Journal articles: 'Autonomy (psychology)'

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Kaebnick, Gregory E. "The psychology of autonomy." Hastings Center Report 46, no. 3 (May 2016): 2. http://dx.doi.org/10.1002/hast.581.

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Bem, Sacha. "The Explanatory Autonomy of Psychology." Theory & Psychology 11, no. 6 (December 2001): 785–95. http://dx.doi.org/10.1177/0959354301116005.

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Fang, Wei. "Multilevel Modeling and the Explanatory Autonomy of Psychology." Philosophy of the Social Sciences 50, no. 3 (May 20, 2020): 175–94. http://dx.doi.org/10.1177/0048393120917633.

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This article argues for the explanatory autonomy of psychology drawing on cases from the multilevel modeling practice. This is done by considering a multilevel linear model in personality and social psychology, and discussing its philosophical implications for the reductionism debate in philosophy of psychology. I argue that this practice challenges the reductionist position in philosophy of psychology, and supports the explanatory autonomy of psychology.

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Yazici, Hikmet. "PERSONALITY, DEPRESSIVE SYMPTOMS AND SMOKING STATUS AMONG TURKISH UNIVERSITY STUDENTS." Social Behavior and Personality: an international journal 36, no. 6 (January 1, 2008): 799–810. http://dx.doi.org/10.2224/sbp.2008.36.6.799.

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The association between the sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status of 385 male and 241 female university students was examined. Depressive symptoms and sociotropic/autonomic personality were measured using the Beck Depression Inventory (adapted for use in Turkey by Hisli [1998]) and the Sociotropy-Autonomy Scale (adapted for use in Turkey by Şahin, Ulusoy, & Şahin [1993]); smoking behaviors were also assessed. Logistic regression analysis was used to assess the association between sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status. Current smokers showed a trend, scoring higher than nonsmokers on depressive symptoms, and they also scored significantly higher than nonsmokers on autonomy. Results also show that depressive symptoms (OR = 1.07, 95% CI = 1.05–1.10), and autonomy (OR = 1.02, 95% CI = 1.01–1.03) were predictive variables of current smoking status.

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Feest, Uljana. "Functional Analysis and the Autonomy of Psychology." Philosophy of Science 70, no. 5 (December 2003): 937–48. http://dx.doi.org/10.1086/377379.

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Syafiq, Muhammad. "DOES SPIRITUALITY PROMOTE AUTONOMY OR SUBMISSION?" Jurnal Psikologi Teori dan Terapan 2, no. 1 (August 27, 2011): 67. http://dx.doi.org/10.26740/jptt.v2n1.p67-74.

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Studies on spirituality have been conducted extensively in psychology over the last decade. However, the topic has been mostly explored in mental-health setting rather than in other areas in psychology. It is not surprising, then, if the most issues explored in the studies were the impacts or functions of spirituality toward psychological well-being rather than toward the realisation of human potentials. In fact, the main reason why many scientists in psychology propose to study 'spirituality' as a separated construct from 'religion' is its unique characteristic which enable individuals to achieve their personal higher meanings or values. This article aims to examine whether spirituality and spiritual practices promote autonomy as claimed by many scientists. The insights revealed from studies on Eastern spiritualities and Western new age spirituality movement will be employed.

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Koschke, Mandy, Michael K. Boettger, Steffen Schulz, Sandy Berger, Janneke Terhaar, Andreas Voss, Vikram K. Yeragani, and Karl-Jürgen Bär. "Autonomy of Autonomic Dysfunction in Major Depression." Psychosomatic Medicine 71, no. 8 (October 2009): 852–60. http://dx.doi.org/10.1097/psy.0b013e3181b8bb7a.

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Rudy, Duane, Kennon M. Sheldon, Tsasha Awong, and Hwee Hoon Tan. "Autonomy, culture, and well-being: The benefits of inclusive autonomy." Journal of Research in Personality 41, no. 5 (October 2007): 983–1007. http://dx.doi.org/10.1016/j.jrp.2006.11.004.

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Niemczyński, Adam. "Autonomy of human mind and personality development." Polish Psychological Bulletin 48, no. 1 (March 1, 2017): 7–19. http://dx.doi.org/10.1515/ppb-2017-0002.

