Adolescent Self-regulation Research Articles

Early adolescent levels of self-regulation of online gaming in SMP YAPPA Depok: Analysis of Rasch modeling

The study aims to uncover and analyze how big is the level of self-regulation of early adolescent students towards online gaming addiction behavior at Yappa Junior High School Depok. The method used in this research is quantitative with a descriptive survey analysis approach regarding the ability of students to manage themselves against online game addiction. This research variable is a single variable, namely self-regulation of online games which is an independent variable (X). This self-regulation analysis is expected to be owned by every student so that they are able to control themselves in playing online games both at home or at school. The results found that the level of early adolescent self-regulation of online games is quite good.

Вклад психологических параметров в осознанную саморегуляцию у подростков, занимающихся научной деятельностью

Relevance. Due to the rapidly changing living conditions, self-regulation skills are the most important components of personality that allow to adapt to reality faster and organize activities inthe most successful way. Th is becomes especially relevant for teenagers who are involved in a large number of classes and projects, in addition to their main activities at school. Objectiveis to study the features of regulatory functions and their interrelations with various personality characteristics in adolescents engaged in scientifi c activities. Study. Th e study involved 78 adolescents aged 14–17 years (Mage = 15, 96; SDage = 1.01) who were trained in the framework of the “Big Challenges” project of the SIRIUS educational Center in the direction of “Science’ in 2021. Several methods aimed at studying self-regulation, stress levels, subjective well-being and perfectionism in adolescents were chosen as diagnostic tools. Results. It was shown that the level of self-regulation of adolescents in activity is better developed than their level of emotional self-regulation. It was also demonstrated that the level of general self-regulation in adolescents involved in science is signifi cantly interrelated with indicators of resilience and self-directed perfectionism. Conclusion. Th e study confi rmed the importance of studying the features of self-regulation in adolescents and revealed the need to develop practical recommendations for their development.

Comparative Analysis of Personal Characteristics of Adolescents with Hearing Impaired and Adolescents Without Health Disabilities

The article describes the results of a study of a number of personal characteristics (hardiness, coping strategies, self-regulation, and professional self-determination) in adolescents with hearing impairments and adolescents without impairments. A total of 36 male adolescents from 14 to 17 years old took part in the study. Methods were used in the work: “Modified test of hardiness by S. Maddi” (D. A. Leontiev, E. I. Rasskazova), “Questionnaire for coping with stress” (T. O. Rasskazova, E. N. Gordeeva), the questionnaire “Style of self-regulation of behavior” (V. I. Morosanova), “Five-factor personality questionnaire” (A. B. Khromov) and “Methods of studying the status of professional identity” (A. A. Azbel, A. G. Gretsov). The results obtained by all five methods were similar in the two groups of adolescents; for most of the indicators, the average level of severity was noted. Correlation analysis revealed the presence of links between the personal characteristics of adolescents with hearing impairment. The data obtained will supplement the ideas of researchers about the personal characteristics of adolescents with disabilities, and can form the basis of psycho-correctional programs designed by psychologists of educational organizations.

The Dynamics of the Interrelationships between Conscious Self-regulation, Psychological Well-being and School-related Subjective Well-being in Adolescents: A Three-year Cross-lagged Panel Study.

Recently, research on psychological well-being and its dynamics and predictors in adolescence, has gained special attention, due to the importance of well-being for mental and physical health, as well as for success in different activities. Self-regulation (SR) is considered a significant resource for maintaining psychological and school-related subjective well-being. The purpose of our study was to identify the role of conscious SR in maintaining pupils' satisfaction with school life, and to assess the contribution of conscious SR to the development of psychological well-being in adolescence. Two three-year longitudinal studies were carried out on samples of young adolescents in Russian schools (N = 148; N = 132; 10-13 years). The studies utilized methods for assessing conscious SR, psychological well-being (PWB), and school-related subjective well-being (SWB), the latter being the cognitive component of life satisfaction. Our research revealed differences in the dynamics of PWB and SWB levels in adolescents during their transition from primary to basic secondary school. It also identified the specifics of longitudinal relationships between conscious SR, PWB, and SWB in adolescence. We showed that there was a reciprocal relationship between them. However, the most significant cross-longitudinal effects were established between SR and school-related SWB. These effects changed over time: at the beginning, well-being acted as a significant factor of self-regulation, while later self-regulation acted as a significant resource for maintaining adolescent well-being in the subsequent years. School-related SWB is characterized by the most pronounced trajectory of change, while PWB is characterized by greater stability and insignificant growth. Our three-year longitudinal study demonstrated that the link between self-regulation and well-being is consistently reproduced. Conscious self-regulation is a significant resource for both the psychological and school subjective well-being of adolescents.

