Parenting Journal · Volume 3 · Issue 1 · Licensed source edition
Family-school autonomy support for children’s responsible use of generative artificial intelligence: a self-determination theory synthesis and developmental research agenda
Originally published 2026-09-11 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2026.1969217 ↗
AI / system type
Generative AI/LLM; theoretical synthesis
Family implicationsDesign, ethics, stakeholder or technical evidence with child/family implications; household benefits are not assumed.
The AI connection
Examines GenAI use through self-determination theory and developmental support.
Why this reading matters
Offers an explicit family-school framework and clearly identifies the missing developmental evidence.
Editorial reading guide · Independence
How can I support responsible AI use while leaving meaningful decisions with my child?
Maps to Independence through autonomy-supportive family and school guidance, while treating the proposed developmental mechanisms as hypotheses.
Study context
Synthesis of 46 primary-data studies; only eight included under-18 participants
Age / stage: Children/adolescents discussed; most underlying studies involve university students
Read with three questions
- Which practices would support autonomy, competence and relatedness?
- How much of the reviewed evidence actually involves under-18s?
- What evidence would test the proposed family-school synergy?
Keep the limits in view
Most evidence is university-based and cross-sectional; none measured family and school inputs together. The proposed family-school mechanisms are not validated parenting effects.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Yaoyao Fan; Xue Li; Renyuan Zhang (2026). Family-school autonomy support for children’s responsible use of generative artificial intelligence: a self-determination theory synthesis and developmental research agenda Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1969217
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.