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Parallel Changes in Positive Youth Development and Self-Awareness: The Role of Emotional Self-Regulation, Self-Esteem, and Self-Reflection
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Mertens, Esther C. A.; Dekovic, Maja; van Londen, Monique; Reitz, Ellen – Prevention Science, 2022
The aim of the present study was to examine whether early adolescents' positive development (i.e., resilience and psychological wellbeing) could be enhanced by stimulating three dimensions of self-awareness: emotional self-regulation, self-esteem, and self-reflection. An experimental field study (randomized controlled trial) was conducted. Seventh…
Descriptors: Metacognition, Resilience (Psychology), Well Being, Mental Health
Preschool Executive Function and Adult Outcomes: A Developmental Cascade Model
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Ahmed, Sammy F.; Kuhfeld, Megan; Watts, Tyler W.; Davis-Kean, Pamela E.; Vandell, Deborah Lowe – Developmental Psychology, 2021
The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the…
Descriptors: Preschool Children, Executive Function, Adults, Educational Attainment
The Contributions of Propensity, Delinquent Peers, Low Parental Supervision, and Empathy to the Emergence of Antisocial Behavior in Childhood and Adolescence: Testing Developmental Path Models Combining Psychological- and Sociological-Criminological Approaches
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Wallner, Susanne; Stemmler, Mark; Reinecke, Jost – International Journal of Developmental Science, 2020
Psychological- and sociological-criminological research refers to, for example, cumulative risk factor models (e.g., Lösel & Bender, 2003) and Situational Action Theory (SAT; e.g., Wikström, 2006). The German longitudinal study "Chances and Risks in the Life Course" (research project A2, Collaborative Research Center 882; e.g.,…
Descriptors: Children, Adolescents, Antisocial Behavior, At Risk Persons
Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling
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West, Martin R.; Kraft, Matthew A.; Finn, Amy S.; Martin, Rebecca E.; Duckworth, Angela L.; Gabrieli, Christopher F. O.; Gabrieli, John D. E. – Educational Evaluation and Policy Analysis, 2016
We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders. At the student level, scales measuring conscientiousness, self-control, grit, and growth mindset are positively correlated with attendance, behavior, and test-score gains between fourth grade and eighth grade. Conscientiousness,…
Descriptors: Grade 8, Student Characteristics, Self Control, Persistence
Developmental Conditions of Adaptive Self-Stabilization in Adolescence: An Exploratory Study
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Greve, Werner; Thomsen, Tamara – International Journal of Developmental Science, 2013
In a cross-sectional study with 541 German students (mean age: 12.61 yrs) and (for a subsample of N = 350) one of their parents, developmental conditions for a particular resource of self-regulation ("Flexibility of Goal Adjustment"; Brandtstadter & Renner, 1990) are investigated. Theoretical ¨ arguments and empirical results from…
Descriptors: Foreign Countries, Students, Parents, Self Control
Intentional Self-Regulation in Early Adolescence: Assessing the Structure of Selection, Optimization, and Compensation Processes
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Zimmerman, Stacy M.; Phelps, Erin; Lerner, Richard M. – European Journal of Developmental Science, 2007
Using data from Grades 5, 6, and 7 of the 4-H Study of Positive Youth Development (PYD), the role of intentional self-regulation in the positive development of young adolescents was examined through use of the Selection, Optimization, and Compensation (SOC) measure. Consistent with Gestsdóttir and Lerner (2007), results of confirmatory factor…
Descriptors: Self Control, Grade 5, Grade 6, Grade 7