Book description
Opening with a discussion on the need to integrate self-regulation
processes and to create a life-span oriented framework of these
processes, this volume explores several perspectives in the current
scholarship. Chapter contributors examine theoretical concepts including
- Vygotsky/Luria Insights in the Development of Executive Functions
- Self-Regulation and Academic Achievement in Elementary School Children
- Influences of Children?s and Adolescents? Action-Control Processes
on School Achievement, Peer Relationships, and Coping with
Challenging Life Events
- Intentional Self-Regulation, Ecological Assets, and Thriving in
Adolescence: A Developmental Systems Model
- and a Life-Span, Relational, Public Health Model of Self-
Regulation: Impact on Individual and Community Health
The volume concludes with
New Directions for Child and Adolescent Development
series editor-in-chief Reed W. Larson discussing the challenges
reported by youth working on arts, technology, and social justice
projects in organized programs and how they learn to address
them.
This is the 133nd volume of the Jossey-Bass quarterly report
series
New Directions for Child and Adolescent Development. The
mission of this series is to provide scientific and scholarly
presentations on cutting edge issues and concepts in the field of
child and adolescent development. Each volume focuses on a specific
new direction or research topic, and is edited by an expert or experts
on that topic.
