Publication Cover
The Journal of Genetic Psychology
Research and Theory on Human Development
Volume 181, 2020 - Issue 2-3
593
Views
9
CrossRef citations to date
0
Altmetric
Articles

Long-Term Self-Regulation Moderates the Role of Internal Resources for Resilience in Positive Youth Development in Portugal

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 127-149 | Received 23 May 2019, Accepted 25 Feb 2020, Published online: 10 Mar 2020

References

  • Årdal, E., Holsen, I., Diseth, Å., & Larsen, T. (2018). The five Cs of positive youth development in a school context; gender and mediator effects. School Psychology International, 39(1), 3–21. doi:10.1177/0143034317734416
  • Allemand, M., Steiger, A. E., & Fend, H. A. (2015). Empathy development in adolescence predicts social competencies in adulthood. Journal of Personality, 83(2), 229–241. doi:10.1111/jopy.12098
  • Arnett, J. J. (2006). Emerging adulthood in Europe: A response to Bynner. Journal of Youth Studies, 9(1), 111–123. doi:10.1080/13676260500523671
  • Arnett, J. J., Žukauskienė, R., & Sugimura, K. (2014). The new life stage of emerging adulthood at ages 18–29 years: Implications for mental health. The Lancet Psychiatry, 1(7), 569–576. doi:10.1016/S2215-0366(14)00080-7
  • Bembenutty, H. (2009). Teaching effectiveness, course evaluation, and academic performance: The role of academic delay of gratification. Journal of Advanced Academics, 20(2), 326–355. doi:10.1177/1932202X0902000206
  • Benard, B., & Slade, S. (2009). Listening to students: Moving from resilience research to youth development practice and school connectedness. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 353–370). New York, NY: Routledge.
  • Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4(1), 85–104. doi:10.1080/17439760802399240
  • Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesman, A. JR. (2006). Positive youth development: Theory, research and applications. In R. M. Lerner (Ed.), Theoretical models of human development. Volume 1 of Handbook of child psychology (pp. 894–941). Hoboken, NJ: Wiley.
  • Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth and Adolescence, 39(7), 720–735. doi:10.1007/s10964-010-9530-9
  • Byrne, B. M. (2013). Structural equation modeling with EQS: Basic concepts, applications, and programming. New York, NY: Routledge.
  • Byrne, B. M., & Van de Vijver, F. J. (2010). Testing for measurement and structural equivalence in large-scale cross-cultural studies: Addressing the issue of nonequivalence. International Journal of Testing, 10(2), 107–132. doi:10.1080/15305051003637306
  • Catalano, R. F., Hawkins, J. D., Berglund, M. L., Pollard, J. A., & Arthur, M. W. (2002). Prevention science and positive youth development: Competitive or cooperative frameworks? Journal of Adolescent Health, 31(6), 230–239. doi:10.1016/S1054-139X(02)00496-2
  • Chen, B. B., Wiium, N., & Dimitrova, R. (2018). Factor structure of positive youth development: Contributions of exploratory structural equation modeling. Personality and Individual Differences, 124, 12–15. doi:10.1016/j.paid.2017.11.039
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. doi:10.1080/10705510701301834
  • CHKS. (2000). Resilience module. Los Alamitos, CA: California Healthy Kids Program Office.
  • Constantine, N., Bernard, B., & Diaz, M. (1999). Measuring protective factors and resilience traits in youth: The health kids resilience assessment. Paper presented at the Seventh Annual Meeting of the Society for Prevention Research, New Orleans, LA.
  • Constantine, N. A., & Bernard, B. (2001). California healthy kids survey resilience assessment module: Technical report. Journal of Adolescent Health, 28(2), 122–140.
  • Coutinho, S. A., & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environments Research, 11(2), 131–151. doi:10.1007/s10984-008-9042-7
  • Currie, C., Griebler, R., Inchley, J., Theunissen, A., Molcho, M., Samdal, O., & Dür, W. (2010). Health behaviour in school-aged children (HBSC) study protocol: Background, methodology and mandatory items for the 2009/10 survey. Edinburgh: CAHRU; Vienna: LBIHPR.
