Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation

By Steinunn Gestsdottir, R. Lerner. Human Development, 2008

367 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/400dfbdf01ebcebc120fd48c96d58dd68927dc82

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Lerner
2. Kristina L. Schmid
3. Edmond P. Bowers
4. Michelle J. Boyd
5. E. Phelps
6. Kristina Schmid Callina
7. Selva Lewin-Bizan
8. R. Lerner

In Safety Research

1. J. Lerner
2. Kristina L. Schmid
3. Michelle J. Boyd
4. Edmond P. Bowers
5. E. Phelps
6. R. Lerner
7. Kristina Schmid Callina
8. Selva Lewin-Bizan

In Social Psychology

1. J. Lerner
2. Kristina L. Schmid
3. Michelle J. Boyd
4. Edmond P. Bowers
5. R. Lerner
6. C. Napolitano
7. E. Phelps
8. Kristina Schmid Callina

Citations in the corpus

• Inducing Self-Explanation: a Meta-Analysis (2018, positive): “Students ’ metacognitive and self-regulatory abilities increase throughout childhood and adolescence (Gestsdottir and Lerner 2008; Kopp 1982; Raffaelli et al. 2005; Schneider 2008; Weil et al. 2013).”
• The Study of Character Development: Towards Tests of a Relational Developmental Systems Model (2015, background): “The ideas about character development we present draw on core, related concepts such as moral virtue and the attributes of adaptive relations between individuals and their interpersonal and sociocultural contexts [e.g., Fischer & Bidell, 2006; Gestsdóttir & Lerner, 2008; Mascolo & Fischer, 2010].”
• The role of adolescents’ hopeful futures in predicting positive and negative developmental trajectories: Findings from the 4-H Study of Positive Youth Development (2011, background): “Furthermore, when the individual's contribution to these bidirectional relations are in fact adaptive, the person is acting successfully to align his or her interests, values, desires, or needs with contextual resources (eg, Baltes, Lindenberger, & Staudinger, 2006 ; Gestsdottir & Lerner, 2008 ).”
• Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “They are distinct from attitudes, beliefs, and mindsets, and involve multiple regulatoryrelated processes that range from automated physiological functions (e.g., circadian rhythm) to effortful, complex cognitive processes that unfold over time (Gestsdottir & Lerner, 2008).”
• Protective factors and resilience in adolescents: The mediating role of self-regulation (2017, background): “…effect in the adaptation to adversity, given that it is a process in which individuals take an active role in the activation, monitoring, inhibition, and/or adaptation of their behaviour, emotions, and cognitive strategies to achieve the desired goals (Gestsdottir & Lerner, 2008; Moilanen, 2007).”
• Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…to adaptive regulation with their context, such as selecting positive goals, using greater intentionality in taking on challenges, developing cognitive and behavioral skills to optimize the potential in opportunities, and compensating for challenges and failures (e.g., Gestsdottir & Lerner, 2008).”
• Positive Youth Development: Processes, Programs, and Problematics (2011, background): “Build goal management skills through goal selection, pursuit of strategies, and shifting approaches in the face of challenges (e.g., Gestsdóttir & Lerner, 2007, 2008).”