The influence of family and education in youths’ autonomy: A systematic review

Abstract

INTRODUCTION. This paper’s goal was to categorize and integrate the results of research about the influence of family and education in youth’s autonomy, aiming to a further understanding of the subject. These two scenarios where outlined by the research as the most relevant for the construction of autonomy. METHOD. The systematic review was made following the methodology proposed by the Cochrane Collaboration and the PRISMA Statement, from a sample of 31 research articles on autonomy and youth, selected from ten international databases, using pertinence and sufficiency criteria, during the period between January 2014 and November 2018. This research comes from 17 countries which are mainly quantitative, although there are also qualitative and mixed, consisting mainly in the information provided by the youths themselves as the main sources of information. RESULTS. Among the results on autonomy and family we can highlight the impact of the parenting styles, underlining that parental support is related with higher autonomy indexes. In formal education, autonomy in educational processes makes learning easier and is fundamental for the transition to Higher Education. We can also point out the support of professionals in socio-educational actions in non-formal scenarios with vulnerable youths, required for autonomy processes. The importance of understanding the autonomy as a relational and social process, more than merely individual, is also ratified. DISCUSSION. This study makes significant contributions regarding the systematization in the field and in the understanding about family styles, formal and non-formal education, the educator’s role and socio-educational youths' autonomy and intervention with youth in social difficulty.