nach oben

International Journal of Mental Health and Addiction

Erschienen in:

10.11.2016 | Original Article

Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model

verfasst von: Farah Bakhshaee, Elahe Hejazi, Fariborz Dortaj, Valiollah Farzad

Erschienen in: International Journal of Mental Health and Addiction | Ausgabe 2/2017

Einloggen, um Zugang zu erhalten

Abstract

Academic buoyancy is defined as the capacity to overcome challenges that are a part of everyday academic life. The present study sought to determine the relationship between self-management strategies of life and positive youth development with academic buoyancy. 400 female high school students completed self-management strategies of life, positive youth development, and academic buoyancy scales. Using structural equation analysis, positive youth development and self-management strategies were found to have a significant positive relationship on academic buoyancy. Self-management strategies of life indirectly positively influenced academic buoyancy through positive youth development. Therefore, positive youth development plays a mediatory role between self-management strategies and academic buoyancy. 54 % of the variance of academic buoyancy and 55 % of the variance of positive youth development are explained by the variables of positive youth development and self-management strategies, respectively.

Arnold, M. E., Nott, B. D., & Meinhold, J. L. (2012). The positive youth development inventory (revised 2012). Oregon State University. http://oregon.4h.oregonstate.edu/sites/default/files/2012_pydi_scoring_guide.pdf.

Baltes, P. B. (1997). On the incomplete architecture of human ontogeny. Selection optimization, and compensation as foundation of developmental theory. The American Psychologist, 52(4), 366–380.CrossRefPubMed

Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: the model of selective optimization with compensation. Successful aging: Perspectives from the behavioral sciences, 1(1), 1–34.CrossRef

Bandura, A. (1997). Self-efficacy: the exercise of control. London, England: Macmillan.

Boerner, K., & Jopp, D. (2007). Improvement/maintenance and reorientation as central features of coping with major life change and loss: contributions of three life-span theories. Human Development, 50, 171–195.CrossRef

Bowen, D. (2010). Academic Buoyancy: Investigating Measures and Developing a Model of Undergraduates’ Everyday Academic Resilience (unpublished doctoral dissertation). Australia: Charles Sturt University Retrieved from http://www.danielbowen.com.au/research/academic-buoyany.

Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2011). The five Cs model of positive youth development: a longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth and Adolescence, 39(7), 720–735.CrossRef

Brandtstädter, J. (1998). Action perspectives on human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 807–863). New York: Wiley.

Bundick, M. J., & Tirri, K. (2014). Student perceptions of teacher support and competencies for fostering youth purpose and positive youth development: perspectives from two countries. Applied Developmental Science, 18(3), 148–162.CrossRef

Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: predictors of high school students’ academic resilience. Journal of Educational Psychology, 93, 758–770.CrossRef

Colli, R. J., Martin, A. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). Academic buoyancy and lagged role of control: a cross- logged analysis of high schools students. The British Journal of Educational Psychology, 110(1), 1–18.

Dehghanizadeh, M. H., & Husseinchari, M. (2012). Academic buoyancy perception of family connective model: the mediatory role of self-efficacy. Journal of Teaching & Learning Studies, 4(2), 21–47.

Edwards, O., Mumford, V. E., & Serra-Roldan, R. (2007). A positive youth development model for students considered at-risk. School Psychology International, 28, 29–45.CrossRef

Evans, A. B., Banerjee, M., Banerjee, M., Aldana, A., Foust, M., & Rowley, R. (2012). Racial socialization as a mechanism for positive development among African AmericanYouth. Child Development Perspectives, 6(3), 251–257.CrossRef

Freund, A. M., & Baltes, P. B. (2002). The adaptiveness of selection, optimization, and compensation as strategies of life management: evidence from a preference study on proverbs. Journal of Gerontology: Psychological Sciences, 57, 426–434.CrossRef

Gardner, T. W., Dishion, T. J., & Connel, A. M. (2008). Adolescent self-regulation as resilience: resistance to antisocial behavior within the deviant peer context. Journal of Academic buoyancynormal Child Psychology, 36(2), 273–284.CrossRef

Geldhof, G. J., Stefansson, K., Johnson, S., Bowers, E. P., & Lerner, R. M. (2015). Selection, optimization, and compensation: the structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents. International Journal of Behavioral Development, 30(2), 171–185.CrossRef

Gestsdottir, S., & Lerner, R. M. (2007). Intentional self- regulation and positive youth development finding from 4-H study of positive youth development. Developmental Psychology, 43, 508–521.CrossRefPubMed

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

Gestsdottir, S., Lewin-Bizan, S., von Eye, A., Lerner, J. V., & Lerner, R. M. (2009). The structure and function of selection, optimization, and compensation in middle adolescence: theoretical and applied implications. Journal of Applied Developmental Psychology, 30, 585–600.CrossRef

Gestsdottir, S., Bowers, E., von Eye, A., Napolitano, C. M., & Lerner, R. M. (2010). Intentional self-regulation in middle adolescence: the emerging role of loss-based selection in positive youth development. Journal of Youth and Adolescence, 3, 764–782.CrossRef

Gestsdottir, S., Urban, J. B., Bowers, E. P., Lerner, J. V., & Lerner, R. M. (2011). Intentional self-regulation, ecological assets, and thriving in adolescence: a developmental systems model. New Directions for Child and Adolescent Development, 133, 61–76.CrossRef

Ghasemi-Nejad, M. H. (2014). Adaptacademic buoyancyility in youth: competence, predictors and Conseqences. Doctoral Dissertation: Sydney University Retrieved from https://ses.library.usyd.edu.au//bitstream/2123/11548/4/Ghasemi_Nejad_%20M%20N_Thesis.pdf.

Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life span development. Psychological Review, 117, 32–60.CrossRefPubMedPubMedCentral

Huberty, T. H. (2012). Building resilience through prevention. In T. J. Huberty (Ed.), Anxiety and depression in children and adolescents: assessment, intervention, and prevention (pp. 345–368). New York: Springer.CrossRef

Lerner, R. M. (2004). Liberty: thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage.

Lerner, R. M. (2005). Promoting positive youth development: theoretical and empirical bases. In White paper prepared for the workshop on the science of adolescent health and development, National Research Council Institute of medicine. Washington, D.C.: National Academies of Science.

Lerner, R. M. (2011). Structure and process in relational developmental systems theories: a commentary on contemporary changes in the understanding of developmental change across the life span. Human Development, 54, 34–43.CrossRef

Lerner, R. M. (2013). Concepts and theories of human development (3th ed.). Psychology Press.

Lerner, R. M., Freund, A. M., De Stefanis, I., & Habermas, T. (2001). Understanding developmental regulation in adolescence: the use of the selection, optimization, and compensation model. Human Development, 44, 29–50.CrossRef

Lerner, R. M., Von Eye, A., V., L. J., & Lewin-Bizan, S. (2009). Exploring the foundations and functions of adolescent thriving within the 4-H study of positive youth development: a view of the issues. Journal of Applied Developmental Psychology, 30(5), 567–570.CrossRef

Lerner, R. M., Lerner, J. V., Bowers, E. P., Lewin-Bizan, S., Gestsdottir, S., & Urban, J. B. (2011). Self-regulation processes and thriving and in childhood and adolescence: a view of the issues. New Directions for Child and Adolescent Development, 133, 1–9.CrossRef

Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdottir, S., & DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: the roles of individual strengths and ecological assets. New Directions for Youth Development, 135, 119–128.CrossRef

Lerner, R. M., Agans, K. L., Arbeit, R. M, Chase, P. A., Winer, M. B., Schmi, K. L., & Warren, A. E. (2013). Resilience and Positive Youth Development: A Relational Developmental Systems Model. Handbook of Resilience in Children (pp. 293–308). Springer US.

Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 24(1), 86–107.CrossRef

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83.CrossRefPubMed

Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modeling of academic buoyancy and motivation: do the ‘5Cs’ hold up over time? British Journal of Educational Psychology, 80, 473–496.CrossRefPubMed

Martin, A., Ginns, P., Papworth, B., & Ghasemi-Nejad, M. (2013). Aboriginal/indigenous students in high school: understanding their motivation, engagement, academic buoyancy, and achievement. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing cross-cultural perspectives on Educational Psychology: a festschrift for Dennis M. McInerney (pp. 273–294). Charlotte, NC: Information Age Publishing.

Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychologist, 56, 227–238.CrossRefPubMed

Masten, A. S. (2014). Invited commentary: resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43, 1018–1024.CrossRefPubMed

Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239–248.CrossRef

Moore, J. (2013). Resilience and At-risk Children and Youth National Center for Homeless Education. Retrieved from www.serve.org/nche.

Mueller, M. K., Phelps, E., Bowers, E. P., Agans, J., Urban, J. B., & Lerner, R. M. (2011). Youth development program participation and intentional self regulation skills: contextual and individual bases of pathways to positive youth development. Journal of Adolescence, 34(6), 1115–1126.CrossRefPubMed

Napolitano, C. M., Bowers, E. P., Gestsdottir, S. M., Depping, M., von Eye, A., Chase, P., & Lerner, J. V. (2011). The role of parenting and goal selection in positive youth development: a person-centered approach. Journal of Adolescence, 34, 1137–1149.CrossRefPubMed

Overton, W. F. (2010). Anxiety and depression in children issues. In W. F. Overton (Vol. Ed.), & R. M. Lerner (Ed.), the handbook of life-span development: Vol. 1. Cognition, biology, and methods across the lifespan. (1st ed., pp. 1–29). Hoboken, NJ: Wiley.