Contextual factors of self-regulation in children and adolescents with chronic diseases \u2013 a qualitative analysis

BackgroundIn recent decades, the prevalence of chronic diseases in children and adolescents has increased significantly. Contextual factors play a central role in the self-regulation of chronic diseases. They influence illness and treatment representations, disease management, and health outcomes. While previous studies have investigated the influence of contextual factors on children’s beliefs about their illness, little is known about subjective contextual factors of treatment representations of children and adolescents with chronic diseases, especially in the context of rehabilitation. Therefore, the aim of this qualitative analysis was to examine the contextual factors reported by chronically ill children and adolescents in relation to their treatment representations. Furthermore, we aimed to assign the identified themes to classifications of environmental and personal contextual factors in the context of the International Classification of Functioning, Disability and Health (ICF).MethodsBetween July and September 2018, semi-structured interviews were conducted with N = 13 children and adolescents in rehabilitation to explore their rehab-related treatment representations and associated contextual factors. The interviews started with an open narrative question about expectations and beliefs about rehabilitation, followed by further detailed questions. The interviews were recorded on audio tape, transcribed, and analysed using thematic content analysis.ResultsParticipants raised six themes associated with their rehab-related treatment representations that were interpreted as contextual factors: the living situation before rehabilitation, the idea of rehabilitation, previous solution attempts, rehab pre-experiences, information that the children and adolescents received from the clinic or sought themselves, and the assumed attitudes of their parents concerning rehabilitation. All the themes could be assigned to the classification of environmental and personal factors in the context of the ICF for children and youth.ConclusionsAlthough contextual factors have an important impact on self-regulation, little attention is paid to their investigation. Personal and environmental factors probably influence patients’ treatment representations in terms of expectations and concerns as well as emotions regarding the treatment. Considering contextual factors could lead to the more appropriate allocation of medical care and the better customisation of treatment.

Kontribusi Regulasi Emosi Orang Tua Terhadap Regulasi Diri Remaja melalui Peran Mediasi Pola Asuh Orang Tua

The results of the KPAI survey from 2011 to 2016 included 12,202 cases of Indonesian children and adolescents involved in risk behaviour. Jabodetabek is the area with the most cases of children and adolescents involved in risk behaviour, namely 5,160 cases. Adolescent self-regulation becomes a protective factor against risk behaviour. Parenting and parents' emotional regulation abilities become the main protective factors towards adolescent risk behaviours and adolescent self-regulation abilities. Based on that explanation, this study aims to examine the mediating role of parenting towards the contribution of parents' emotional regulation strategies to adolescent self-regulation. Data analysis of this study used multiple regression with the Hayes template model, namely model four with using one mediator variable. The sample of this study consisted of 157 pairs of study participants namely fathers, mothers, and adolescents obtained from 73 Tebet Middle School, 3 Bogor High School, and Depok 8 Middle School by using accidental sampling method. There are three measuring instruments in this study, namely The Adolescent Self-Regulatory Inventory (ASRI) to measure teenage participant self-regulation, Emotion Regulation Questionnaire (ERQ) to measure parents' emotional regulation, and Parenting Style Four Factor Questionnaire (PSFFQ) to measure parenting. Based on the results of multiple regression analysis on adolescent participants showed that there is a mediating role of paternal authoritative parenting on contribution of the paternal emotion regulation (reappraisal and suppression) to adolescent self-regulation abilities, then there is a mediating role of maternal authoritarian parenting on contributing of maternal emotion regulation (reappraisal) to adolescent self-regulation abilities.

Physical Activity and Cognitive Aspects of Self-Regulation in Preschool-Aged Children: A Systematic Review

Previous research showed a positive relationship between physical activity and self-regulation in older children and adolescents, but few publications focused on young children. Therefore, the purpose of this review was to examine the impact of physical activity (PA) on the cognitive aspects of self-regulation (inhibition, attention, and working memory, in preschool-aged (3–6 years old) children. The following databases were searched for articles: PubMed, SPORTDiscus, PsycINFO, and ERIC. References of the reviewed papers were screened for the identification of additional articles to be included in the review. Randomized control trials were reviewed to assess the impact of PA interventions on the cognitive aspects of self-regulation. There were six articles included in this review. Each study assessed at least one cognitive aspect of self-regulation [attention (n = 4), working memory (n = 2), and inhibition (n = 5)]. Attention was the only aspect that consistently showed improvement as a result of the PA interventions (4 of 4 studies). Only one study showed a positive impact on working memory and 60% of studies (3 of 5 studies) reported a positive relationship between PA and inhibition. Overall, the findings from this review showed that a consistent relationship only existed between attention and PA. No clear relationships were evident between working memory and inhibition and PA.

Вплив емоційного інтелекту на саморегуляцію агресивної поведінки підлітків із порушеннями розумового розвитку

The aim of the research is to determine the problem of manifestations of aggression of adolescents with disorders of mental development in the context of the formation and influence of emotional intelligence on the aggressive behavior of these adolescents. The purpose of the research was provided by a step-by-step solution of the main tasks: firstly, to identify the features of aggression of adolescents with intellectual disabilities; secondly, to determine the specific influence of emotional intelligence on self-regulation of aggressive behavior of adolescents with intellectual disabilities; thirdly, to characterize recommendations for the technology of psychological support for the formation of self-regulation of aggressive behavior of adolescents with disorders of mental development in the context of their emotional intelligence. Мethods. The general scientific deductive and inductive methods, the method of psychological diagnostics, conversations and observations were used to solve the outlined tasks and to prove the results and make the conclusions of our research. Psychodiagnostic procedure of the state of aggressive behavior and its emotional self-regulation of adolescents with disorders of mental development was carried out using the method of «Bass and Darcy’s Aggression Questionnaire»; method of «Adapted Leonhard – Shmishek’s Characterological Questionnaire»; Emotional Intellect (by N. Hоll) techniques, conversations and observations. In the course of psychodiagnostics, the necessary instructions and requirements were obtained to have reliable results. The interviews were conducted in the process of studying of adolescents at educational establishments. The behavior of adolescents was monitored in their usual learning environment. For the purpose of providing comparative analysis of the phenomenon of self-regulation of aggressive behavior of adolescence and making reliability of the results, the diagnostics of adolescents with preserved intelligence was carried out, keeping the identical procedures, under equal conditions, which were created for adolescents with disorders of mental development as well. The results of the research. According to the results of the diagnostics, adolescents with disorders of mental development have physical and verbal aggression that exceeds the allowable norm. The diagnostics of adolescents with disorders of mental development made it possible to ascertain the functioning status of the structural components of aggression. The increased level was set up by indicators of negativity and irritability. The results of the diagnostics of adolescents with preserved intellectual state the similarity of the obtained data on the level of expressiveness of the main types of aggression and structural components of the phenomenon in comparison with the results of adolescents with disorders of mental development. The difference is the intensity of the proposed indicators. The adolescents with intellectual disabilities have indicators which are in a great degree displayed in a group of 20–30% than in a group of respondents with preserved intellectual function. It is established that manifestations of aggression and self-regulation of aggressive behavior are determined by personality’s accentuations. In a case of adolescents with disorders of mental development, the following types of combination of accentuation were found to be hypertensive in combination with cyclothymic, hypertensive with unbalanced, hypertensive with exalted. In addition, adolescents with disorders of mental development have a low level of emotional intelligence, emotional awareness, empathy, managing personal emotions and an average level of ability to recognize other people’s emotions. Conclusions. The results of our research suggested that the alexithymic manifestations in the structure of the personality of adolescents with disorders of mental development were mainly due to the inability to verbalize their own emotional states, underdevelopment of the reflexive component of emotions and lack of formation or a low level of emotional intelligence. Taking into account the obtained results, the main aspects of psycho-corrective work with adolescents with disorders of mental development regarding the formation of self-regulation of aggressive behavior were characterized. This psycho-corrective work has the aim to form the ability to develop pupils’ emotions, feelings and experience, to designate them with appropriate verbal symbols, to manage different emotional states, including negative ones, such as aggression and anger.