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Abstract A psychology of human individual development is proposed which argues against its reduction to the description and control of human behavior or to cognitive psychology in the model of information and communication technology. Instead the author’s earlier conceptualization of the autonomy of human individual development is now elaborated further. The foundational premise to this end rests in Macnamara’s (1999) explication of Brentano’s (1874) notion of intentionality, i.e., referring to something as an object. It reveals the access of the mind to the ideal objects and to the kinds which provide for identity and individuation of the objects of human cognition (Macnamara and Reyes, 1994). It converges with the anti-irrationalism postulate which was put forward by Ajdukiewicz (1934). The reduction of the mind in psychology to something else proves unable to meet the anti-irrationalism postulate, regards perception and cognition to be of one piece, and it excludes intuition and ideals. In contrast to this, the notions of the spontaneous and self-sustainable perception and the self-determined mind open a way for psychology without the reduction of it to anything else. The same route has been taken earlier (Niemczyński, 2007) with a study of personality development from adolescence to the late ages.

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Magomedova, Mariyat. "The phenomenon of personal autonomy in age psychology." Pushkin Leningrad State University Journal, no. 2 (2022): 112–31. http://dx.doi.org/10.35231/18186653_2022_2_112.

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Potter, Nelson, and Lawrence Haworth. "Autonomy: An Essay in Philosophical Psychology and Ethics." Noûs 24, no. 2 (April 1990): 357. http://dx.doi.org/10.2307/2215537.

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Dai, Baozhen, and Benedicta Akey-Torku. "The Influence of Managerial Psychology on Job Satisfaction among Healthcare Employees in Ghana." Healthcare 8, no. 3 (August 11, 2020): 262. http://dx.doi.org/10.3390/healthcare8030262.

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Background: Employee job satisfaction has been established to be one of the important factors that work towards addressing the subject matter of productivity in organizations. Healthcare professionals deserve some level of basic psychological need satisfaction in the area of job autonomy. Reasons that lead to employees achieving job autonomy and job satisfaction have been researched by industrial and organizational psychologists but very few of such studies have directed their attention towards the role psychological capital can play. Therefore, this study sought to find out how much of an impact positive psychology can make on the job autonomy of healthcare employees leading to the fulfillment of job satisfaction. Methods: Data were collected from 385 healthcare professionals from the public sector. A structural equation model was performed to analyze the relationship that exists between the constructs of psychological capital and job autonomy leading to job satisfaction on the part of the employees. Results: Results showed both a direct and indirect positive relationship between hope and job satisfaction and indirect through job autonomy. Apart from self-efficacy, that had a very low positive relationship, optimism largely influenced job autonomy of healthcare professionals. Results also showed that psychological capital positively related to job autonomy while job autonomy minimally influenced job satisfaction. Conclusions: It is concluded from this study that healthcare professionals deserve some level of basic psychological need satisfaction in the area of job autonomy and that can stimulate positive work ethic.

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Brickell, Tracey A., Nikos L. D. Chatzisarantis, and Grace M. Pretty. "Autonomy and Control." Journal of Health Psychology 11, no. 1 (January 2006): 51–63. http://dx.doi.org/10.1177/1359105306058847.

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Baum, Ingrid Rita, and Nicola Baumann. "Arousing autonomy: A valid assessment of the implicit autonomy motive." Personality and Individual Differences 168 (January 2021): 110362. http://dx.doi.org/10.1016/j.paid.2020.110362.

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Van Assche, Jasper, Jolene van der Kaap-Deeder, Elien Audenaert, Maarten De Schryver, and Maarten Vansteenkiste. "Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals' autonomy strength?" Journal of Personality 86, no. 6 (February 28, 2018): 1017–36. http://dx.doi.org/10.1111/jopy.12372.

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Russell, Roberto, and Juan Gabriel Tokatlian. "From Antagonistic Autonomy to Relational Autonomy: A Theoretical Reflection from the Southern Cone." Latin American Politics and Society 45, no. 1 (2003): 1–24. http://dx.doi.org/10.1111/j.1548-2456.2003.tb00230.x.

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AbstractThe concept of autonomy has acquired a plurality of meanings in international relations; this article analyzes the distinct uses given to this term in Latin America and its relationship to theoretical contributions from outside the region. The authors propose a far-reaching reconceptualization of autonomy appropriate to Latin America's new circumstances in the global context. They argue that these new circumstances favor the shift from autonomy as traditionally defined to what they call relational autonomy, a construct based on contributions from classical political theory, political sociology, gender studies, social and philosophical psychology, and the theory of complex thought.