Overton, W. F. (2013). A new paradigm for developmental science: Relationism and relational-developmental systems. Applied Developmental Science, 17, 94–107.CrossRef

Putwain, D. W., & Dally, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162.CrossRef

Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping: An International Journal, 25, 349–358.CrossRef

Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: modeling the relationship between adolescents’ hopeful future expectations and intentional self regulation in predicting positive youth development. Journal of Adolescence, 34, 1127–1135.CrossRefPubMed

Seligman, M. (2011). Building resilience. Harvard Business Review, 89(4),106–138.

Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55(1), 5–14.CrossRefPubMed

Smith, L. H., & Barker, E. (2009). Exploring youth development with diverse children: correlates of risk, health and thriving behaviors. Journal for Specialists in Pediatric Nursing, 14(1), 12–21.CrossRefPubMed

Snyder, C. R., & Lopez, S. (2007). Positive psychology: the scientific and practical explorations of human strengths. Thousand Oaks, CA: Sage Publications.

Staudinger, U. M., Marsiske, M., & Baltes, P. B. (1993). Resilience and levels of reserve capacity in later adulthood: perspectives from lifespan theory. Development and Psychopathology, 5, 541–566.CrossRef

Steinberg, L. (2010). A behavioral scientist looks at the science of adolescent brain development. Brain and Cognition, 72(1):160–164.

Truskauskaitė-Kunevičienė, I., Žukauskainė, R., & Kaniušonytė, G. (2014). Positive youth development links to satisfaction with life, resilience and internalizing and externalizing problems. Social Work Research Journal, 13(1), 98–109.CrossRef

Wells, T. A., & Bantum, E. O. (2012). Social support, self-regulation, and resilience in two populations: general-population adolescents and adult cancer survivors. Journal of Social and Clinical Psychology, 31(6), 535–541.CrossRef

Wright, M. O., Masten, A. S., & Narayan, A. J. (2013). Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity. In S. Goldestien & B. Brooks (Eds.), Handbook of resilience in children. (pp. 15–37). New York: Springer + Business Media..CrossRef

Zelazo, P. D. (2013). Developmental psychology: a new synthesis. In P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology: body and mind (Vol. 1, pp. 3–12). New York: Oxford University Press.

Zimmerman, S., Phelps, E., & Lerner, R. M. (2008). Positive and negative developmental trajectories in U.S. adolescents: where the PYD perspective meets the deficit model. Research in Human Development, 5, 153–167.CrossRef

Titel: Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model
verfasst von: Farah Bakhshaee
Elahe Hejazi
Fariborz Dortaj
Valiollah Farzad
Publikationsdatum: 10.11.2016
Verlag: Springer US
Erschienen in: International Journal of Mental Health and Addiction / Ausgabe 2/2017
Print ISSN: 1557-1874
Elektronische ISSN: 1557-1882
DOI: https://doi.org/10.1007/s11469-016-9707-x

Neu im Fachgebiet Psychiatrie

Demenzkranke durch Antipsychotika vielfach gefährdet

23.04.2024 Demenz Nachrichten

Wenn Demenzkranke aufgrund von Symptomen wie Agitation oder Aggressivität mit Antipsychotika behandelt werden, sind damit offenbar noch mehr Risiken verbunden als bislang angenommen.

Weniger postpartale Depressionen nach Esketamin-Einmalgabe

23.04.2024 Depression antepartal oder postpartal Nachrichten

Bislang gibt es kein Medikament zur Prävention von Wochenbettdepressionen. Das Injektionsanästhetikum Esketamin könnte womöglich diese Lücke füllen.

„Psychotherapie ist auch bei sehr alten Menschen hochwirksam!“

22.04.2024 DGIM 2024 Kongressbericht

Die Kombination aus Medikamenten und Psychotherapie gilt als effektivster Ansatz bei Depressionen. Das ist bei betagten Menschen nicht anders, trotz Besonderheiten.

Auf diese Krankheiten bei Geflüchteten sollten Sie vorbereitet sein

22.04.2024 DGIM 2024 Nachrichten

Um Menschen nach der Flucht aus einem Krisengebiet bestmöglich medizinisch betreuen zu können, ist es gut zu wissen, welche Erkrankungen im jeweiligen Herkunftsland häufig sind. Dabei hilft eine Internetseite der CDC (Centers for Disease Control and Prevention).

Update Psychiatrie

Bestellen Sie unseren Fach-Newsletter und bleiben Sie gut informiert.

Newsletter bestellen

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 2/2017

Problematic Gaming Behaviour in Finnish Adolescents and Young Adults: Relation to Game Genres, Gaming Motives and Self-Awareness of Problematic Use

Quantitative EEG for Early and Differential Diagnosis of Bipolar Disorders: a Comprehensive Review of the Literature

University Student Attitudes Toward Illicit Drug Use and Trafficking in Russia

Integrating Hospital and Community Care for Homeless People with Unmet Mental Health Needs: Program Rationale, Study Protocol and Sample Description of a Brief Multidisciplinary Case Management Intervention

The Difference in Negative Interactive Pattern and Impoliteness Discourse in Iranian Incompatible Couples: the Role of Gender

Primary and Secondary Exercise Dependence in a Sample of Cyclists