Intentional self-regulation and positive youth development in early adolescence: Findings from the 4-H study of positive youth development

Developmental Psychology

Volumn 43, Issue 2, 2007, Pages 508-521

  Gestsdóttir, Steinunn ^a,b   Lerner, Richard M ^a  

^a TUFTS UNIVERSITY   (United States)

^b UNIVERSITY OF ICELAND   (Iceland)

Author keywords

Compensation; Optimization; Positive youth development; Selection; Self regulation

Indexed keywords

ADOLESCENT; ARTICLE; BEHAVIOR; CHILD; COGNITION; EGO DEVELOPMENT; FEMALE; HUMAN; MALE; SOCIAL CONTROL;

ADOLESCENT; CHILD; COGNITION; FEMALE; HUMANS; INTENTION; MALE; PERSONALITY DEVELOPMENT; SOCIAL CONTROL, INFORMAL;

EID: 33947499070     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.43.2.508     Document Type: Article

References (63)

1. Armsden, G., & Greenberger, M. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-452.
2. Bachman, J. G., Johnston, L. D., & O'Malley, P. M. (2000). Monitoring the future: A continuing study of American youth. Ann Arbor, MI: University of Michigan, Survey Research Center.
3. Baltes, P. B. (1997). On the incomplete architecture of human ontology: Selection, optimization, and compensation as foundation of developmental theory. American Psychologist, 23, 366-380.
4. Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Baltes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1-34). New York: Cambridge University Press.
5. Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1998). Lifespan theory in developmental psychology. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 1029-1143). New York: Wiley.
6. Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Lifespan theory in developmental psychology. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 569-664). Hoboken, NJ: Wiley.
7. Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1977). Life-span developmental psychology: Introduction to research methods. Monterey, CA: Brooks/Cole.
8. Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (1998). Beyond the "village" rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 2, 138-159.
9. Brandtstädter, J. (1998). Action perspectives on human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 807-863). New York: Wiley.
10. Brandtstädter, J. (2006). Action perspectives on human development. In W. Damon (Series Ed.) & R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 516-568). Hoboken, NJ: Wiley.
11. Brandstädter, J., & Lerner, R. M. (Eds.). (1999). Action and self-development: Theory and research through the life-span. Thousand Oaks, CA: Sage.
12. Brandstädter, J., & Renner, G. (Eds.). (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accommodative strategies of coping. Psychology and Aging, 5, 58-67.
13. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
14. Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7, 119-128.
15. Demetriou, A. (2000). Organization and development of self-understanding and self-regulation: Toward a general theory. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 209-251). San Diego, CA: Academic Press.
16. East, P., Lerner, R., Lerner, J., Talwar Soni, R., Ohannessian, C. M., & Jacobson, L. P. (1992). Early adolescent-peer group fit, peer relations, and psychosocial competence: A short-term longitudinal study. Journal of Early Adolescence, 12, 132-152.
17. Eccles, J., & Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
18. Eisenberg, N., Fabes, R. A., Murphy, B. C., Karbon, M., Smith, M., & Maszk, P. (1996). The relations of children's dispositional empathy-related responding to their emotionality, regulation, and social functioning. Developmental Psychology, 32, 195-209.
19. Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Jones, S., & Guthrie, I. K. (1998). Contemporaneous and longitudinal prediction of children's sympathy from dispositional regulation and emotionality. Developmental Psychology, 34, 910-924.
20. Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed.; pp. 646-718). Hoboken, NJ: Wiley.
21. Elder, G., Jr., & Shanahan, M. J. (2006). The life course and human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 665-715). Hoboken, NJ: Wiley.
22. Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 467-561). New York: Wiley.
23. Fitzgerald, J. M., Nesselroade, J. R., & Baltes, P. B. (1973). Emergence of adult intellectual structure. Developmental Psychology, 9, 114-119.
24. Freund, A. M., & Baltes, P. B. (1998). Selection, optimization, and compensation as strategies of life management: Correlations with subjective indicators of successful aging. Psychology and Aging, 13, 531-543.
25. Freund, A. M., & Baltes, P. B. (2002). Life-management strategies of selection, optimization and compensation: Measurement by self-report and construct validity. Journal of Personality and Social Psychology, 82, 642-662.
26. Freund, A. M., Li, Z. H., & Baltes, P. B. (1999). The role of selection, optimization, and compensation in successful aging. In J. Brandtstädter & R. M. Lerner (Eds.), Action and development: Origins and functions of intentional self-development (pp. 401-434). Thousand Oaks, CA: Sage.
27. Gestsdóttir, S. (2005). Intentional self-regulation and positive youth development. Unpublished doctoral dissertation, Tufts University.
28. Gottlieb, G., Wahlsten, D., & Lickliter, R. (2006). The significance of biology for human development: A developmental psychobiological systems view. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 210-257). Hoboken, NJ: Wiley.
29. Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-98.