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Yanay, Niza. "THE SOCIAL CONSTRUCTION OF AUTONOMY: A MOTIVATIONAL MODEL." Social Behavior and Personality: an international journal 22, no. 3 (January 1, 1994): 209–26. http://dx.doi.org/10.2224/sbp.1994.22.3.209.

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This paper argues for a pluralistic, experientially constructed self-concept of autonomy that is embodied in self-feelings and is motivationally defined. Such a motivational model of autonomy is proposed in place of the commonly accepted personality-based model, grounded in the analytic tradition in psychology. Using the self-concept approach of the interpretative school as a springboard, the paper reconceptualizes autonomy as constructed within specific social conditions. On the basis of female experience, autonomy is conceived of as a self-authoring experience emanating from the struggle to meet one's needs and achieve one's significant goals. The notions of struggle and significant goals are suggested as key concepts viable for a motivational theory of autonomy.

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Hatfield, Gary. "Neuro-philosophy meets psychology: Reduction, autonomy, and physiological constraints." Cognitive Neuropsychology 5, no. 6 (November 1988): 723–46. http://dx.doi.org/10.1080/02643298808253280.

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Demir, Melikşah, Shelby Burton, and Nora Dunbar. "Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes." Teaching of Psychology 46, no. 1 (December 16, 2018): 22–33. http://dx.doi.org/10.1177/0098628318816132.

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Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students ( n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness ( R2 = .72), perception of the course ( R2 = .49), and perceived amount learned ( R2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R2 = .07) and actual ( R2 = .04) final grade, and absences ( R2 = .04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.

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Olivier, Bert. "Foucault and Individual Autonomy." South African Journal of Psychology 40, no. 3 (September 2010): 292–307. http://dx.doi.org/10.1177/008124631004000308.

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Girme, Yuthika U., Nickola C. Overall, and Matthew D. Hammond. "Facilitating autonomy in interdependent relationships: Invisible support facilitates highly avoidant individuals’ autonomy." Journal of Family Psychology 33, no. 2 (March 2019): 154–65. http://dx.doi.org/10.1037/fam0000488.

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Langfred, Claus W. "Work-Group Design and Autonomy." Small Group Research 31, no. 1 (February 2000): 54–70. http://dx.doi.org/10.1177/104649640003100103.

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Tripathi, Ritu, Daniel Cervone, and Krishna Savani. "Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans." Personality and Social Psychology Bulletin 44, no. 9 (April 16, 2018): 1287–301. http://dx.doi.org/10.1177/0146167218764663.

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In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations exhibited little statistical overlap. A second study suggested that this interaction reflects culturally specific norms that are widely understood by members of the given culture. When evaluating messages to motivate workers, Indians, far more than Americans, preferred a message invoking obligations to one invoking autonomous personal choice norms. Results cast doubt on the claim, made regularly in both basic and applied psychology, that enhancing autonomy is a universally preferred method for boosting motivation.

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De Mello Ribeiro, Leonardo. "Bratman, Autonomy, and Self-Governance." REVISTA LATINOAMERICANA DE FILOSOFÍA 48, no. 2 (November 8, 2022): 149–74. http://dx.doi.org/10.36446/rlf2022311.

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Bratman's self-governance model of autonomy is part of a tradition of hierarchical accounts, according to which autonomy is a matter of the agent's psychology having a certain functioning and hierarchical structure that is constitutive of her practical standpoint. Bratman develops a sophisticated version of that account by drawing on a temporally extended sense of agency, which is realized and sustained by the role higher-order (self-governing) policies play—by being subject to rational demands of consistency, coherence and stability—in coordinating one's life over time. We shall argue that: (i) there may be autonomous agency without self-governing policies; (ii) there is a tension between understanding autonomy as involving temporally extended agency and as realized essentially by those rational demands.

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Schüler, Julia, Kennon M. Sheldon, Mike Prentice, and Marc Halusic. "Do Some People Need Autonomy More Than Others? Implicit Dispositions Toward Autonomy Moderate the Effects of Felt Autonomy on Well-Being." Journal of Personality 84, no. 1 (November 10, 2014): 5–20. http://dx.doi.org/10.1111/jopy.12133.