  • Demetriou, A. (2000). Organization and development of selfunderstanding and self-regulation: Toward a general theory. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 209–251). San Diego, CA: Academic Press.
  • Denissen, J. J., van Aken, M. A., Penke, L., & Wood, D. (2013). Self‐regulation underlies temperament and personality: An integrative developmental framework. Child Development Perspectives, 7(4), 255–260. doi:10.1111/cdep.12050
  • Dias, P. C., Garcia del Castillo, J. A., & Moilanen, K. L. (2014). The adolescent self-regulatory inventory (ASRI) adaptation to Portuguese context. Paidéia (Ribeirão Preto), 24(58), 155–164. doi:10.1590/1982-43272458201403
  • Dishion, T. J., & Connell, A. (2006). Adolescents’ resilience as a self‐regulatory process: Promising themes for linking intervention with developmental science. Annals of the New York Academy of Sciences, 1094(1), 125–138. doi:10.1196/annals.1376.012
  • Dukakis, K., London, R. A., McLaughlin, M., & Williamson, D. (2009). Positive youth development: Individual, setting and system level indicators. Stanford, CA: John W. Gardner Center for Youth and Their Communities.
  • Durlak, J. A., Taylor, R. D., Kawashima, K., Pachan, M. K., DuPre, E. P., Celio, C. I., … Weissberg, R. P. (2007). Effects of positive youth development programs on school, family, and community systems. American Journal of Community Psychology, 39(3-4), 269–286. doi:10.1007/s10464-007-9112-5
  • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294–309. doi:10.1007/s10464-010-9300-6
  • Eccles, J. S., & Gootman, J. A. (2002). Features of positive developmental settings. In J. S. Eccles & J. A. Gootman (Eds.), Community programs to promote youth development (pp. 86–118). Washington, DC: National Academies Press.
  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–287.
  • Ehrlich, V. A. (2016). The promise of qualitative methods for expanding theories of positive youth development. Qualitative Psychology, 3(1), 2.
  • Eichas, K., Albrecht, R. E., Garcia, A. J., Ritchie, R. A., Varela, A., Garcia, A., … Jaccard, J. (2010). Mediators of positive youth development intervention change: Promoting change in positive and problem outcomes? Child & Youth Care Forum, 39(4), 211–237. doi:10.1007/s10566-010-9103-9
  • Eichas, K., Ferrer-Wreder, L., & Olsson, T. M. (2019). Contributions of positive youth development to intervention science. Child & Youth Care Forum, 48(2), 279–287. doi:10.1007/s10566-018-09486-1
  • Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three‐wave longitudinal study. Child Development, 76(5), 1055–1071. doi:10.1111/j.1467-8624.2005.00897.x
  • Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610–656). Hoboken, NJ: John Wiley & Sons Inc.
  • Ellemers, N. (2018). Gender stereotypes. Annual Review of Psychology, 69(1), 275–298. doi:10.1146/annurev-psych-122216-011719
  • European Commission. (2015). EU youth report Portugal. Retrieved from https://ec.europa.eu/youth/policy/implementation/report-infographics_en
  • Finkenauer, C., Engels, R., & Baumeister, R. (2005). Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29(1), 58–69. doi:10.1080/01650250444000333
  • Furlong, M. J., Ritchey, K. M., & O’Brennan, L. M. (2009). Developing norms for the California resilience youth development module: Internal assets and school resources subscales. The California School Psychologist, 14(1), 35–46. doi:10.1007/BF03340949
  • Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36(2), 273–284. doi:10.1007/s10802-007-9176-6
  • Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 56(1), 127–136. doi:10.1080/00332747.1993.11024627
  • Gaspar de Matos, M. & Aventura Social Team (2018). A saude dos adolescents portugueses apos a recessao- Dados nacionais do estudio HBSC 2018 [Health in Portuguese adolescents after economic recession: National data from HBSC study 2018]. Retrieved from http://aventurasocial.com/publicacoes/publicacao_1545534554.pdf
  • Gaspar de Matos, M., Simoes, C., Camacho, I., & Reis, M. & Aventura Social Team. (2015). A saude dos adolescentes portugueses em tempos de recessao: Dados nacionais do estudio HBSC de 2014 [Health in Portuguese youth in times of economic recession: National data from HBSC study 2014]. Retrieved from http://aventurasocial.com/arquivo/1437158618_RELATORIO%20HBSC%202014e.pdf
  • Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, M. K., Napolitano, C. M., Schmid, K. L., … Lerner, R. M. (2014a). The creation and validation of short and very short measures of PYD. Journal of Research on Adolescence, 24(1), 163–176. doi:10.1111/jora.12039
  • Geldhof, G. J., Bowers, E. P., Mueller, M. K., Napolitano, C. M., Callina, K. S., & Lerner, R. M. (2014b). Longitudinal analysis of a very short measure of positive youth development. Journal of Youth and Adolescence, 43(6), 933–949. doi:10.1007/s10964-014-0093-z
  • Gelhaar, T., Seiffge-Krenke, I., Borge, A., Cicognani, E., Cunha, M., Loncaric, D., … Metzke, C. W. (2007). Adolescent coping with everyday stressors: A seven-nation study of youth from central, eastern, southern, and northern Europe. European Journal of Developmental Psychology, 4(2), 129–156. doi:10.1080/17405620600831564
  • Gestsdóttir, S., & Lerner, R. M. (2007). Intentional self-regulation and positive youth development in early adolescence: Findings from the 4-h study of positive youth development. Developmental Psychology, 43(2), 508–521. doi:10.1037/0012-1649.43.2.508
  • Guerra, N. G., & Bradshaw, C. P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development and risk prevention. New Directions for Child and Adolescent Development, 122, 1–17. doi:10.1002/cd.225
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis second edition: A regression-based approach. New York, NY: Guilford Press.
  • Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation analysis in clinical research: Observations, recommendations, and implementation. Behaviour Research and Therapy, 98, 39–57. doi:10.1016/j.brat.2016.11.001
  • Hyde, J. S., & Durik, A. M. (2005). Gender, competence, and motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 375–391). New York, NY: Guilford Press.
  • INE. (2019). Graduates of tertiary education, 2017/2018. Retrieved from https://www.ine.pt/xportal/xmain?xpid=INE&xpgid=ine_indicadores&indOcorrCod=0009264&contexto=bd&selTab=tab2&xlang=en
  • Kia-Keating, M., Dowdy, E., Morgan, M. L., & Noam, G. G. (2011). Protecting and promoting: An integrative conceptual model for healthy development of adolescents. Journal of Adolescent Health, 48(3), 220–228. doi:10.1016/j.jadohealth.2010.08.006
  • Kozina, A., Wiium, N., Gonzalez, J. M., & Dimitrova, R. (2018). Positive youth development and academic achievement in Slovenia. Child & Youth Care Forum, 48(2), 223–240. doi:10.1007/s10566-018-9457-y
  • Leaper, C., & Friedman, C. K. (2007). The socialization of gender. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 561–587). New York, NY: Guilford.
  • Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2012). Resilience as a positive youth development construct: A conceptual review. The Scientific World Journal, 2012, 390450. doi:10.1100/2012/390450
  • Lerner, J. V., Phelps, E., Forman, Y.E., & Bowers, E. (2009). Positive youth development. In. R. M. Lerner & L. Steinberg (Eds.). Handbook of adolescent psychology (pp. 524–558). Hoboken, NJ: Wiley.
  • Lerner, R. M. (2004). Diversity in individual↔ context relations as the basis for positive development across the life span: A developmental systems perspective for theory, research, and application (The 2004 society for the study of human development presidential address). Research in Human Development, 1(4), 327–346. doi:10.1207/s15427617rhd0104_5
  • Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner, M. B., Schmid, K. L., & Warren, A. E. A. (2013). Resilience and positive youth development: A relational developmental systems model. In S. Goldstein & R. B. Brooks (Eds.). Handbook of resilience in children (pp. 293–308). New York, NY: Springer.
  • Lerner, R. M., Anderson, P. M., Balsano, A. B., Dowling, E. M., & Bobek, D. L. (2003). Applied developmental science of positive human development. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology: Vol. 6. Developmental psychology (pp. 535–558). New York, NY: Wiley.
  • Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., … von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17–71. doi:10.1177/0272431604272461
  • Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., … Napolitano, C. M. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6(3), 38–62. doi:10.5195/JYD.2011.174
  • Lerner, R. M., Lerner, J. V., Urban, J. B., & Zaff, J. (2016). Evaluating programs aimed at promoting positive youth development: A relational development systems-based view. Applied Developmental Science, 20(3), 175–187. doi:10.1080/10888691.2015.1082430
  • Lerner, R. M., & Tolan, P. H. (2016). On the qualitative transformation of developmental science: The contributions of qualitative methods. Qualitative Psychology, 3(1), 120–124. doi:10.1037/qup0000052
  • Lewin-Bizan, S., Bowers, E. P., & Lerner, R. M. (2010). One good thing leads to another: Cascades of positive youth development among American adolescents. Development and Psychopathology, 22(4), 759–770. doi:10.1017/S0954579410000441
  • Martins, M.H. (2005). Contribuições para a análise de crianças e jovens em situação de risco- Resiliência e Desenvolvimento [Contributions for the analysis of children and adolescentes in risky situations – resilience and development] (PhD Thesis in Educational Psychology). Faculdade de Ciências Humanas e Sociais da Universidade do Algarve.
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. doi:10.1037/0003-066X.56.3.227
  • Masten, A. S. (2004). Regulatory processes, risk, and resilience in adolescent development. Annals of the New York Academy of Sciences, 1021(1), 310–319. doi:10.1196/annals.1308.036
  • Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19(3), 921–930. doi:10.1017/S0954579407000442
  • Masten, A. S. (2014). Invited commentary: Resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43(6), 1018–1024. doi:10.1007/s10964-014-0118-7
  • Matos, M. G., Santos, T., Reis, M., & Marques, A. (2018). Positive youth development in Portugal: Interactions with psychosocial variables. Journal of Psychiatry and Behavioral Sciences, 1, 1005–1015. doi:10.33582/2637-8027/1005
  • Matos, M. G., Santos, T., Reis, M., Marques, A., Tomé, G., Simões, C., & Wiium, N. (2018). Portuguese validation of the positive youth developmet short-form (PYD-SF): A shorten version. Psicologia, Saúde & Doença, 19(3), 477–489. doi:10.15309/18psd190301
  • McWhinnie, C., Abela, J. R. Z., Hilmy, N., & Ferrer, I. (2008). Positive youth development programs: An alternative approach to the prevention of depression in children and adolescents. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 354–373). New York, NY: Routledge.
  • Mehta, C. M., & Strough, J. (2010). Gender segregation and gender-typing in adolescence. Sex Roles, 63(3-4), 251–263. doi:10.1007/s11199-010-9780-8
  • Moilanen, K. L. (2007). The adolescent self-regulatory inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36(6), 835–848. doi:10.1007/s10964-006-9107-9
  • Mueller, M. K., Phelps, E., Bowers, E. P., Agans, J. P., Urban, J. B., & Lerner, R. M. (2011). Youth development program participation and intentional self-regulation skills: Contextual and individual bases of pathways to positive youth development. Journal of Adolescence, 34(6), 1115–1125. doi:10.1016/j.adolescence.2011.07.010
  • Naglieri, J. A., & Rojahn, J. (2001). Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement. Journal of Educational Psychology, 93(2), 430–437. doi:10.1037/0022-0663.93.2.430
  • Observatorio Permanente da Juventude. (2019). Projetos [Projects]. Retrieved from https://www.opj.ics.ulisboa.pt/projetos/
  • Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591(1), 40–54. doi:10.1177/0002716203260079
  • Perry, D. G., & Pauletti, R. E. (2011). Gender and adolescent development. Journal of Research on Adolescence, 21(1), 61–74. doi:10.1111/j.1532-7795.2010.00715.x
  • Raffaelli, M., Crockett, L. J., & Shen, Y. L. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54–76. doi:10.3200/GNTP.166.1.54-76
  • Reis, M., & de Matos, M. G. (2018, April). HBSC/JUnP-Comportamentos de saúde dos jovens universitários portugueses [HBSC/JUNP-Health Behaviors of Portuguese University Students]. Paper presented at the Congresso Internacional de Psicologia da Criança e Do Adolescente, Lisbon, Portugal (No. 9, pp. 14–15).