30. Harter, S. (1983). Supplementary description of the Self-Perception Profile for Children: Revision of the Perceived Competence Scale for Children. Unpublished manuscript, University of Denver.
31. Heckhausen, J. (1999). Developmental regulation in adulthood: Agenormative and sociocultural constraints as adaptive challenges. New York: Cambridge University Press.
32. Hooker, K., & McAdams, D. P. (2003). Personality reconsidered: A new agenda for aging research. Journal of Gerontology, 58B, 296-304.
33. Jöreskog, K., & Sörbom, D. (1996). LISREL 8: User's guide. Chicago: Scientific Software International.
34. Jelicic, H., Bobek, D., Phelps, E., Lerner, J. V., & Lerner, R. M. (in press). Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development. International Journal of Behavioral Development.
35. Kagan, J. (1998). Biology and the child. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 117-235). New York: Wiley.
36. Lerner, R. M. (1982). Children and adolescents as producers of their own development. Developmental Review, 2, 342-370.
37. Lerner, R. M. (2004). Liberty: Thriving and civic engagement among American youth. Thousand Oaks, CA: Sage.
38. Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 1-17). Hoboken, NJ: Wiley.
39. Lerner, R. M., Dowling, E. M., & Anderson, P. M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7, 172-180.
40. Lerner, R. M., Freund, A. M., De Stefanis, I., & Habermas, T. (2001). Understanding developmental regulation in adolescence: The use of the selection, optimization, and compensation model. Human Development, 44, 29-50.
41. Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Gestsdottir, S., Naudeau, S., et al. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25, 17-71.
42. Lerner, R. M., & Steinberg, L. (Eds.). (2004). Handbook of adolescent psychology. New York: Wiley.
43. Lerner, R. M., Theokas, C., & Jelicic, H. (2005). Youth as active agents in their own positive development: A developmental systems perspective. In W. Greve, K. Rothermund, & D. Wentura (Eds.), The adaptive self: Personal continuity and intentional self-development (pp. 31-47). Göttingen, Germany: Hogrefe & Huber.
44. Murphy, B. C., Shepard, S. A., Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1999). Contemporaneous and longitudinal relations of young adolescents' dispositional sympathy to their emotionality, regulation, and social functioning. Journal of Early Adolescence, 19, 66-97.
45. National Institute on Drug Abuse. (2000). National survey on drug use, 1975-2000 [Monitoring the Future study]. Bethesda, MD: Author.
46. Nesselroade, J. R., & Baltes, P. B. (1974). Adolescent personality development and historical change: 1970-1972. Monographs of the Society for Research in Child Development, 39, 154.
47. Overton, W. F. (2006). Developmental psychology: Philosophy, concepts, methodology. In W. Damon (Series Ed.) & R. M. Lerner (Ed.), Handbook of Child Psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 18-88). Hoboken, NJ: Wiley.
48. Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401.
49. Radloff, L. S. (1991). The use of the Center for Epidemiologic Studies Depression scale in adolescents and young adults. Journal of Youth and Adolescence, 20, 149-166.
50. Raffaelli, M., Crockett, L. J., & Shen, Y. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166, 54-75.
51. Roth, J. L., & Brooks-Gunn, J. (2003a). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94-111.
52. Roth, J. L., & Brooks-Gunn, J. (2003b). What is a youth development program? Identification and defining principles. In. F. Jacobs, D. Wertlieb, & R. M. Lerner (Eds.), Enhancing the life chances of youth and families: Public service systems and public policy perspectives: Vol. 2. Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs (pp. 197-223). Thousand Oaks, CA: Sage.
53. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed.; pp. 99-166). Hoboken, NJ: Wiley.
54. Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350-353.
55. Susman, E. J., & Rogol, A. (2004). Puberty and psychological development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 15-44). New York: Wiley.
56. Talwar, R., Schwab, J., & Lerner, R. M. (1986). Early adolescent temperament and academic competence tests of "direct effect" and developmental contextual models. Journal of Early Adolescence, 9, 291-309.
57. Theokas, C., Almerigi, J., Lerner, R. M., Dowling, E., Benson, P., Scales, P. C., & von Eye, A. (2005). Conceptualizing and modeling individual and ecological asset components of thriving in early adolescence. Journal of Early Adolescence, 25, 113-143.
58. Theokas, C., & Lerner, R. M. (2006). Promoting positive development in adolescence: The role of ecological assets in families, schools, and neighborhoods. Applied Developmental Science, 10, 61-74.
59. Valsiner, J. (2006). Development epistemology and implications for methodology. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 166-209). Hoboken, NJ: Wiley.
60. Werner, H. (1948). Comparative psychology of mental development. New York: Wiley.
61. Werner, H. (1957). The concept of development from a comparative and organismic point of view. In D. B. Harris (Ed.), The concept of development (pp. 125-148). Minneapolis: University of Minnesota Press.
62. Wiese, B. S., Freund, A. F., & Baltes, P. B. (2000). Selection, optimization, and compensation: An action-related approach to work and partnership. Journal of Vocational Behavior, 57, 273-300.
63. Windle, M., Hooker, K., Lenerz, K., East, P. L., Lerner, J. V., & Lerner, R. M. (1986). Temperament, perceived competence, and depression in early and late adolescents. Developmental Psychology, 22, 384-392.