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Gallucci, Nicholas T. "An Evaluation of the Characteristics of Undergraduate Psychology Majors." Psychological Reports 81, no. 3 (December 1997): 879–89. http://dx.doi.org/10.2466/pr0.1997.81.3.879.

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This study evaluated the reasons 130 undergraduates selected psychology as a major. The most salient reason reported was a strong interest in the subject matter, but the utility of the college degree as a means of preparing for a job or professional education was also important to the students. Of these participants, 73 indicated that at least one of their career goals was doctoral study in clinical or counseling psychology. Their ratings of the favorableness of the job market, salary, job autonomy, and job security exceeded the corresponding ratings of recent recipients of doctoral degrees in psychology. The undergraduates rated that private practice would be the most desirable practice setting, and they predicted “much” job autonomy in this setting and above-average job security across practice settings. These results suggest that educators in psychology may have responsibilities to counsel students who aspire to forms of professional practice that are largely unattainable at this time.

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Kashif Fida, Muhammad, and Najma Najam. "Construction and Validation of Fida and Najam Job Autonomy Scale for Employees." Pakistan Journal of Psychological Research 34, no. 3 (October 18, 2019): 511–27. http://dx.doi.org/10.33824/pjpr.2019.34.3.28.

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In this study a comprehensive scale of job autonomy was developed for Pakistani employees. In phase-I focus group discussion was used to generate forty-four items for the scale. In phase-II, pilot study was carried out. In the phase III, psychometric properties and factorial validation of Fida and Najam Job Autonomy Scale (FNJAS) was done on the sample of N =340 bank employees. Factor analysis reduced the items to twenty-eight and yielded six sub-areas of job autonomy, i.e., autonomy in decision making, autonomy in social interactions at work, autonomy in job functioning, autonomy in following system and procedures, autonomy in work decorum, and autonomy in availing refreshment time. Significant reliability coefficient (.80) was found. Discriminant and convergent validity was also established. DASS-21 (Lovibond & Lovibond, 1995) and Job Satisfaction Survey (Spector, 1997) were used, revealing significant validities. It has been concluded that FNJAS was reasonably reliable and valid scale for the assessment of job autonomy among the employees. This scale will help the professionals, decision makers, authorities, and employers to find out the autonomy of job, its requirements, and intensity among employees.

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Dewsbury, Donald A. "What Comparative Psychology is about." Teaching of Psychology 19, no. 1 (February 1992): 4–11. http://dx.doi.org/10.1207/s15328023top1901_1.

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Comparative (or zoological) psychology is concerned with the genesis (evolution and development), control, and consequences of a broad range of behavioral patterns. It emerged during the late 19th century with the concerns of Darwin, Romanes, Spalding, and others who studied the evolution of human minds and instincts. However, it has developed a functional autonomy. Comparative psychology deserves a place in the undergraduate curriculum for historical reasons and because modem comparative psychology provides a breadth of perspective on behavior unmatched elsewhere in psychology.

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Mahendra, Ramadhan, and Sulis Triyono. "Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 32–39. http://dx.doi.org/10.22225/jr.5.1.924.32-39.

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The notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result.

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Turjanmaa, Elina, Anne Alitolppa-Niitamo, and Inga Jasinskaja-Lahti. "1.5-generation immigrant adolescents’ autonomy negotiations in transnational family contexts." Migration Letters 14, no. 1 (January 1, 2017): 75–87. http://dx.doi.org/10.33182/ml.v14i1.317.

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This study explored how 1.5-generation immigrant adolescents negotiate their autonomy with their parents in a new cultural context. The studied adolescents are immigrants with African, Middle Eastern, Southern Asian, and EU/FSU background in Finland. The study is built on the ecological framework, which looks at development within the context of social systems. The study combines perspectives of cross-cultural psychology, acculturation research, and developmental psychology to explore autonomy in a transnational developmental context. The data consists of 80 semi-structured interviews with immigrant adolescents aged 13 to 18. Our results suggest that adolescents’ autonomy is negotiated within local family circumstances, while the transnational context becomes particularly crucial in the negotiation categories of peer relations and cultural continuity. Cultural differences in using different negotiation categories are discussed.

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Ryan, William S., and Richard M. Ryan. "Toward a Social Psychology of Authenticity: Exploring Within-Person Variation in Autonomy, Congruence, and Genuineness Using Self-Determination Theory." Review of General Psychology 23, no. 1 (March 2019): 99–112. http://dx.doi.org/10.1037/gpr0000162.

