Understanding Developmental Regulation in Adolescence: The Use of the Selection, Optimization,and Compensation Model

By R. Lerner, Alexander Freund, Imma De Stefanis, T. Habermas. Human Development, 2001

191 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5c9f00d1a6f14847bc9a0f7e8d607b0ab2d04a5b

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In Clinical Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Preliminary Effects of a Leisure Education Program to Promote Healthy Use of Free Time among Middle School Adolescents (2004, methodology): “This ability to adapt the way in which one achieves one's goals is the hallmark of optimization (Freund & Bakes, 1998, 2000; Lerner et al., 2001).”
Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization (2014, unknown): “Increased functional autonomy and movement toward independence (e.g., being legally of age to obtain a driver’s license and to be employed) is an additional social-developmental change during adolescence that is pertinent to ERI development (Lerner, Freund, DeStefanis, & Habermas, 2001).”
Identity styles and causality orientations: in search of the motivational underpinnings of the identity exploration process (2005, background): “At a broad level, SDT and theories of identity development, including Berzonsky’s model, converge in their assumptions about the development of autonomous self-regulation and self-definition: both are described in terms of processes of internalization and increasing personal integration (Berzonsky, ”
Youth Developmental Assets in Global Perspective: Results from International Adaptations of the Developmental Assets Profile (2011, background): “2006) that are embedded in the tenets of developmental systems theory (Lerner et al. 2001), may so alter the synergy among the parts of young people’s lives that pre-post gains can be maintained for longer periods than interventions that are only problem-focused and program-based.”
Identity Development, Personality, and Well‐Being in Adolescence and Emerging Adulthood (2012, methodology): “In explaining agency as a series of steps, Lerner et al. (2001) drew from a model originally developed to explain self-regulation in older adults (P. Baltes & Baltes, 1990).”
The Study of Character Development: Towards Tests of a Relational Developmental Systems Model (2015, background): “By the time of adolescence, self-regulation is increasingly intentional and purposeful [Damon, 2008] and involves the self system and the phenomena associated with identity development [Gestsdóttir & Lerner, 2008; Lerner et al., 2001].”
Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation (2008, methodology): “Formulating an identity has significant implications for the development of key elements of intentional self-development, such as intentionality, motivation, and evaluations of self and others [Brandtstädter, 1998; Demetriou, 2000; Lerner et al., 2001].”