  • Romer, N., Ravitch, N. K., Tom, K., Merrell, K. W., & Wesley, K. L. (2011). Gender differences in positive social–emotional functioning. Psychology in the Schools, 48(10), 958–970. doi:10.1002/pits.20604
  • Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. doi:10.1037/0033-2909.134.2.223
  • Roth, J. L., & Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20(3), 188–202. doi:10.1080/10888691.2015.1113879
  • Rutter, M. (1987). The role of cognition in child development and disorder. British Journal of Medical Psychology, 60(1), 1–16. doi:10.1111/j.2044-8341.1987.tb02712.x
  • Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., & Ungar, M. (2015). The role of positive youth development practices in building resilience and enhancing wellbeing for at-risk youth. Child Abuse & Neglect, 42, 40–53. doi:10.1016/j.chiabu.2015.02.006
  • Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet Child & Adolescent Health, 2, 223–228. doi:10.1016/S2352-4642(18)30022-1
  • Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: Modeling the relationship between adolescents’ hopeful future expectations and intentional self-regulation in predicting positive youth development. Journal of Adolescence, 34(6), 1127–1135. doi:10.1016/j.adolescence.2011.07.009
  • Schwartz, S. J., Phelps, E., Lerner, J. V., Huang, S., Brown, C. H., Lewin-Bizan, S., … Lerner, R. M. (2010). Promotion as prevention: Positive youth development as protective against tobacco, alcohol, illicit drug, and sex initiation. Applied Developmental Science, 14(4), 197–211. doi:10.1080/10888691.2010.516186
  • Silverman, I. W. (2003). Gender differences in delay of gratification: A meta-analysis. Sex Roles, 49(9/10), 451–463.
  • Simões, C., Matos, M.G., & Morgan, A. (2015). Facing the adversity: The role of internal assets on well-being in adolescents with special needs. Spanish Journal of Psychology, 18(56), 1–14.
  • Small, S., & Memmo, M. (2004). Contemporary models of youth development and problem prevention: Toward an integration of terms, concepts, and models. Family Relations, 53(1), 3–11. doi:10.1111/j.1741-3729.2004.00002.x
  • Song, H. D., & Grabowski, B. L. (2006). Stimulating intrinsic motivation for problem solving using goal-oriented contexts and peer group composition. Educational Technology Research and Development, 54(5), 445–466. doi:10.1007/s11423-006-0128-6
  • Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. doi:10.1111/j.0022-3506.2004.00263.x
  • Waid, J., & Uhrich, M. (2020). A scoping review of the theory and practice of positive youth development. The British Journal of Social Work, 50(1), 5–24. doi:10.1093/bjsw/bcy130
  • Wasonga, T. (2002). Gender effects on perceptions of external assets, development of resilience and academic achievement: Perpetuation theory approach. Gender Issues, 20(4), 43–54. doi:10.1007/s12147-002-0022-4
  • Wiium, N. (2018). Positive youth development in a cross-national perspective. Retrieved from http://www.uib.no/en/rg/sipa/pydcrossnational
  • Wiium, N., & Dimitrova, R. (2019). Positive youth development across cultures: Introduction to the special issue. Child & Youth Care Forum, 48(2), 147–153. doi:10.1007/s10566-019-09488-7
  • Wiium, N., Dost-Gözkan, A., & Kosic, M. (2018). Developmental assets among young people in three European contexts: Italy, Norway and Turkey. Child & Youth Care Forum, 48(2), 187–206. doi:10.1007/s10566-018-9446-1
  • Wray-Lake, L., & Syvertsen, A. K. (2011). The developmental roots of social responsibility in childhood and adolescence. New Directions for Child and Adolescent Development, 134, 11–25. doi:10.1002/cd.308
  • Zimmerman, S. M., Phelps, E., & Lerner, R. M. (2008). Positive and negative developmental trajectories in US adolescents: Where the positive youth development perspective meets the deficit model. Research in Human Development, 5(3), 153–165. doi:10.1080/15427600802274001

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.