[1] |
Bao X., & Lam S. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development, 79(2), 269−283.
|
[2] |
Binmore K. (2006). Why do people cooperate? Politics, Philosophy & Economics, 5(1), 81−96.
|
[3] |
Birch L. L., & Billman J. (1986). Preschool children’s food sharing with friends and acquaintances. Child Development, 57(2), 387−395.
|
[4] |
Brownell C. A., Svetlova M., Anderson R., Nichols S. R., & Drummond J. (2013). Socialization of early prosocial behavior: Parents’ talk about emotions is associated with sharing and helping in toddlers. Infancy, 18(1), 91−119.
|
[5] |
Chernyak N., & Kushnir T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science, 24(10), 1971−1979.
|
[6] |
Chirkov V., Ryan R. M., Kim Y., & Kaplan U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97−110.
|
[7] |
Dahl A. (2015). The developing social context of infant helping in two U.S. samples. Child Development, 86(4), 1080−1093.
|
[8] |
Deci E. L., & Ryan R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227−268.
|
[9] |
Deci E. L., & Ryan R. M., & Vansteenkiste M. (2008). Self-determination theory and the explanatory role of psychological needs in human well-being. In L. Bruni & F. Comim (Ed.), Capabilities and happiness (pp. 187−223). Oxford University Press.
|
[10] |
Dunfield K. A., Kuhlmeier V. A., O’Connell L., & Kelley E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. Infancy, 16(3), 227−247.
|
[11] |
Dwairy Μ. (2010). Introduction to special section on cross-cultural research on parenting and psychological adjustment of children. Journal of Child and Family Studies, 19, 1−7.
|
[12] |
Faul F., Erdfelder E., Lang A. G., & Buchner A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175−191.
|
[13] |
Furrer C., & Skinner E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148−162.
|
[14] |
Grolnick W. S., Ryan R. M., & Deci E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508−517.
|
[15] |
Hamlin J., Wynn K. & Bloom P. (2007). Social evaluation by preverbal infants. Nature, 450(1769), 557−559.
|
[16] |
Heine S. J., & Lehman D. R. (1997). Culture, dissonance, and self-affirmation. Personality and Social Psychology Bulletin, 23(4), 389−400.
|
[17] |
Hepach R., Vaish A., & Tomasello M. (2013). A new look at children’s prosocial motivation. Infancy, 18(1), 67−90.
|
[18] |
Hoffman M. L. (2000). Empathy and moral development: implications for caring and justice. New York, NY: Cambridge University Press.
|
[19] |
Hofstede G. H. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations. Thousand Oaks, CA: Sage.
|
[20] |
Iyengar S. S., & Lepper M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349−366.
|
[21] |
Josephs M., Kushnir T., Gräfenhain M., & Rakoczy H. (2016). Children protest moral and conventional violations more when they believe actions are freely chosen. Journal of Experimental Child Psychology, 141, 247−255.
|
[22] |
Joussemet M., Landry R., & Koestner R. (2008). A self- determination theory perspective on parenting. Canadian Psychology/Psychologie Canadienne, 49(3), 194−200.
|
[23] |
Kagitcibasi C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403−422.
|
[24] |
Kasser V. G., & Ryan R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well‐being, and mortality in a nursing home. Journal of Applied Social Psychology, 29(5), 935−954.
|
[25] |
Keller H. (2012). Autonomy and relatedness revisited: Cultural manifestations of universal human needs. Child Development Perspectives, 6(1), 12−18.
|
[26] |
Kushnir T., Gopnik A., Chernyak N., Seiver E., & Wellman H. M. (2015). Developing intuitions about free will between ages four and six. Cognition, 138, 79−101.
|
[27] |
Markus H. R., & Kitayama S. (2003). Models of agency:Sociocultural diversity in the construction of action. In: V. Murphy Berman & J. J. Berman (Eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on the self (Vol. 49, pp. 1−57). Lincoln: University of Nebraska Press.
|
[28] |
Martin A. R., & Olson K. R. (2015). Beyond good and evil: What motivations underlie children’s prosocial behavior? Perspectiveson Psychological Science, 10(2), 159−175.
|
[29] |
Moss E., & St-Laurent D. (2001). Attachment at school age and academic performance. Developmental Psychology, 37(6), 863−874.
