relationships between crucial dimensions of perceived parenting (support, behavioral control, and psychological control) and the three identity styles defined by Berzonsky [Berzonsky, M. D. (1990). Self-construction over the life span: A process perspective on identity formation. Advances in Personal Construct Psychology, 1, 155–186.]. Each identity style was hypothesized to relate to a specific pattern of perceived parenting dimensions. Hypotheses were examined in a sample of middle and late adolescents (n=674). An information-oriented style was positively predicted by parental support. Contrary to expectations, however, an information-oriented style was also positively predicted by psychological control. A normative identity style was positively predicted by support and behavioral control. In line with expectations, a diffuse-avoidant identity style was positively predicted by psychological control and negatively by maternal (but not paternal) behavioral control. Findings are discussed in light of the literature on the socialization of identity formation and directions for future research are outlined.

This study examined the relationships between three identity styles (i.e. the information style, the normative style, and the diffuse/avoidant style) and a number of social-cognitive and attitudinal variables (including empathy, prejudice, and conservatism). Discriminant analysis on a sample of late adolescents ( N =393) led to the conclusion that two classes of variables differentiate between the three identity styles. Maladaptive coping strategies and, to a lesser extent, low empathy distinguished mainly between the information style and the normative style on the one hand and the diffuse/avoidant style on the other hand. Need for closure and measures of prejudice and conservatism differentiated primarily between the normative style and the two other styles. These two classes of variables can be related to two basic dimensions in current theory on adolescents’ identity styles, that is, active vs. superficial processing of information and adherence to traditional opinions vs. openmindedness.