Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation
Abstract
Adolescence is a period of marked change in the person’s cognitive, physical, psychological, and social development and in the individual’s relations with the people and institutions of the social world. These changes place adaptational demands on adolescents, ones involving relations between their actions upon the context and the action of the context on them, a bidirectional process that has been labeled developmental regulation. The attributes and means through which the adolescent contributes to such regulation may be termed self-regulation. This article differentiates between organismic and intentional self-regulation and examines the development of intentional self-regulation in adolescence, and the individual and contextual contributions to its development. The model of Selection, Optimization, and Compensation, developed by Paul Baltes, Margaret Baltes, and Alexandra Freund, is used as a means to conceptualize and index intentional self-regulation in adolescence. The relation between intentional self-regulation and positive development of youth is examined.
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Intentional self-regulation includes effortful control, the abilities to implement goal-related strategies, optimize goals to align with personal and social values and desired abilities, and compensate in the face of blocked or lost goals.
“Intentional self-regulation includes well-researched skills such as effortful control, as well as the abilities to implement goal-related strategies (e.g., delayed gratification), optimize goals to align with personal and social values and desired abilities, and compensate in the face of blocked or lost goals.”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Gestsdottir & Lerner, 2008
In the context of learning, intentional self-regulation is a constructive process whereby children set goals for their learning and then monitor or control their cognition, metacognition, motivation, and behavior based on assessment of success or failure in attaining their goals.
“In the context of learning, intentional self-regulation is a constructive process whereby children set goals for their learning and then continue to monitor or control their cognition, metacognition, motivation, and behavior based on the assessment of success or failure in attaining their goals”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Gestsdottir & Lerner, 2008
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References 68 · Cited by 391
- Authors
- Gestsdottir, S., & Lerner, R. M.
- Affiliations
- Tufts University (US)
- ORCID
- Lerner, Richard M.
- Venue
- Human Development
- Publisher
- S. Karger AG
- Published
- 2008
- Volume
- 51
- Issue
- 3
- Pages
- 202-224
- ISSN
- 0018-716X (ISSN-L)
- 1423-0054
- OpenAlex
- W2097044660
- Cited by
- 391
- References
- 68
- Citations by year
- 2026: 10 · 2025: 23 · 2024: 21 · 2023: 20 · 2022: 20 · 2021: 25 · 2020: 31 · 2019: 19 · 2018: 29 · 2017: 32 · 2016: 20 · 2015: 31 · 2014: 27 · 2013: 14 · 2012: 19
- FWCI
- 18.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Human Development (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
- Keywords
- intentional self-regulation, developmental regulation, adolescence, positive youth development
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