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Authenticity entails autonomy, congruence, and genuineness. In this article, we use a self-determination theory framework to discuss a critical aspect of social environments that facilitates these aspects of authenticity, namely the experience of autonomy support. Although authenticity is often studied as a trait or individual difference, we review research demonstrating that authenticity varies within individuals and predicts variations in well-being. Next, we show that perceiving autonomy support within a relational context is associated with people feeling more authentic and more like their ideal selves and displaying constellations of Big 5 personality traits indicative of greater wellness in that context. To explore another important part of authenticity, being genuine in interactions with others, we review evidence linking autonomy support to situational variation in identity disclosure among lesbian, gay, and bisexual individuals. This research suggests that perceiving autonomy support within a context or relationship helps lesbian, gay, and bisexual individuals be more open about their sexual orientation and identity, which in turn affords greater opportunities for the satisfaction of not only autonomy, but competence and relatedness needs as well, facilitating well-being. We conclude by highlighting future directions in the study of authenticity’s dynamic nature, and the importance of the situation in its expression and its relation to well-being.

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Smith, R. "Learner autonomy." ELT Journal 62, no. 4 (September 25, 2007): 395–97. http://dx.doi.org/10.1093/elt/ccn038.

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J. Gstrein, Oskar. "Data Autonomy: Recalibrating Strategic Autonomy and Digital Sovereignty." European Foreign Affairs Review 28, Issue 4 (December 1, 2023): 379–96. http://dx.doi.org/10.54648/eerr2023028.

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The datafication of society comes with a recalibration of power structures. European states can no longer depend on territorial control to govern (cyber)space, powerful corporations own essential cloud infrastructure, state actors denying the importance of democracy and human rights have crucial roles in supply chains, and users are left without choice when using digital services. This article proposes data autonomy as a value-based framework, in response to this ongoing powershift undermining the European Union’s strategic autonomy. In contrast to debates around digital sovereignty and international data flows in data protection law, data autonomy aspires to establish a framework that puts human dignity at its core. Essentially, data autonomy is based on informational self-determination, yet expands it in three dimensions: First, informational selfdetermination remains limited to the citizen-state relationship. The scope of data autonomy expands to private actors, in cases where those are particularly powerful. Secondly, data autonomy expands beyond individual rights and duties, including organizational autonomy as an enabler for individual autonomy. Thirdly, data autonomy addresses harmful inferences resulting from the use of systems based on machine learning or artificial intelligence. Therefore, it is not limited to risks stemming from statically labelled data (e.g., data stored in databases). Strategic Autonomy, Human Dignity, Digital Sovereignty, Governance, Datafication, Data Ownership, Data Governance, Data Protection, Privacy, Informational Self-Determination

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Bekker, Marrie H. J., and Marcel A. L. M. van Assen. "Autonomy-Connectedness and Gender." Sex Roles 59, no. 7-8 (July 12, 2008): 532–44. http://dx.doi.org/10.1007/s11199-008-9447-x.

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Cosme, Danielle, and Elliot T. Berkman. "Autonomy can support affect regulation during illness and in health." Journal of Health Psychology 25, no. 1 (July 31, 2018): 31–37. http://dx.doi.org/10.1177/1359105318787013.

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The benefits of autonomy to self-regulation, health, and well-being are well established. However, relatively few studies have investigated how autonomy might influence affect regulation. In this commentary, we argue that autonomy is an important motivational factor that interacts with affect regulation and may be particularly relevant in health contexts, such as cancer, that can limit individual autonomy. We describe the relationship between autonomy and affect regulation and illustrate ways in which autonomy can be supported broadly as well as during various phases in the cancer trajectory.

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Christman, John. "Autonomy: An Essay in Philosophical Psychology and Ethics. Lawrence Haworth." Ethics 98, no. 1 (October 1987): 166–68. http://dx.doi.org/10.1086/292922.

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Khlomov, K. D., A. A. Bochaver, M. S. Fomenko, E. I. Selivanova, and A. A. Shemshurin. "Aggression and Autonomy in Adolescence." Психологическая наука и образование 27, no. 3 (2022): 117–28. http://dx.doi.org/10.17759/pse.2022270309.

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The paper is devoted to the question of whether there is a connection between aggression and autonomy in adolescence, and whether aggressive behavior can be considered as a tool for solving the age-related problem of developing autonomy. We present results of a study on the relationship between aggressive behavior and the level of autonomy in adolescents aged 13—16 years. At the first stage of the study, the sample consisted of 499 respondents. At the second stage, we compared aggression and autonomy in adolescents with and without school records of aggressive behavior, and the sample consisted of 192 respondents. The research tools included the physical aggression scale from the Buss-Perry Aggression Questionnaire, the Legitimized Aggression Questionnaire by S.N. Enikolopov and N.P. Tsibulsky, the Violent Extremism Dispositions technique by D.G. Davydov and K.D. Khlomov, as well as the Autonomy Questionnaire by N.N. Poskrebysheva and O.A. Karabanova. The results showed significant low negative correlations of autonomy indicators with indicators of physical aggression, legitimized aggression and dispositions of violent extremism, which does not confirm the hypothesis of aggressive behavior as a manifestation of autonomy. A comparison of adolescents with and without school records of aggressive behavior showed significant differences in indicators of physical aggression, legitimized aggression and dispositions of violent extremism (they are higher among those who have no such records), but not in autonomy: thus, an attempt to operationalize aggressive behavior through intra-school records showed an unexpected result, problematizing questions about the normalization of aggressive behavior in the school environment and about the role of school records in the prevention of maladaptive behavior. The results obtained do not confirm positive relationship between adolescent autonomy and aggression. At the same time, the limitations of the study necessitate further studies of this problem, requiring a different operationalization of aggressive behavior and an expansion of the range of variables studied.

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Almeida, Maria Jaynne Silva, and José Antônio dos Santos Filho. "CONTRIBUIÇÕES DA TENDÊNCIA ATUALIZANTE PARA A AUTONOMIA NA PSICOTERAPIA: Estudo de caso." Psicologia e Saúde em Debate 10, no. 1 (June 2, 2024): 694–710. http://dx.doi.org/10.22289/2446-922x.v10n1a42.

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The present work was built on the experience of a specific supervised internship in psychology at a private university located in Fortaleza-CE, and aimed to discuss the contributions of the concept of updating tendency to the autonomy process of a client served in the Psychology Service. Applied. A case study was carried out with a client with the fictitious name Luciana, 34 years old, whose demand refers to a difficulty in imposing herself in relationships, both in marriage and in other relationships. To achieve the objective, the case study methodology was used. Regarding the results and discussion, during the development of Luciana's care it was possible to witness the continuous process of strengthening the client's autonomy. She, who before the sessions was submissive in her emotional relationships, gradually began to impose herself and explain to the other person what she wanted, no longer letting her husband and other family members define what she should or should do. do not do. This process made her take control of her own existence. It concludes with notes regarding the importance of the psychotherapeutic process and the contributions of the concept of actualizing tendency to the autonomy of the client served; As a facilitating environment was created for the emergence of her growth, based on a relationship of trust, Luciana had the opportunity to gradually take responsibility for her existence.

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Amoura, Camille, Sophie Berjot, Nicolas Gillet, Sylvain Caruana, Joanna Cohen, and Lucie Finez. "Autonomy-Supportive and Controlling Styles of Teaching." Swiss Journal of Psychology 74, no. 3 (June 18, 2015): 141–58. http://dx.doi.org/10.1024/1421-0185/a000156.

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Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs ( Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011 ). Using cluster analysis, Study 1 (N = 160) confirmed that both teaching styles were perceived by students. Four clusters appeared depending on the student’s score on the measures of autonomy and controlling styles (high autonomy–high control; low autonomy–low control; high autonomy–low control; low autonomy–high control). Participants in the high autonomy–low control cluster reported the highest self-determined motivation in their studies. Using path analysis and mediational analyses, Study 2 (N = 127) tested the independence of the two styles by studying the process through which they influenced motivation. The results showed that need satisfaction (specifically, the need for autonomy) mediated the path between perceived autonomy-supportive teacher behavior and motivation, and that need-thwarting (specifically, the need for autonomy and relatedness) mediated the path between perceived controlling teacher behavior and self-determined motivation, which in turn predicted academic performance. These results add to the existing literature supporting the independence of the two styles.

