Table 2.
Responses by domain and dimension
| Encourage (n = 649) | Discourage (n = 397) | |
|---|---|---|
| Structure of the activity environment | 236 (36.4) | 154 (38.8) |
| Monitoring | 15 (2.3) | 1 (0.3) |
| Structure of the environment | 221 (34.1) | 153 (38.5) |
| Emotional support | 183 (28.2) | 15 (3.8) |
| Expressing positive emotions | 8 (1.2) | 5 (1.3) |
| Parental Encouragement | 175 (27.0) | 10 (2.5) |
| Parental control | 32 (4.9) | 113 (28.5) |
| Lack of parental control | 2 (0.3) | 65 (16.4) |
| Expressing negative emotions | 6 (0.9) | 8 (2.0) |
| Pressure to be active | 11 (1.7) | 2 (0.5) |
| Restriction | 1 (0.2) | 34 (8.6) |
| Rewards and discipline | 12 (1.9) | 4 (1.0) |
| Informational support | 50 (7.7) | 50 (12.6) |
| Modeling | 21 (3.2) | 49 (12.3) |
| Teach/reason | 29 (4.5) | 1 (0.3) |
| Autonomy promotion | 84 (12.9) | 19 (4.8) |
| Autonomy support | 8 (1.2) | 8 (2.0) |
| Co-participation | 76 (11.7) | 11 (2.8) |
| Tangible support | 64 (9.9) | 46 (11.6) |