Youth development program participation and intentional self-regulation skills: contextual and individual bases of pathways to positive youth development |
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Authors: | Mueller Megan Kiely Phelps Erin Bowers Edmond P Agans Jennifer P Urban Jennifer Brown Lerner Richard M |
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Affiliation: | aInstitute for Applied Research in Youth Development, Tufts University, 301 Lincoln Filene Building, Medford, MA 02155, United States;bMontclair State University, New Jersey, USA |
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Abstract: | The present research used data from Grades 8, 9, and 10 of the 4-H Study of Positive Youth Development, a longitudinal study involving U.S. adolescents, in order to better elucidate the process through which the strengths of youth and the ecological resources promoting healthy development (such as out-of-school-time programs) may contribute to thriving. We examined the relationship between adolescents’ self-regulation skills (selection, optimization, and compensation) and their participation in youth development (YD) programs across Grades 8 and 9 in predicting Grade 10 PYD and Contribution. Results indicated that while self-regulation skills alone predicted PYD, self regulation and YD program participation both predicted Contribution. In addition, Grade 8 YD participation positively predicted Grade 9 self regulation, which, in turn, predicted Grade 10 PYD and Contribution. We discuss how the alignment of youth strengths and resources within the environment may promote positive youth development. |
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Keywords: | Adolescence Positive youth development Out-of-school time (OST) Self regulation Youth development programs |
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