The research, published in the journal Annals of Psychology, analyzed how parental autonomy support and control relate to students' emotional engagement, defined as their affective reaction to the learning process, curiosity, and sense of belonging.
Results show that an autonomy-supportive parenting style leads to greater satisfaction of students' psychological needs, which in turn fosters higher quality motivation and greater commitment to learning, compared to more authoritarian styles.
The authors, including José Alexis Alonso Sánchez, Elisa Santana Monagas, and Juan Luis Núñez, emphasize the importance of students feeling capable, making their own decisions, and maintaining supportive relationships. They stress that fostering autonomy does not mean neglecting, but rather accompanying differently, prioritizing dialogue and interest in their university experience beyond grades.
Conversely, pressure for results or blame weakens motivation. The study provides a scientific basis for designing family training initiatives and support programs for university students, particularly in their early years.