САМОРЕГУЛЯЦІЇ БАЗОВИХ ЕМОЦІЙ ПІДЛІТКАМИ З ПОРУШЕННЯМИ РОЗУМОВОГО РОЗВИТКУ ЯК ОСНОВА ФОРМУВАННЯ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

In special psychology, the understanding of self-regulation is ambiguous. Modern scientists view emotional self-regulation as: the process of adapting a teenager’s personality to the outside world; the process of changing the life systems of the individual; as an internal regulation of behavior. The aim of the article is to study and experimentally test the peculiarities of the perception of basic emotions and the state of formation of emotional self-regulation in adolescents with mental development as a basis for the formation of emotional intelligence. The main method of research was the method of psychodiagnosis. Based on the obtained results, a qualitative characteristic of the ability to recognize basic emotions was determined, the most and the least known emotions for adolescents were determined, and the dynamics of emotion recognition (speed) were established. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. It is determined that in adolescents with mental development differentiation of emotions is determined by the cognitive level of personality development, personal experience, education and social environment. It has been established that adolescents with mental development need additional psychocorrectional activities that will be directed to the formation of emotional regulation, in particular the ability to call emotions, feelings they are experiencing, to mark them with appropriate verbal symbols. The article outlines further areas of research in the field of emotional intelligence, personal self-regulation, self-control of adolescents with mental development.

Beyond the "self" in self-regulation: Family interaction modulates situational self-control by adolescent drug users.

Prevailing views of adolescent self-regulation (ASR) as a relatively stable disposition or skill that an individual possesses in various degrees stand in contrast to a complementary, situational perspective from family systems theory casting ASR as intertwined with ongoing family processes and malleable depending on interpersonal interactions. Using observational data from a large, ethnically diverse sample of substance-using adolescents (N = 458), the current study examines the social context of ASR across 3 increasingly conflictual family interaction tasks. Coders rated ASR and 3 concurrent family interaction patterns: enmeshment, conflict avoidance, and negative affect. ASR declined across the 3 tasks, and independent of this systematic change, family-level negative affect in the first task exerted a strong lagged statistical effect on subsequent declines in ASR. The findings are consistent with family systems theory in both the context-dependent nature of ASR behavior and the modulating role of family interaction. In addition to its well-established dispositional properties, ASR may be of interest as a context-specific and potentially modifiable dependent variable. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Study on Socioemotional aspects of Engineering Girl students

