Þróun sjálfstjórnunar við upphaf unglingsára og tengsl við æskilegan þroska og námsgengi - verkefni lokið
Fréttatilkynning verkefnisstjóra
Intentional self-regulation (ISR), which involves goal-directed behaviors and actions, allow people to select, prioritize, commit to, and achieve positive goals and avoid negative ones, thereby shaping their developmental trajectory. The current study assessed ISR, the more narrow and cognitive, executive functioning skills (EF), motivation, positive development, risk behaviors, and academic achievement. In addition, symptoms of ADHD were assessed.
Four hundred children were involved in the study and were followed through Grades 5, 6, and 7 (55% girls; 45% boys, mean age, 10.7 yrs, 11.7 yrs, and 12.7 yrs at the three times at testing, respectively). Findings of the study have contributed to the emerging understanding of the role of different aspects of self-regulation, and related processes, in the healthy development of youth. ISR skills seem to be developing, although not fully formed, in middle adolescence among Icelandic youth as has been found in other Western cultures. Both ISR and EF seem to have implications for healthy functioning among this age group, although the current study suggests that ISR has stronger relations to both positive and negative outcomes than EF, clarifying the role of different self-regulation processes in healthy functioning. The role of motivation in the academic success of Icelandic youth was confirmed, although this relation may be modified by gender. Finally, self-regulation processes were related to visual attention, for the first time, where a self-regulation related to the speed and accuracy of visual foraging. Further publications will address the interaction between motivation and self-regulation in predicting writing and reading comprehension, the role of inattention, impulsivity, and hyperactivity in academic functioning, and the developmental trajectories of motivation and ISR and how they relate to academic performance, positive development, and risk behaviors.
Heiti verkefnis: Þróun sjálfstjórnunar
við upphaf unglingsára og tengsl við æskilegan þroska og námsgengi/ The Development of Self-Regulation:
Implications for Healthy Functioning in Early Adolescence
Verkefnisstjóri: Steinunn Gestsdóttir, Háskóla Íslands
Tegund styrks: Verkefnisstyrkur
Styrktímabil: 2014-2016
Fjárhæð styrks: 29,401 millj. kr. alls
Tilvísunarnúmer Rannís: 141483
