Adolescence, risk and resilience : against the odds

By J. Coleman, A. Hagell. 2007

143 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/df170444ec24af02919854595bb04d31ceb83574

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Citations in the corpus

Subjective Well-Being in Adolescence: The Role of Self-Control, Social Support, Age, Gender, and Familial Crisis (2016, background): “It is therefore important for adolescents in general to attain high levels of subjective well-being (Balk et al. 2011; Coleman and Hagell 2007) to promote their learning, adjustment to society, and life quality (Fredrickson 2009).”
Resilience: Revisiting the Concept and its Utility for Social Research (2011, background): “Coleman and Hagell succinctly illustrate this: “a young person could be showing a degree of emotion or stress as a result of negative experiences, but may still be showing resilience in the management of everyday tasks and responsibilities” (Coleman and Hagell 2007, p. 13).”
European research on children’s internet use: Assessing the past and anticipating the future (2018, background): “…theories of risk (itself defined as the probability of harm) and resilience – the ability to deal with negative experiences online or offline (Coleman and Hagell, 2007; Renn, 2008; Reyna and Farley, 2006; Vandoninck et al., 2013), complemented by an account of children’s agency (their…”
Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation (2017, background): “For in restricting their child’s Internet use, parents who are more fearful or less skilled (or whose child is less skilled) reduce both the child’s online opportunities and, by reducing exposure to adversity, their chance to develop resilience (Coleman & Hagell, 2007).”
Protective factors and resilience in adolescents: The mediating role of self-regulation (2017, result): “…existence of gender-related differences in resilience is not consensual in the literature, with some studies indicating that girls and boys react differently to adversity and others concluding that no differences between adolescent girls and boys exist (for a review, see Coleman & Hagell, 2007).”
Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, background): “To date, most research into academic buoyancy has been conducted with secondary school students because this stage of development and schooling is known to present numerous academic and other challenges and risks (Coleman & Hagell, 2007).”
CHILDREN AND ONLINE RISK (2009, background): “…terms of ‘resilience to risk’, this approach argues that children must learn for themselves how to navigate the wider world, including learning from their mistakes and recovering from accidents, for ‘resilience can only develop through exposure to risk or to stress’ (Coleman & Hagell 2007, p. 15).”