Background: Adolescents empowered with socio-emotional-regulatory skills and self-esteem will have a greater understanding of themselves as well as the surrounding world and their connection to it. Aim: To study the relationship between emotional intelligence, self-esteem, social self-efficacy, and self-regulation of girls pursuing engineering course from Pune. Further, the study attempts to compare emotional intelligence, self-esteem, social self-efficacy, and self-regulation of girls with respect to their participation (Yes v/s No) in sports and inter-collegiate competitions. Methods: Data of 145 first-year students from an exclusive girls engineering college in Pune was collected. Participants responded to the personal data sheet, emotional intelligence scale, self-esteem scale, social self-efficacy scale, and self-regulation scale. Results: Results showed that emotional intelligence was positively correlated with self-esteem (r = 0.346, p < 0.001); social self-efficacy (r = 0.481, p < 0.001); short term regulation (r = 0.248, p < 0.01); and long term regulation (r = 0.261, p < 0.01). A positive correlation was noted between self-esteem and social self-efficacy (r = 0.313, p < 0.001). Self-regulation did not significantly correlate with self-esteem and social self-efficacy. The comparative analysis showed that those girls who participate in sports and other inter-collegiate competitions scored higher on social self-efficacy and self-regulation than non-participants. Conclusion: Emotional intelligence is a prime factor in the lives of adolescent girls. Considering the development of the brain, a separate intervention can be designed for the enhancement of self-regulation in adolescents. Participation in sports and intercollegiate competitions may be beneficial for social self-efficacy and self-regulation skills.

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study.

This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren’s psychological well-being. The study contributes to the search of significant predictors of the students’ psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren’ psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils’ psychological well-being, which is predictive for its maturation in the subsequent ages.

Sex differences in self-regulation in early, middle and late adolescence: A large-scale cross-sectional study.

This large-scale cross-sectional study had the aim to investigate whether adolescent males and females differ in self-perceived self-regulation. The large sample size allowed us to investigate sex differences in three age-groups of young (n = 161), middle (n = 133) and late (n = 159) adolescents. Self-regulation was evaluated with a self-report questionnaire, the Amsterdam Executive Functioning Inventory (AEFI). This questionnaire gives a proxi for three executive functions that are important for proper self-regulation: (1) self-control & self-monitoring, (2) attention, and (3) planning & initiative taking. Results revealed clear sex differences in the self-regulation as perceived by mid-adolescents (i.e., 13–16 years). In this age period, females evaluated their attention higher than males, and they reported higher levels of self-control & self-monitoring. Our findings offer important new insights with respect to the decision making, academic achievements and behaviour of 13-16-year olds. Self-regulation is known to have a central role in academic achievement and in behavioural organisation. The sex differences in self-regulation in mid-adolescence may therefore explain part of the difference which males and females in this age-group exhibit in academic achievements and behavioural organisations. The results imply that self-regulation may be a relevant intervention target: rather than focussing on changing behaviour, interventions may focus more on self-insights and thereby changing the adolescent’s perceptions about their behaviour. Increased self-insight may have the potency to actually change behaviour, which might be an interesting target for future investigation.

Increased left inferior fronto-striatal activation during error monitoring after fMRI neurofeedback of right inferior frontal cortex in adolescents with attention deficit hyperactivity disorder

Attention Deficit/Hyperactivity Disorder (ADHD) is a self-regulation disorder, with impairments in error monitoring associated with underactivation of the related brain network(s). Psychostimulant medication improves ADHD symptoms and can upregulate brain function, but has side effects, with limited evidence for longer-term effects. Real-time functional magnetic resonance neurofeedback (fMRI-NF) has potential longer-term neuroplastic effects. We previously reported the effects of 11 runs of 8.5 min of fMRI-NF of the right inferior frontal cortex (rIFC) in adolescents with ADHD. This resulted in improvement of clinical symptom and enhanced rIFC activation post-pre treatment during response inhibition, when compared to a control group receiving fMRI-NF of the left parahippocampal gyrus (lPHG).In the current study we applied a novel analysis to the existing data by investigating the effects of fMRI-NF of rIFC in 16 adolescents with ADHD compared to fMRI-NF of lPHG in 11 adolescents with ADHD on the neurofunctional correlates of error monitoring during the same fMRI tracking stop task and potential associations with cognitive and clinical measures. We found stronger performance adjustment to errors in the rIFC-NF compared to the control lPHG-NF group. At the brain function level, fMRI-NF of rIFC compared to that of lPHG was associated with increased activation in error monitoring regions of the left IFC, premotor cortex, insula and putamen. The increased activation in left IFC-insular-striatal error monitoring regions in the rIFC-NF relative to the lPHG-NF group was furthermore trend-wise correlated with NF-induced ADHD symptom improvements.The findings of this study show, that during error monitoring, fMRI-NF training of rIFC upregulation elicited improvement in post-error behavioural adjustments and concomitant increased activation in left hemispheric fronto-insular-striatal and premotor regions mediating self-control and self-monitoring functions. This suggests that the administration of fMRI-NF of the rIFC may have had an impact on wider networks of self-regulation and self-monitoring in adolescents with ADHD.

