The Longitudinal Effects by Pubertal Maturation and Parenting on the Development of Self-Regulation in Adolescence
Notice bibliographique
Résumé
Self-regulation (SR) has been implicated as a key developmental precursor to a host of developmental outcomes (e.g., externalizing and internalizing behaviors, academic achievement, task completion, goal setting and achieving, and social competence; Baumeister, Leith, Maraven, & Bratslavsky, 1998; Eisenberg et al., 2003; Eisenberg et al., 2004; Silk et al., 2006). Steinberg (2004) suggests that over the course of adolescence, there are substantial changes in SR capacity, as older teens make markedly better choices. This is manifested by engaging in improved risk perception and appraisal, but also by simply handling risky situations and behaviors better than younger teens. This provides some indirect evidence of developmental changes in SR during adolescence, and yet, no studies have directly tested this. Steinberg identifies one candidate source for these apparent changes in SR, namely maturational changes (e.g., brain development, puberty). Thus, the continued development of the adolescent brain might account for variability in SR; coupled with positive socialization experiences which might achieve better SR during the adolescent period (Dahl, 2004). Thus, the current study connects maturation and parenting to examine developmental changes in SR during adolescence. It draws data from the National Longitudinal Study of Children and Youth (NLSCY) from Canada that follows children from birth to early adulthood. The study focuses on 10 year old children (N = 1,766) from cohort 1 followed in cycles 1-5, covering ages 10 to 18 years. Hypotheses tested in an SEM framework include: (1) SR will continue to develop during adolescence; (2) pubertal development will be associated with SR development; and (3) parenting processes will be associated with SR development.\nJ. Melissa Scarpate is a doctoral candidate at Auburn University in the Department of Human Development and Family Studies. She is currently working on her dissertation entitled, The development of self-regulation during adolescence: Understanding the effects by pubertal changes and parenting which utilizes the National Longitudinal Study of Children and Youth (NLSCY). Her research interests include parenting, adolescent internalizing and externalizing behaviors, and adolescent self-regulation.\nAlexander T. Vazsonyi is Professor of Human Development and Family Studies at Auburn University. His varied research interests include the etiology of adolescent problem behaviors, health compromising behaviors, and deviance, with interests in individual characteristics (self-control, self regulation), in socialization effects (parenting), and in contextual (school, neighborhoods, and culture/society) effects on development; much of his work employs a cross-cultural or cross-national comparative approach to the study of human development and behaviors. He currently serves as the Editor-In-Chief of The Journal of Early Adolescence and is an editor of The Cambridge Handbook of Violent Behavior and Aggression (2007).
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».