Intentional Self-regulation in Early Adolescence: Assessing the Structure of Selection, Optimization, and Compensation Processes

Zimmerman, Stacy M.; Phelps, Erin; Lerner, Richard M.

doi:10.3233/dev-2007-1310

Cited by 38 publications

(37 citation statements)

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“…Females also reported significantly higher levels of Connection, Character, Caring and Total PYD than males. These findings align with findings from previous research indicating that females achieved higher PYD than their male counterparts (Lerner, 2005b;Jelicic et al, 2007;Zimmerman, 2007). However, this study measured PYD overall rather than through specific domains such as math, sports, or language arts as was done in previous studies.…”

Section: Discussionsupporting

confidence: 90%

An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth

Robinson¹,

Esters

Dotterer

et al. 2012

JYD

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The purpose of this study was to explore the levels of positive youth development (PYD) among Indiana 4-H club participants. Questionnaires were collected from a convenience sample of [State] youth (n = 453). Findings indicated that youth who participated in the 4-H program reported significantly higher total positive youth development than those who had never participated in 4-H. Youth who participated in the 4-H program also reported significantly higher scores on four of the Five Cs of PYD (Confidence, Connection, Character, and Caring). The findings of this study contribute to the Developmental Systems Theory by confirming the role that 4-H has in contributing to positive youth development. Recommendations are provided to guide future research related to the Five Cs aspect of positive youth development among 4-H youth.

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Section: Discussionsupporting

confidence: 90%

An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth

Robinson¹,

Esters

Dotterer

et al. 2012

JYD

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“…However, the longitudinal studies on this subject are few. Many studies demonstrate that self-regulation prevents the emergence of negative scenarios in the development of adolescents, in particular, manifestations of depression and delinquent behavior [47], and it also reduces the likelihood of a problem and risky behavior [48]. Another study is focused on prognostic relationships of adolescents' life satisfaction and school engagement, which is considered as a meta-construct, including behavioral, cognitive, and emotional components [49].…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

Fomina

Burmistrova-Savenkova

Morosanovа

2020

Behavioral Sciences

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This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren’s psychological well-being. The study contributes to the search of significant predictors of the students’ psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren’ psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils’ psychological well-being, which is predictive for its maturation in the subsequent ages.

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“…changes the rules of the game to help them win). The child indicates how often he/she engages in each behaviour from never (1), sometimes (2), to very often (3). Past research has documented strong internal reliability and validity in child samples as well as cross-informant agreement between parents and children.…”

Section: Self-reported Aggressive Behaviourmentioning

confidence: 99%

“…1 It has also been shown that early adolescents who self-regulate have a more positive development and are less likely to engage in problem behaviours than youth who have difficulties regulating their experiences. 2,3 Programmes that provide exercise, relaxation and stress management skills have been shown to lead to improved self-regulation in children. 4 While exercise alone has proven to be effective in improving wellbeing, studies examining the practice of yoga with school children have also demonstrated beneficial results relative to stress management.…”

Section: Introductionmentioning

confidence: 99%

A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children

Haden

Daly

Hagins

2014

Focus on Alt & Comp Therapy

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Background Yoga programs geared for school children have become more widespread, but research regarding its impact on children is lacking. Several studies have reported positive outcomes, though there is a need for more randomised controlled trials. Objectives To determine the effects of yoga on children’s emotional and behavioural functioning when compared with physical education (PE) classes. Methods Thirty middle school children were randomised to participate in either a school-based Ashtanga-informed yoga or PE class three times a week for 12 weeks. Emotional (i.e. affect, self-perceptions) and behavioural (i.e. internalising and externalising problems, aggression) functioning were measured pre and post-intervention. Results There were no significant changes between groups in self-reported positive affect, global self-worth, aggression indices or parent reports of their children’s externalising and internalising problems. However, negative affect increased for those children participating in yoga when compared to the PE program. Conclusions In general, findings suggest that yoga and PE classes do not differentially impact on middle school children’s emotional and behavioural functioning. However, children reported experiencing increased negative emotions after receiving yoga while children in the PE group reported a decrease in these feelings. Implications of these results and potential directions for future research on children’s yoga are discussed.

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Intentional Self-regulation in Early Adolescence: Assessing the Structure of Selection, Optimization, and Compensation Processes

Cited by 38 publications

References 0 publications

An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth

An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children

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