СОЦІАЛЬНО-ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ САМОРЕГУЛЯЦІЇ ПІДЛІТКІВ

У статті проаналізовано соціально-психологічні особливості саморегуляції підлітків. Ви­зна­чено, що саморегуляція підлітків формується під впливом соціально-психологічних чинників, які здатні перетворитися в регулювальні способи поведінки, внаслідок чого з’являються різні психологічні новоутворення, підвищується або знижується рівень особистісної системи, змінюється режим її функціонування. Зроблена спроба пояснити регуляцію поведінки підлітків через побудову структурно-функціональної моделі, яка включає: самооцінку, рівень домагань, життєві цілі і цінності, локус контролю, мотивацію досягнення. Таким чином, процес саморегуляції відображається як цілісна, інформаційно відкрита система, котра постійно зазнає як зовнішнього, так і внутрішнього впливу.

The association between role model presence and self-regulation in early adolescence: A cross-sectional study.

Self-regulation is the capacity to regulate attention, emotion, and behaviour to pursue long-term goals. The current study examined the associations between role model presence and self-regulation during early adolescence, controlling for hopefulness, using a large population-based data set from the Tokyo Teen Cohort study. Adolescents, aged 12 years, identified a role model using a single item on a paper questionnaire: 'Who is the person you most look up to?' Level of hopefulness was also assessed using a single question: 'To what extent do you feel hopeful about the future of your life?' Trained investigators evaluated self-regulation. Of 2550 adolescents, 2279 (89.4%) identified a role model. After adjusting for level of hopefulness, identifying a role model was associated with higher levels of self-regulation in comparison to indications of no role model. Hopeful future expectations were also associated with higher self-regulation; however, the beta coefficient was smaller than role model presence in the multivariate linear regression analysis. Role model presence was significantly associated with higher self-regulation among early adolescents. Educational environments should focus on support for adolescents with no role models.

Self-regulation and metacognitive skillfulness among adolescents

The present study aims to investigate the relationship between varying dimensions of self-regulation and the two components of metacognition. Metacognition and self-regulation should be explored as a serious issue in the educational context as both aim at helping learners to think about their own learning more explicitly. The sample for this study comprised 400 adolescents studying in class +1 and +2, exclusively drawn from the Government Senior Secondary Schools of rural and urban areas of Ludhiana and Moga districts of Punjab. The subjects were randomly selected and equally distributed over gender (males=200 and females=200) and locale (urban=200 and rural =200). Metacognitive Awareness Inventory (Schraw and Dennison, 1994) and Self-Regulation Questionnaire (Brown et al., 1999) were used to assessthe metacognition and self-regulation of adolescents, respectively. Irrespective of gender and locale, the results of Pearson Correlation analysis revealed a significant positive correlation between overall self-regulation and the components of metacognition (Knowledge about Cognition and Regulation of Cognition) as well as overall metacognition. Similar results were also observed in case of female respondents as well as the rural respondents, where a significant positive correlation was found between self-regulation and metacognition.

To what extent is mindfulness training effective in enhancing self-esteem, self-regulation and psychological well-being of school going early adolescents?

