Constructing positive futures: Modeling the relationship between adolescents’ hopeful future expectations and intentional self regulation in predicting positive youth development☆
Abstract
Intentional self regulation and hopeful expectations for the future are theoretically-related constructs shown to lead to positive youth development (PYD). However, the nature of their relationship over time has not been tested. Therefore, this study explored the associations between hopeful future expectations and intentional self regulation in predicting positive developmental outcomes. Participants were in Grades 7, 8, and 9 of the 4-H Study of PYD (N = 1311), a longitudinal study involving U.S. adolescents. A cross-lagged panel analysis using Structural Equation Modeling assessed the relations among hopeful future expectations and intentional self regulation across time in predicting PYD. Results indicated that earlier hopeful expectations for the future may be influential for later intentional self-regulation abilities, although both constructs were strong predictors of PYD in middle adolescence. We discuss implications for research and practice of hopeful expectations in adolescents' constructions of their positive futures.
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Motivational beliefs, goals, and identities influence and are influenced by the contexts in which young people learn and develop.
“Motivational beliefs, goals, and identities influence and are influenced by the contexts in which young people learn and develop (N.Perry et al., 2006;Schmid et al., 2011).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Schmid et al., 2011
Hopeful expectations for the future influence how students process information and, in turn, regulate their behavior.
“Along similar lines, hopeful expectations for the future influence how students process information and, in turn, regulate their behavior (Schmid, Phelps, & Lerner, 2011).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Schmid, Phelps, & Lerner, 2011
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Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328 · see citing works
“Motivational beliefs, goals, and identities influence and are influenced by the contexts in which young people learn and develop (N. Perry et al., 2006; Schmid et al., 2011).”
Background
- Authors
- Schmid, K. L., Phelps, E., & Lerner, R. M.
- Affiliations
- Tufts University (US)
- Corresponding author
- Schmid, Kristina L.
- ORCID
- Lerner, Richard M.
- Venue
- Journal of Adolescence
- Publisher
- Wiley
- Published
- 2011-11-22
- Volume
- 34
- Issue
- 6
- Pages
- 1127-1135
- ISSN
- 0140-1971 (ISSN-L)
- 1095-9254
- OpenAlex
- W1972969062
- Cited by
- 200
- References
- 7
- Citations by year
- 2026: 10 · 2025: 11 · 2024: 12 · 2023: 15 · 2022: 9 · 2021: 11 · 2020: 12 · 2019: 19 · 2018: 47 · 2017: 4 · 2016: 16 · 2015: 15 · 2014: 8 · 2013: 5 · 2012: 4
- FWCI
- 8.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Adolescence (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Applied Psychology › Optimism, Hope, and Well-being
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Temporal Perspectives Research
- Keywords
- intentional self-regulation, positive youth development, adolescents, middle adolescence, developmental trajectories
- MeSH terms
- Adolescent, Psychology, Adolescent, Aspirations, Psychological, Female, Forecasting, Humans, Longitudinal Studies, Male, Models, Psychological, United States, Intention, Adolescent Development
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