Adolescents' resilience as a self-regulatory process - Promising themes for linking intervention with developmental science
Adolescents' resilience as a self-regulatory process - Promising themes for linking intervention with developmental science
复制标题
DOI：
10.1196/annals.1376.012
复制
发表时间：
2006-01-01
期刊：
影响因子：
--
通讯作者：
Connell, Arin
中科院分区：
文献类型：
--
作者：
Dishion, Thomas J.;Connell, Arin
本章重点介绍自我调节的概念，作为衡量儿童和青少年的弹性。发展心理学和神经科学正在将注意力控制作为自我调节的核心能力。我们从家长和青少年那里收集了青少年注意力控制的措施，以及教师的自我调节措施。努力注意的措施与教师的自我调节的评级高度相关。自我调节的综合措施（青年，家长，教师报告）被发现，以缓和的影响，青少年反社会行为的同伴偏差，以及对青少年抑郁症的压力。这些研究结果表明，自我调节是一个有前途的青少年弹性指数。自我调节的结构也为旨在改善儿童和青少年在有问题的环境和压力环境中的适应性的策略提供了一个很好的目标。
This chapter focuses on the concept of self-regulation as a measure of resilience in children and adolescents. Developmental psychology and neuroscience are converging on the role of attention control as a central ability underlying self-regulation. We collected measures of adolescent attention control from parents and youth, and a measure of self-regulation from teachers. The measures of effortful attention correlated highly with teacher ratings of self-regulation. The composite measure of self-regulation (youth, parent, teacher report) was found to moderate the impact of peer deviance on adolescent antisocial behavior, as well as stress on adolescent depression. These findings suggest that self-regulation is a promising index of adolescent resilience. The construct of self-regulation also provides an excellent target for strategies aimed to improve child and adolescent adjustment in problematic environments and stressful circumstances.