Mireille Joussemet

The impact of performance-contingent rewards on perceived autonomy and competence

Two studies examined the impact of performance-contingent rewards on perceived autonomy, competence, and intrinsic motivation. Autonomy was measured in terms of both decisional and affective reports. The first study revealed an undermining effect of performance-contingent rewards on affective reports of autonomy among university students, and an increase in reports of competence. Decisional autonomy judgements were unaffected by rewards. The second study replicated this pattern of findings among elementary school children. These results help resolve Cognitive Evaluation Theorys (E. L. Deci & R. M. Ryan, 1985; R. M. Ryan, V. Mims, & R. Koestner, 1983) and Eisenberger, Rhoades, et al.s (R. Eisenberger, L. Rhoades, & J. Cameron, 1999) divergent positions on the impact of performance-contingent rewards on autonomy. The studies also included measures of intrinsic motivation.

How to Support Toddlers’ Autonomy: A Qualitative Study With Child Care Educators

ABSTRACT Research Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis.

A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective

Objective. Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. Method. A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. Results. Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). Conclusion. These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.

Effects of a Mindfulness-Based Intervention on the Perception of Basic Psychological Need Satisfaction among Special Education Students.

Abstract Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (η2 = .35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of) the perception that children have of their own need satisfaction.

How to talk so kids will listen & listen so kids will talk: a randomized controlled trial evaluating the efficacy of the how-to parenting program on children’s mental health compared to a wait-list control group

BackgroundBasic parenting research reveals that child mental health is associated with optimal parenting, which is composed of three key dimensions (structure, affiliation and autonomy support). The present study aims to test the efficacy of the parenting program “How to talk so kids will listen & listen so kids will talk” (French version), thought to address all of these dimensions, in promoting children’s mental health. We predict that the How-to Parenting Program will promote child mental health by fostering optimal parenting.MethodsIn this randomized controlled trial (RCT), the seven-week parenting group was offered to parents of 5- to 12-year-old children, in their local grade school. Children’s mental health assessments were questionnaire-based (parent, child and teacher reports) and took place at pre- (T1) and post- (T2) intervention as well as at 6-month (T3) and 1-year (T4) follow-ups. We compared children whose parents took part in the program with children whose parents did not take part in it until the completion of the trial (i.e., 1 year wait-list control groups). The primary outcome is children’s psychological problems (externalizing and internalizing). Secondary outcomes include parenting, the putative mediator of the expected benefits of the program on child mental health, as well as positive indicators of child mental health (strengths and subjective well-being) and parents’ own mental health.DiscussionTo our knowledge, this is the first RCT to test the efficacy of the “How to talk so kids will listen & listen so kids will talk” program in promoting child mental health. In addition to the close correspondence between basic parenting research and the selected program, strengths of this study include its feasibility, monitoring of potentially confounding variables, ecological validity and inclusion of positive indicators of mental health.Trial registrationCurrent clinical trial number is NCT03030352. Ongoing study, retrospectively registered on January 2017. No amendment to initial protocol.