Youth Development Program Participation and Intentional Self-Regulation Skills: Contextual and Individual Bases of Pathways to Positive Youth Development
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.
MSU Digital Commons Citation
Mueller, Megan Kiely; Phelps, Erin; Bowers, Edmond P.; Agans, Jennifer P.; Urban, Jennifer; and Lerner, Richard M., "Youth Development Program Participation and Intentional Self-Regulation Skills: Contextual and Individual Bases of Pathways to Positive Youth Development" (2011). Department of Family Science and Human Development Scholarship and Creative Works. 209.