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

Autor/inn/en	Zimmerman, Stacy M.; Phelps, Erin; Lerner, Richard M.
Titel	Intentional Self-Regulation in Early Adolescence: Assessing the Structure of Selection, Optimization, and Compensation Processes
Quelle	In: European Journal of Developmental Science, 1 (2007) 3, S.272-299 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-3811
DOI	10.3233/DEV-2007-1310
Schlagwörter	Self Control; Grade 5; Grade 6; Grade 7; Role; Metacognition; Factor Analysis; Scores; Predictor Variables; Competence; Self Esteem; Values; Personality Traits; Caring; Depression (Psychology); Delinquency; Health Behavior; Adolescent Development; Student Attitudes; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Selbstbeherrschung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Rollen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Faktorenanalyse; Prädiktor; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Wertbegriff; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Care; Pflege; Sorge; Betreuung; Kriminalität; Health behaviour; Gesundheitsverhalten; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	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 analyses of SOC scores suggested the use of a global, nine-item index. Results of hierarchical linear modeling indicated that statistically significant but substantively minor changes in SOC scores existed across the three grades; these findings support the use of the Grade 5 SOC scores as predictors of subsequent development. Accordingly, Grade 5 SOC scores positively predicted Grade 7 scores on the Five Cs of PYD (i.e., competence, confidence, character, connection, and caring) and negatively predicted Grade 7 depression, delinquency, and risk behaviors. No gender effects were found in regard to changes in SOC scores. Implications for future research and for the developmental course of intentional self-regulation in adolescence are discussed. (As Provided).
Anmerkungen	IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01