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Intentional Self-Regulation in Youth: Applying Research Findings to Practice and Programs

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Promoting Positive Youth Development

Part of the book series: Advancing Responsible Adolescent Development ((ARAD))

Abstract

Self-regulation is a broad concept that encompasses a wide variety of emotional, cognitive, and social processes. Furthermore, self-regulation plays a critical role in goal-directed behaviors. In this chapter, we provide information about self-regulation and recommendations for youth development practitioners and policy makers who want to use research on self-regulation to promote thriving among youth. Specifically, we first discuss various lessons that can be learned from previous research on self-regulation, emphasizing intentional self-regulation (ISR) as a facet of self-regulation that is especially important during adolescence. We then discuss the limitations of this research. Last, we recommend five priorities for improving youth policy and practice such as making adolescent ISR a funding priority and the importance of promoting ISR across the life span.

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Acknowledgments

The writing of this chapter was supported in part by grants from the National 4-H Council, the Altria Corporation, the Thrive Foundation for Youth, and the John Templeton Foundation.

Author information

Authors and Affiliations

  1. Institute for Applied Research in Youth Development, Eliot-Pearson Department of Child Study and Human Development, Tufts University, 301 Lincoln Filene Bldg., Medford, MA, 02155, USA

    Michelle B. Weiner

  2. Human Development and Family Sciences, Oregon State University, Corvallis, OR, USA

    G. John Geldhof

  3. Department of Psychology, University of Iceland, Reykjavík, Iceland

    Steinunn Gestsdottir

Authors
  1. Michelle B. Weiner
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  2. G. John Geldhof
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  3. Steinunn Gestsdottir
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Corresponding author

Correspondence to Michelle B. Weiner .

Editor information

Editors and Affiliations

  1. Youth Development Leadership, Clemson University, Clemson, South Carolina, USA

    Edmond P. Bowers

  2. Human Development and Family Sciences, Oregon State University, Corvallis, Oregon, USA

    G. John Geldhof

  3. Tufts University Inst. for Applied Research in Youth Dev., Medford, Massachusetts, USA

    Sara K. Johnson

  4. Tufts University Inst. for Applied Research in Youth Dev., Medford, Massachusetts, USA

    Lacey J. Hilliard

  5. Tufts University Inst. for Applied Research in Youth Dev., Medford, Massachusetts, USA

    Rachel M. Hershberg

  6. Dept. Counseling, Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts, USA

    Jacqueline V. Lerner

  7. Tufts University Inst. for Applied Research in Youth Dev., Medford, Massachusetts, USA

    Richard M. Lerner

Recommended Additional Resources

Recommended Additional Resources

Duckworth, A. L. (2013, April). The key to success? Grit [Video File]. Retrieved from http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit

  • In this TED talk, Angela Duckworth describes her work studying grit (i.e., passion and perseverance for long-term goals) among children and adults, highlighting the importance of grit as a key predictor of educational and occupational success. This video clip is useful for individuals hoping to learn more about grit and the current state of this field of research.

Geldhof, G. J., Weiner, M. B., Agans, J. P., Mueller, M. K., & Lerner, R. M. (2013). Understanding entrepreneurial intent in late adolescence: The role of intentional self-regulation and innovation. Journal of Youth and Adolescence, 43(1), 81–91.

  • This paper describes self-regulation, as measured by the Entrepreneurial Intentional Self-Regulation Questionnaire, as an important factor for predicting entrepreneurial intent among young adults. This article is useful for individuals seeking information about the importance of self-regulatory skills in the domain of entrepreneurship.

Gerstein, J. (2014, August 24). Self-regulation: The other 21st century skills. [Website]. Retrieved from http://usergeneratededucation.wordpress.com/2014/08/24/self-regulation-the-other-21st-century-skills/

  • This website provides a description of self-regulation and describes ways educators can foster the development of self-regulation skills among youth. This resource is valuable for individuals interested in promoting self-regulation skills among children and adolescence.

Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51(3), 202–224. doi:10.1159/000135757.

  • This article describes the development of intentional self-regulation in adolescence. The authors emphasize a model of selection, optimization, and compensation and explore the relations between intentional self-regulation and positive youth development. This article is useful for practitioners and policy makers who would like to learn more about what intentional self-regulation comprises and its relation to positive youth development.

Lerner, R. M., Lerner, J. V., Bowers, E. P., Lewin-Bizan, S., Gestsdottir, S., & Brown Urban, J. (Eds.) (2011). Thriving in childhood and adolescence: The role of self regulation processes (Number 133, New Directions for Child and Adolescent Development). New York: Wiley.

  • This volume integrates research from scholars who have focused on different age-specific aspects of self-regulation to enhance the understanding of the importance of self-regulation for human development. This publication is useful for individuals who would like to learn more about the development of self-regulation across the life span.

Maniar, S., & Zaff, J. F. (2011). A life-span, relational, public health model of self-regulation: Impact on individual and community health. In R. M. Lerner, J. V. Lerner, E. P. Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in childhood and adolescence: The role of self-regulation processes (Number 133, New Directions for Child and Adolescent Development, pp. 77–86). New York: Wiley.

  • This chapter highlights the importance of self-regulation in the transitions between childhood to adulthood as a key process for promoting individual and community health. This chapter is useful for individuals who want to understand how supporting individuals’ self-regulation promotes positive health outcomes for individuals and communities.

Napolitano, C. M., Bowers, E. P., Arbeit, M. R., Chase, P., Geldhof, G. J., Lerner, J. V., et al. (2014). The GPS to success growth grids: Measurement properties of a tool to promote intentional self-regulation in mentoring programs. Applied Developmental Science, 18(1), 46–58.

  • This article provides details of the measurement properties of the “GPS to Success Growth Grids,” a tool that may be useful for mentors in promoting intentional self-regulation. This article is useful to individuals looking for a validated tool that mentors can use with mentees to promote the development of self-regulation skills.

Zimmerman, S. M., Phelps, E., & Lerner, R. M. (2008). Positive and negative developmental trajectories in U.S. adolescents: Where the positive youth perspective meets the deficit model. Research in Human Development, 5(3), 153–165.

  • This article examines the different paths (trajectories) of the Five Cs of Positive Youth Development (competence, confidence, connection, character, and caring), contribution, and risk behaviors that youth follow across early adolescence. The article is based on data from grades 5 to 8 of the 4-H Study. Results showed that youth with higher intentional self-regulation scores were more likely to be in the most favorable trajectory compared to the other possible trajectories for each outcome variable.

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Weiner, M.B., Geldhof, G.J., Gestsdottir, S. (2015). Intentional Self-Regulation in Youth: Applying Research Findings to Practice and Programs. In: Bowers, E., et al. Promoting Positive Youth Development. Advancing Responsible Adolescent Development. Springer, Cham. https://doi.org/10.1007/978-3-319-17166-1_2

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