title: Youth development program participation and intentional self-regulation skills: contextual and individual bases of pathways to positive youth development.
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.
authors: Institute for Applied Research in Youth Development, Tufts University, Medford, MA 02155, USA. megan.kiely@tufts.edu
authors: Megan Kiely
authors: MK
authors: Mueller
authors: Erin
authors: E
authors: Phelps
authors: Edmond P
authors: EP
authors: Bowers
authors: Jennifer P
authors: JP
authors: Agans
authors: Jennifer Brown
authors: JB
authors: Urban
authors: Richard M
authors: RM
authors: Lerner
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior; D041923:Adolescent Development; D005260:Female; D006801:Humans; D033182:Intention; D008137:Longitudinal Studies; D008297:Male; D012927:Social Control, Informal; D011795:Surveys and Questionnaires; D014481:United States