Youth development program participation and intentional self-regulation skills: Contextual and individual bases of pathways to positive youth development

Megan Kiely Mueller, Erin Phelps, Edmond P. Bowers, Jen Agans, Jennifer Brown Urban, Richard M. Lerner

Research output: Contribution to journalArticle

39 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1115-1125
Number of pages11
JournalJournal of Adolescence
Volume34
Issue number6
DOIs
StatePublished - Dec 1 2011

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Social Psychology
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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