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Autor/inn/en | Zimmerman, Stacy M.; Phelps, Erin; Lerner, Richard M. |
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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 |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |