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Direct linkStefansson, Kristjan K.; Gestsdottir, Steinunn; Geldhof, G. John; Skulason, Sigurgrimur; Lerner, Richard M. – International Journal of Behavioral Development, 2016
School engagement involves cognitive, emotional, and behavioral components that overlap conceptually. This conceptual ambiguity has led to measures that have either consisted of one general factor or separate correlated factors. However, neither approach can sufficiently account for both the uniqueness and the overlap of the subcomponents. The…
Descriptors: Learner Engagement, Adolescents, Academic Achievement, Correlation
Mueller, Megan Kiely; Phelps, Erin; Bowers, Edmond P.; Agans, Jennifer P.; Urban, Jennifer Brown; Lerner, Richard M. – Journal of Adolescence, 2011
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…
Descriptors: After School Programs, Adolescents, Grade 9, Grade 8
Zaff, Jonathan F.; Kawashima-Ginsberg, Kei; Lin, Emily S.; Lamb, Michael; Balsano, Aida; Lerner, Richard M. – Journal of Adolescence, 2011
Using longitudinal data from Grades 8 to 11 of the 4-H Study of Positive Youth Development, a longitudinal study involving U.S. adolescents, we examined the developmental trajectories of multiple components of civic engagement, and the effects of youth development program participation and participation in another major domain of youth engagement…
Descriptors: Adolescents, Citizen Participation, Longitudinal Studies, Adolescent Development
Gestsdottir, Steinunn; Lewin-Bizan, Selva; von Eye, Alexander; Lerner, Jacqueline V.; Lerner, Richard M. – Journal of Applied Developmental Psychology, 2009
Intentional self-regulation is a core facet of human functioning, involving people's modulation of their thoughts, attention, emotions, and behaviors to react to environmental demands and to influence their own development. Using data from Grades 8, 9, and 10 of the 4-H Study of Positive Youth Development (PYD), the structure of intentional…
Descriptors: Theory Practice Relationship, Grade 8, Adolescents, Grade 9