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Chang, Jin Wook, Devin Wende Huang, and Jin Nam Choi. "Is Task Autonomy Beneficial for Creativity? Prior Task Experience and Self-Control as Boundary Conditions." Social Behavior and Personality: an international journal 40, no. 5 (June 1, 2012): 705–24. http://dx.doi.org/10.2224/sbp.2012.40.5.705.

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In this study we elaborate on the autonomy–creativity relationship by identifying potential boundary conditions. Specifically, we hypothesized that when task autonomy is provided people's reactions are shaped by the level of their prior experience or skills and by whether or not they have previously worked on a task autonomously. We further hypothesized that self-control would moderate the autonomy–creativity link. The analysis of data collected from 148 individuals who completed 2 sets of creativity tasks under different task conditions revealed that task autonomy reduces creative performance when there is no prior task-relevant experience. Individuals with high self-control showed similar levels of creativity regardless of the level of task autonomy. In contrast, those with low self-control performed more creatively under a no autonomy condition than under an autonomy condition. Our findings highlight the need for considering various boundary conditions when considering changes in the effects of task autonomy on creativity.

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41

Gaziel, Haim H. "DETERMINANTS OF PERCEIVED DEFICIENCY OF AUTONOMY AMONG ELEMENTARY SCHOOL ADMINISTRATORS'." Social Behavior and Personality: an international journal 17, no. 1 (January 1, 1989): 57–65. http://dx.doi.org/10.2224/sbp.1989.17.1.57.

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Job autonomy found to be, as an important factor in job performance and in job satisfaction. However, the question whether permitted job autonomy is related to autonomy need of the employee is less investigated. This study was designed to find out the determinates of the perceived deficiency of autonomy of school administrators, (PDA). Grounded on an Israeli sample it was found, that a combination of sex, professional orientation and students' SES are the best predictors of the PDA (as criterion). The educational policy implication is that job autonomy may have an effect upon job performance and satisfaction only if it is matched with perceived need of autonomy.

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42

Morris, Neil, and Martin P. Johnson. "Apocalyptic Thinking, Autonomy, and Sociotropy." Psychological Reports 90, no. 3_suppl (June 2002): 1069–74. http://dx.doi.org/10.2466/pr0.2002.90.3c.1069.

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As the millennium approached there was a unique opportunity to examine beliefs about impending apocalyptic events. In March, 1998 60 English participants, 20 to 35 years of age, including 20 Jehovah's Witnesses, 20 Roman Catholics, and 20 Methodists, completed a four-dimension scale of Positive and Negative Autonomy and Positive and Negative Sociotropy and a questionnaire, Apocalyptic Thinking, on the millennium containing questions on apocalyptic beliefs. The aim of the study was to investigate the apocalyptic beliefs of a number of Christian denominations and examine the relationship between scores on apocalyptic thinking about the millennium and group cohesion. Jehovah's Witnesses scored highest on all scales except Positive Autonomy, and the Catholics had higher Negative Sociotropy and Apocalyptic Thinking scores than the Methodists. Negative Sociotropy scores correlated positively with Apocalyptic Thinking scores for all groups. These data suggest significant positive relationship between these Christian endorsements of the likelihood of apocalyptic events at the millennium and the extent to which they perceive nonmembers of their denomination as ‘outsiders’.

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43

MORRIS, NEIL. "APOCALYPTIC THINKING, AUTONOMY, AND SOCIOTROPY." Psychological Reports 90, no. 3 (2002): 1069. http://dx.doi.org/10.2466/pr0.90.3.1069-1074.

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44

MORRIS, NEIL. "APOCALYPTIC THINKING, AUTONOMY, AND SOCIOTROPY." Psychological Reports 90, no. 4 (2002): 1069. http://dx.doi.org/10.2466/pr0.90.4.1069-1074.

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45

Bordages, John Walter. "Self-Actualization and Personal Autonomy." Psychological Reports 64, no. 3_suppl (June 1989): 1263–66. http://dx.doi.org/10.2466/pr0.1989.64.3c.1263.

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Self-actualizing individuals, according to Maslow (1954), are hypothesized to operate autonomously of external expectations due to their undistorted perceptions of their own realistic abilities. Scores on the Personal Orientation Inventory, a measure of self-actualization, were used to divide subjects into high, medium, or low self-actualizing categories. Subjects were given a Logical Reasoning Ability Test over three treatment conditions: high, low, and no expectations with regard to performance. Analyses indicated greater personal autonomy for high and moderate self-actualizing subjects than in nonself-actualizing subjects, who showed the greatest variance in their reasoning test scores.

