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

By Steinunn Gestsdottir, Selva Lewin-Bizan, Alexander Von Eye, J. Lerner, R. Lerner. 2009

94 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c4a9c27f88e64441cbd4b0452a1d4710f90036d5

How researchers see this paper

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

In Clinical Psychology

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

In Education

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

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. C. Napolitano
8. W. Overton

Citations in the corpus

• Positive Youth Development Processes , Philosophies , and Programs (2012, background): “They found that, in early adolescence (5th, 6th, and 7th grades), SOC was best represented as a global structure rather than three differentiated processes (Gestsdóttir & Lerner, 2007) but, by 8th grade, the tripartite, elective selection, optimization, and compensation structure of SOC was identifi”
• 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): “Thus, key strengths during adolescence involve the ability to select (S), optimize (O), and compensate (C) or, more generally, to regulate behaviors in ways that draw from the context the resources needed for positive development and, at the same time, to contribute to the context that is supporting”