Developmental science rests on describing, explaining, and optimizing intraindividual changes and, hence, empirically requires longitudinal research. Problems of missing data arise in most longitudinal studies, thus creating challenges for interpreting the substance and structure of intraindividual change. Using a sample of reports of longitudinal…

The study of adolescent development rests on methodologically appropriate collection and interpretation of longitudinal data. While all longitudinal studies of adolescent development involve missing data, the methods to treat missingness that have been recommended most often focus on missing data from cross-sectional studies. The problems of…

Evaluates the identity status research paradigm; reviews studies on identity status development. Maintains that the definition of ego identity and the statuses neglect a sense of temporal-spatial continuity. Reports shortcomings in the validation of the identity statuses; empirical studies reveal no significant developmental changes in identity…

Describes person-based follow-back design and narrative analyses to examine young adult developmental adaptation despite serious prior risks and adversity. Describes identification of competent young adults and narrative analysis method. Presents preliminary findings detailing content and structural themes involving individual constructions of…

The National Longitudinal Transition Study of Special Education Students (NLTS) provides information to practitioners, policymakers, researchers, and others in the special education community regarding the transition of youth with disabilities from secondary school to early adulthood. The sample for the study, which began in 1987, involves more…

A three-year longitudinal study was conducted to measure two aspects of adolescents' self-concept development: continuity/discontinuity and stability/instability. Results indicated that adolescent self-concept results from continuous growth based on social circumstances and cognitive skills and competencies. (Author/DB)

Activities that engaged the full attention of adolescents at school were explored using the Experience Sampling Method, in which subjects were interrupted by a pager to record their experience at the moment the pager signaled. Two variables indicating optimal subjective experience and undivided attention were operationalized: interest and flow…

Considers the problems inherent in researching changes in social values and individual perspectives among selected age groups. Asserts that studies aimed at researching both aspects need to be organized as longitudinal studies. Utilizes data taken from a study of East and West Berlin adolescents to reveal specific research problems. (MJP)