The Structure and Function of Selection, Optimization, and Compensation in Middle Adolescence: Theoretical and Applied Implications

Autor/inn/en	Gestsdottir, Steinunn; Lewin-Bizan, Selva; von Eye, Alexander; Lerner, Jacqueline V.; Lerner, Richard M.
Titel	The Structure and Function of Selection, Optimization, and Compensation in Middle Adolescence: Theoretical and Applied Implications
Quelle	In: Journal of Applied Developmental Psychology, 30 (2009) 5, S.585-600 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2009.07.001
Schlagwörter	Theory Practice Relationship; Grade 8; Adolescents; Grade 9; Grade 10; Youth Programs; Adolescent Development; Self Control; At Risk Persons; Behavior Problems; Intention; Scores; Emotional Response; Attention Span; Cognitive Processes + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; School year 08; 8. Schuljahr; Schuljahr 08; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Jugendsofortprogramm; Selbstbeherrschung; Risikogruppe; Emotionales Verhalten; Cognitive process; Kognitiver Prozess
Abstract	Intentional self-regulation is a core facet of human functioning, involving people's modulation of their thoughts, attention, emotions, and behaviors to react to environmental demands and to influence their own development. Using data from Grades 8, 9, and 10 of the 4-H Study of Positive Youth Development (PYD), the structure of intentional self-regulation, as indexed by a measure of selection (S), optimization (O), and compensation (C), or SOC, was assessed. Within-and-across-time links between SOC scores and indicators of PYD, and risk/problem behaviors were ascertained. A tripartite structure of intentional self-regulation was identified across all three grades, and SOC scores at all times positively covaried with PYD and negatively with risk/problem behaviors. Findings were strongest for overall SOC scores and for the components of "O" and "C." We discuss the implications of these findings for youth development programs. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10