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46

Auzoult, Laurent. "Autonomy and Resistance to Authority." Swiss Journal of Psychology 74, no. 1 (January 2015): 49–53. http://dx.doi.org/10.1024/1421-0185/a000149.

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This research examines the impact of autonomy on the behavior of participants faced with an authority figure. More specifically, it examines obedience behaviors and behaviors related to subterfuge, as studied by Milgram in his work on obedience to authority. The protocol used here is a new measure of obedience and disobedience which allows us to record compliant behavior, withdrawal from the activity, and sabotage (subterfuge). A total of 105 participants, separated into groups, were asked to perform a tedious and pointless task (copy down a page from the telephone directory) after their autonomy had been assessed using Beck’s Sociotropy-Autonomy Scale. Only one participant refused to participate. The results show that autonomy is associated with disobedience. This study suggests that individuals faced with an authority figure show greater freedom than has been suggested by previous experiments, producing less visible forms of disobedience than the refusal to participate. The nature of the measure of obedience is discussed, particularly because of the role of attention in the activity.

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47

Morris, Neil, and Martin P. Johnson. "Apocalyptic Thinking, Autonomy, and Sociotropy." Psychological Reports 90, no. 3_part_2 (June 2002): 1069–74. http://dx.doi.org/10.1177/003329410209000303.2.

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As the millennium approached there was a unique opportunity to examine beliefs about impending apocalyptic events. In March, 1998 60 English participants, 20 to 35 years of age, including 20 Jehovah's Witnesses, 20 Roman Catholics, and 20 Methodists, completed a four-dimension scale of Positive and Negative Autonomy and Positive and Negative Sociotropy and a questionnaire, Apocalyptic Thinking, on the millennium containing questions on apocalyptic beliefs. The aim of the study was to investigate the apocalyptic beliefs of a number of Christian denominations and examine the relationship between scores on apocalyptic thinking about the millennium and group cohesion. Jehovah's Witnesses scored highest on all scales except Positive Autonomy, and the Catholics had higher Negative Sociotropy and Apocalyptic Thinking scores than the Methodists. Negative Sociotropy scores correlated positively with Apocalyptic Thinking scores for all groups. These data suggest significant positive relationship between these Christian endorsements of the likelihood of apocalyptic events at the millennium and the extent to which they perceive nonmembers of their denomination as ‘outsiders’.

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Stewart, Sunita Mahtani, Riffat Moazam Zaman, and Rabiya Dar. "Autonomy as a Psychological Need." Psychology and Developing Societies 18, no. 2 (November 2006): 227–39. http://dx.doi.org/10.1177/097133360601800205.

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Koestner, Richard, and Gaetan F. Losier. "Distinguishing Reactive versus Reflective Autonomy." Journal of Personality 64, no. 2 (June 1996): 465–94. http://dx.doi.org/10.1111/j.1467-6494.1996.tb00518.x.

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Bekker, Marrie H. J. "The development of an Autonomy scale based on recent insights into gender identity." European Journal of Personality 7, no. 3 (September 1993): 177–94. http://dx.doi.org/10.1002/per.2410070304.

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The concept of autonomy has a long history, not only in psychology, but also in philosophy. In this article, the concept is discussed in relation to gender and mental health. The criticisms of several authors with regard to the classical psychological concept of autonomy are reviewed. Also, some recent theoretical developments which start from a psychoanalytical perspective are discussed. Then the reader is introduced to the construction of a new Autonomy scale that takes the criticism mentioned into account and connects with new insights into gender identity. Two studies are presented in which the structure of the scale, as well as it validity and reliability, is investigated. The Autonomy scale appears to measure consistently three aspects: Self‐awareness, Sensitivity to Others, and Capacity for Managing New Situations. Reliability and validity are satisfactory. Furthermore, in a third study the factor structure found in Studies 1 and 2 was cross‐validated in a more heterogeneous, adult sample. This cross‐validation was also done across the sexes. It is concluded that the Autonomy scale is a valid and reliable instrument for measuring the new autonomy concept in various populations. Secondly, the scale seems to fill the gap that is left open by more classically oriented autonomy (and dependence) scales by measuring Sensitivity to Others, an important aspect of femininity and thus for female identity.

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Journal articles on the topic 'Autonomy (psychology)'

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