Emotional and Personality Development in Adolescence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This chapter highlights recent theoretical and empirical advances in understanding adolescents' emotional and personality development. Models of emotion regulation are viewed as important in uniting research on emotional well‐being and distress, with emotion dysregulation underlying the presence of interalizing and externalizing problems. Recent research on temperament and personality is also highlighted, which examines the structure, origins, and continuity of personality across the early years in the life span. Four exciting themes in research on emotional and personality development in adolescence are discussed, including a focus on adolescents' optimal development, attention to cultural variations in emotion and personality, the integration of knowledge of emotion and temperament, and the use of a person approach to understanding how constellations of emotional and personality characteristics influence adolescents' developmental trajectories. The chapter concludes by drawing attention to how knowledge about emotion and personality promises to aid in the design of intervention and prevention programs that can lead the way toward promoting healthy youth development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it