|
[30] |
Paulus M. (2014). The early origins of human charity: Developmental changes in preschoolers’ sharing with poor and wealthy individuals. Frontiers in Psychology, 5, 1−9.
|
[31] |
Rapp D. J., Engelmann J. M., Herrmann E., & Tomasello M.. (2017). The impact of choice on young children’s prosocial motivation. Journal of Experimental Child Psychology, 158, 112−121.
|
[32] |
Rohner R. P. (2005). Parental acceptance-rejection questionnaire (PARQ):Test Manual. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the Study of parental acceptance and rejection (4ª ed., pp. 43−106). Storrs: Rohner Research Publications.
|
[33] |
Rohner R. P., & Khaleque A. (2015). Introduction to interpersonal acceptance-rejection theory, methods, evidence, and implications. The University of Connecticut.
|
[34] |
Ryan R. M., & Deci E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54−67.
|
[35] |
Ryan R. M., & Deci E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68−78.
|
[36] |
Ryan R. M., & Lynch J. H. (1989). Emotional autonomy versus detachment: Revisiting the vicissitudes of adolescence and young adulthood. Child development, 60(2), 340−356.
|
[37] |
Ryan R. M., Stiller J. D., & Lynch J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14(2), 226−249.
|
[38] |
Slavin R. E. (2006). Educational psychology theory and practise (8th ed.). Boston: Pearson.
|
[39] |
Tomasello M. (2009). Why we cooperate. MIT press.
|
[40] |
Triandis H.C. (1995). Individualism and collectivism. Boulder, CO: Westview.
|
[41] |
Vallerand R. J., Pelletier L. G., & Koestner R. (2008). Reflections on self-determination theory. Canadian Psychology, 49(3), 257−262.
|
[42] |
Vansteenkiste M., Lens W., Soenens B., & Luyckx K. (2006). Autonomy and relatedness among Chinese sojourners and applicants: Conflictual or independent predictors of well-being and adjustment?. Motivation & Emotion, 30(4), 273−282.
|
[43] |
Vansteenkiste M., Simons J., Lens W., Sheldon K. M., & Deci E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality & Social Psychology, 87(2), 246−60.
|
[44] |
Veneziano R. A. (2003). The importance of paternal warmth. Cross-Cultural Research, 37(3), 265−281.
|
[45] |
Warneken F., & Tomasello M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental Psychology, 44(6), 1785−1788.
|
[46] |
Warneken F., & Tomasello M. (2009). The roots of human altruism. British Journal of Psychology, 100(3), 455−471.
|
[47] |
Warneken F., & Tomasello M. (2012). Parental presence and encouragement do not influence helping in young children. Infancy, 18(3), 345−368.
|
[48] |
Wu Z., & Su Y. (2014). How do preschoolers’ sharing behaviors relate to their theory of mind understanding? Journal of Experimental Child Psychology, 120, 73−86.
|
[49] |
Yang Y., & Kou Y. (2015). Individuals' well-being in prosocial interaction: The role of autonomy. Advances in Psychological Science, 23(7), 1226−1235.
|
|
[杨莹, 寇彧. (2015). 亲社会互动中的幸福感: 自主性的作用. 心理科学进展, 23(7), 1226−1235.]
|
[50] |
Yang Y., & Kou Y. (2017). The effect of prosocial autonomous motivation on adolescents' well-being and prosocial behavior: The mediating role of basic psychological needs satisfaction. Psychological Development and Education, 33(2), 9.
|
|
[杨莹, 寇彧. (2017). 亲社会自主动机对青少年幸福感及亲社会行为的影响: 基本心理需要满足的中介作用. 心理发展与教育, 33(2), 9.]
|
[51] |
Yeh K. H., & Yang Y. J. (2006). Construct validation of individuating and relating autonomy orientations in culturally Chinese adolescents. Asian Journal of Social Psychology, 9(2), 148−160.
|
[52] |
Zhao X., & Kushnir T. (2019). How U.S. and Chinese children talk about personal, moral and conventional choices. Cognitive Development, 52, 100804.
doi: 10.1016/j.cogdev.2019.100804
URL
|
[53] |
Zhao X., Wente A., Flecha M. F., Galvan D. S., Gopnik A., & Kushnir T. (2021). Culture moderates the relationship between self-control ability and free will beliefs in childhood. Cognition, 210, 104609.
doi: 10.1016/j.cognition.2021.104609
URL
|