Intentional Self-Regulation and Self-Perceived Academic Success in Elementary School-Age Youth: A Relational Developmental Systems Approach.
Chase, Paul.
2015
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Abstract: If society recognizes that it is mutually beneficial for individuals
and communities to invest in school interventions that will lead to a more productive
society, then early investment in intentional self-regulation (ISR) attributes may be a
cost-beneficial strategy in regard to subsequent secondary-, post-secondary, and career
successes, especially when early investment is complimented ... read moreby continued investment in ISR
through secondary school. In Chapter 1, I explain why ISR attributes should be a focus of
educational curricula and interventions. I review several studies that have identified
measures and tools that can be used to evaluate and improve ISR attributes among elementary
school-aged youth, and how ISR attributes relate to academic success in elementary school
students. In Chapter 2, I discuss the rationale for using longitudinal data from 959
participants in the Character and Merit Project (CAMP) to analyze the characteristics of
ISR, as operationalized by Selection, Optimization, and Compensation (SOC) factors, and the
outcome of interest, self-perceived academic success. I describe the findings of
longitudinal analyses aimed at evaluating the utility of the Chase (2014) two-factor model
of SOC, and how this two-factor model related to self-perceived academic success across the
elementary school years. I used growth mixture models, cross-tabulation analyses, and tests
of the equality of means to determine how SOC factors related to self-perceived academic
success trajectory class membership. Chapter 3 explains the implications of the findings,
as well as potential limitations. I conclude with a discussion of the possibilities for
future studies of ISR and academic success, as well as the implications for educational
policy and practice, within and after the elementary school years.
Thesis (Ph.D.)--Tufts University, 2015.
Submitted to the Dept. of Child Development.
Advisor: Richard Lerner.
Committee: Christine McWayne, Steven Cohen, Sara Johnson, and Gretchen Biesecker.
Keywords: Developmental psychology, and Education.read less - ID:
- nv935d576
- Component ID:
- tufts:21378
- To Cite:
- TARC Citation Guide EndNote
