title: The development of intentional self-regulation in adolescence: describing, explaining, and optimizing its link to positive youth development.
abstract: Intentional self-regulation (ISR) skills are key assets promoting healthy and positive development across the life span. In this chapter, we describe the development of ISR in adolescence, offer explanations for the development of these skills and their relation to positive youth development among diverse youth in diverse contexts, and provide suggestions for future research and programs seeking to optimize youth outcomes through the promotion of ISR skills. Primarily drawing from data from the 4-H Study of Positive Youth Development, we discuss research using the Selection, Optimization, and Compensation model of Baltes, Freund and colleagues, measures of which have been linked to a variety of positive developmental outcomes in adolescence. In addition to providing a review of the literature and relevant recent research, an applied program designed to promote ISR--termed Project GPS--is also discussed.
authors.affiliation: Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts, USA.
authors.forename: Christopher M
authors.initials: CM
authors.lastname: Napolitano
authors.forename: Edmond P
authors.initials: EP
authors.lastname: Bowers
authors.forename: Steinunn
authors.initials: S
authors.lastname: Gestsdóttir
authors.forename: Paul A
authors.initials: PA
authors.lastname: Chase
mesh_terms: D000124:Achievement; D000293:Adolescent; D006040:Goals; D006801:Humans; D033182:Intention; D007389:Internal-External Control; D007398:Interpersonal Relations; D009042:Motivation; D010553:Personality Development; D011340:Problem Solving; D011582:Psychological Theory; D000297:Psychology, Adolescent; D020377:Self Efficacy; D012927:Social Control, Informal; D012931:Social Environment; D012933:Social Identification; D012951:Socialization; D055815:Young Adult