Thriving in childhood and adolescence : the role of self-regulation processes
著者
書誌事項
Thriving in childhood and adolescence : the role of self-regulation processes
（New directions for child and adolescent development, no. 133）
Jossey-Bass, 2011
- : pbk
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注記
"Fall 2011" -- T.p
Includes bibliographical references and index
内容説明・目次
内容説明
Opening with a discussion on the need to integrate self-regulation processes and to create a life-span oriented framework of these processes, this volume explores several perspectives in the current scholarship. Chapter contributors examine theoretical concepts including * Vygotsky/Luria Insights in the Development of Executive Functions * Self-Regulation and Academic Achievement in Elementary School Children * Influences of Children?s and Adolescents? Action-Control Processes on School Achievement, Peer Relationships, and Coping with Challenging Life Events * Intentional Self-Regulation, Ecological Assets, and Thriving in Adolescence: A Developmental Systems Model * and a Life-Span, Relational, Public Health Model of Self- Regulation: Impact on Individual and Community Health The volume concludes with New Directions for Child and Adolescent Development series editor-in-chief Reed W. Larson discussing the challenges reported by youth working on arts, technology, and social justice projects in organized programs and how they learn to address them. This is the 133nd volume of the Jossey-Bass quarterly report series New Directions for Child and Adolescent Development.
The mission of this series is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each volume focuses on a specific new direction or research topic, and is edited by an expert or experts on that topic.
目次
1. Self-Regulation Processes and Thriving in Childhood and Adolescence: A View of the Issues 1 Richard M. Lerner, Jacqueline V. Lerner, Edmond P. Bowers, Selva Lewin-Bizan, Steinunn Gestsdottir, Jennifer Brown Urban The editors discuss the need to integrate self-regulation processes and to create a life-span oriented framework of these processes. They provide a brief overview of the work of the scholars contributing to this volume. 2. When Everything New Is Well-Forgotten Old: Vygotsky/Luria Insights in the Development of Executive Functions 11 Elena Bodrova, Deborah J. Leong, Tatiana V. Akhutina Vygotsky and Luria's concept of the "extra-cortical organization of higher mental functions" and its evolution are explored using the example of self-regulation. 3. Self-Regulation and Academic Achievement in Elementary School Children 29 Megan M. McClelland, Claire E. Cameron The authors situate self-regulation and social competence in a theoretical context that describes the components most important for early school success. 4. Influences of Children's and Adolescents' Action-Control Processes on School Achievement, Peer Relationships, and Coping with Challenging Life Events 45 G. John Geldhof, Todd D. Little Self-regulation is discussed as a construct that depends on the development of key lower-order components. The conceptualization of selfregulation and its development is applied to other approaches to self-regulation. 5. Intentional Self-Regulation, Ecological Assets, and Thriving in Adolescence: A Developmental Systems Model 61 Steinunn Gestsdottir, Jennifer Brown Urban, Edmond P. Bowers, Jacqueline V. Lerner, Richard M. Lerner The positive youth development (PYD) perspective is used to emphasize that enhancing adolescents abilities to engage in intentional selfregulatory processes will increase the capacity of youth to thrive. 6. A Life-Span, Relational, Public Health Model of Self-Regulation: Impact on Individual and Community Health 77 Swapnil Maniar, Jonathan F. Zaff The authors extend the ideas of the development of self-regulation and its impact on development by proposing a life-span, relational, public health model. 7. Adolescents' Conscious Processes of Developing Regulation: Learning to Appraise Challenges 87 Reed W. Larson The author discusses the challenges reported by youth working on arts, technology, and social justice projects in organized programs and how they learn to address them. INDEX 99
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