Background: Recent research has shifted the focus from treatments to the preventive measures in young age. The aim of this study is to assess the impact of mindfulness training on self-esteem, self-regulation, mindfulness and psychological wellbeing of school-going adolescents. Methods: This is a matched controlled, pretest-posttest experimental study using school going 100 “early adolescents” (50 in experimental, and 50 in control group), in the age range 10-14 years. Adolescent Self-Regulatory Inventory, Rosenberg Self-esteem Scale, Ryff’s Psychological Well-being scale, and Child Adolescent Mindfulness Measure were used for assessments. The experimental group received weekly mindfulness training for ten sessions. Within and between group comparisons were done before and after the intervention using independent samples t test and paired t test. Results: Mindfulness training was effective in bringing statistically significant improvement in all domains of self-regulation, psychological well-being, self-esteem and mindfulness. Moreover, the experimental group showed significant improvement in all domains compared to the control group from baseline scores to the post intervention assessment (p<0.01). Conclusion: Mindfulness training is effective in fostering mindfulness and overall psychological development in early adolescence, including self-esteem, self-regulation, and psychological wellbeing. Mindfulness training should be considered at school levels because of its preventive and cost-effective nature, helping students become empathizing and socially mature adults.

Effectiveness of Universal Self-regulation–Based Interventions in Children and Adolescents

Childhood and adolescence self-regulation (SR) is gaining importance as a target of intervention because of mounting evidence of its positive associations with health, social and educational outcomes. To conduct a systematic review and meta-analysis of rigorously evaluated interventions to improve self-regulation in children and adolescents. Keyword searches of the PsycINFO, PubMed, EMBASE, CINAHL Plus, ERIC, British Education Index, Child Development and Adolescent Studies, and CENTRAL were used to identify all studies published through July 2016. To be eligible for this review, studies had to report cluster randomized trials or randomized clinical trials, evaluate universal interventions designed to improve self-regulation in children and adolescents aged 0 to 19 years, include outcomes associated with self-regulation skills, and be published in a peer-reviewed journal with the full text available in English. A total of 14 369 published records were screened, of which 147 were identified for full-text review and 49 studies reporting 50 interventions were included in the final review. Results were summarized by narrative review and meta-analysis. Self-regulation outcomes in children and adolescents. This review identified 17 cluster randomized trials and 32 randomized clinical trials evaluating self-regulation interventions, which included a total of 23 098 participants ranging in age from 2 to 17 years (median age, 6.0 years). Consistent improvement in self-regulation was reported in 16 of 21 curriculum-based interventions (76%), 4 of the 8 mindfulness and yoga interventions (50%), 5 of 9 family-based programs (56%), 4 of 6 exercise-based programs (67%), and 4 of 6 social and personal skills interventions (67%), or a total of 33 of 50 interventions (66%). A meta-analysis evaluating associations of interventions with self-regulation task performance scores showed a positive effect of such interventions with pooled effect size of 0.42 (95% CI, 0.32-0.53). Only 24 studies reported data on distal outcomes (29 outcomes). Positive associations were reported in 11 of 13 studies (85%) on academic achievement, 4 of 5 studies on substance abuse (80%), and in all studies reporting on conduct disorders (n = 3), studies on social skills (n = 2), studies on depression (n = 2), studies on behavioral problems (n = 2), and study on school suspensions (n = 1). No effect was seen on 2 studies reporting on academic achievement, 1 study reporting on substance abuse, and 1 additional study reporting on psychological well-being. A wide range of interventions were successful in improving self-regulation in children and adolescents. There was improvement in distal academic, health, and behavioral outcomes in most intervention groups compared with controls.

Mixed Methods in Youth Purpose: An Examination of Adolescent Self-Regulation and Purpose

Utilizing a relational developmental systems approach to examining character strengths, this article examines the connection between adolescents’ intentional self-regulation (ISR) with youth sense of purpose, using data from a large-scale evaluation of a youth development program in Scotland. Data were triangulated from multiple sources, including youth surveys and interviews as well as teacher assessments. Surveys were collected from 783 S2 (approximately seventh grade) pupils; teacher survey data were collected for 732 of these pupils. Telephone interviews were conducted with a subset of 29 adolescents. The data were analyzed with an innovative mixed-methods technique that allows qualitative interview data to underscore consistencies and disconnects with quantitative findings from both teacher and adolescent surveys. Results demonstrate a strong connection between ISR and purpose and many consistencies across measures of purpose.