Children’s agency in parent–child, teacher–pupil and peer relationship contexts

摘要

Purpose: The aim of this study was to examine children’s perception of their agency in different relationship contexts. Historically, most studies conducted in Sweden concerning children’s agency, in relation to their self-efficacy and perceptions of their effectiveness as agents, have been carried out in school situations or other institutional organizations. Past research has shown that children’sagency has positive links to health, school achievement and/or adjustment. Method: Interviews were conducted with 103 10-year-old Swedish children to examine three relationship contexts: parent–child, teacher–pupil, and peer relations. Vignettes about the different contexts were presented to the children and their answers were analysed with thematic analysis. Results: The results show that children think of their agency differently depending upon which relationship context they find themselves in. Most perceived agency are found insituations with peers, and children perceive they have the least agency with teachers. In situations with parents, children think they would react with more resistance than with peers and teachers. It is mainly with other children that they would show assertiveness and try to find asolution together, while they would be more emotional and perceive less power with adults. Conclusion: We conclude that children make adistinction in their perception of agency depending upon the relationship context. These findings can be relevant for helping children receive more agency in all contexts, which might have apositive impact on health and adjustment.