Meuwissen, Alyssa2017-10-092017-10-092017-06https://hdl.handle.net/11299/190524University of Minnesota Ph.D. dissertation. June 2017. Major: Child Psychology. Advisor: Stephanie Carlson. 1 computer file (PDF); vii, 88 pages.The development of skills needed to regulate one’s own behavior are increasingly recognized as crucial for children’s successful development, and promoting these skills in early childhood has become a high priority. Parents are thought to be a primary influence on the formation of these skills. This study was an experimental investigation of the parenting behavior known as autonomy support and its effect on children’s self-regulation. We observed parents (half mothers, half fathers) interacting with their 3-year-old children (N pairs = 128). Parent and child typical behavior was measured at baseline. Then, in the manipulation phase, parents were randomly assigned to receive instructions to interact with their child in either a high autonomy supportive or highly controlling way. Child behavior was again measured at post-test. Results showed that mothers and fathers had similar parenting quality at baseline and there were few differences in their effect on child self-regulation. In the manipulation phase, parents in both conditions were able to change their behavior based on the instructions given. Changes in parenting affected child behavior during the manipulation puzzle, although it did not affect child post-test behavior. These results indicate that parent autonomy support is a promising target for interventions focused on improving child self-regulation skills.enAutonomy SupportExecutive FunctionFathersParentingSelf-RegulationThesis or Dissertation