Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Journal of Youth Development. 2016;10(3):89-101 DOI 10.5195/jyd.2015.10

 

Journal Homepage

Journal Title: Journal of Youth Development

ISSN: 2325-4017 (Online)

Publisher: University Library System, University of Pittsburgh

Society/Institution: National Association of Extension 4-H Agents (NAE4-HA)

LCC Subject Category: Education: Theory and practice of education

Country of publisher: United States

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Lisa M. Chauveron (Montclair State University)
Miriam R. Linver (Montclair State University)
Jennifer Brown Urban (Montclair State University)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 13 weeks

 

Abstract | Full Text

Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional self-regulation (ISR) develops through mutually beneficial interactions between youth and their environment. Cross-cultural studies of Western youth suggest an adolescence-specific ISR process may exist. We begin to extend this work to assess the relationship between ISR and positive development in young Scottish adolescents (approximately 7th grade, N = 82; 50% male), a previously unexamined group. ISR was correlated with the Five Cs of PYD and OLS regression analyses demonstrated that ISR predicted two of the Five Cs: Character and Connection. We discuss implications for youth development programs of the findings that ISR and some indices of PYD were linked in a sample of Scottish youth.