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.