Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

At a glance: The STEP trials

A round-up of the STEP phase 3 clinical trials evaluating semaglutide for weight loss in people with overweight or obesity.
ADVANCED SEARCH
Log in
Top
International Journal of Mental Health and Addiction
Published in: International Journal of Mental Health and Addiction 2/2017

01-04-2017 | Original Article

Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model

Authors: Farah Bakhshaee, Elahe Hejazi, Fariborz Dortaj, Valiollah Farzad

Published in: International Journal of Mental Health and Addiction | Issue 2/2017

Login to get access

Abstract

Academic buoyancy is defined as the capacity to overcome challenges that are a part of everyday academic life. The present study sought to determine the relationship between self-management strategies of life and positive youth development with academic buoyancy. 400 female high school students completed self-management strategies of life, positive youth development, and academic buoyancy scales. Using structural equation analysis, positive youth development and self-management strategies were found to have a significant positive relationship on academic buoyancy. Self-management strategies of life indirectly positively influenced academic buoyancy through positive youth development. Therefore, positive youth development plays a mediatory role between self-management strategies and academic buoyancy. 54 % of the variance of academic buoyancy and 55 % of the variance of positive youth development are explained by the variables of positive youth development and self-management strategies, respectively.
Literature
Baltes, P. B. (1997). On the incomplete architecture of human ontogeny. Selection optimization, and compensation as foundation of developmental theory. The American Psychologist, 52(4), 366–380.CrossRefPubMed
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: the model of selective optimization with compensation. Successful aging: Perspectives from the behavioral sciences, 1(1), 1–34.CrossRef
Bandura, A. (1997). Self-efficacy: the exercise of control. London, England: Macmillan.
Boerner, K., & Jopp, D. (2007). Improvement/maintenance and reorientation as central features of coping with major life change and loss: contributions of three life-span theories. Human Development, 50, 171–195.CrossRef
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2011). 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.CrossRef
Brandtstädter, J. (1998). Action perspectives on human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 807–863). New York: Wiley.
Bundick, M. J., & Tirri, K. (2014). Student perceptions of teacher support and competencies for fostering youth purpose and positive youth development: perspectives from two countries. Applied Developmental Science, 18(3), 148–162.CrossRef
Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: predictors of high school students’ academic resilience. Journal of Educational Psychology, 93, 758–770.CrossRef
Colli, R. J., Martin, A. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). Academic buoyancy and lagged role of control: a cross- logged analysis of high schools students. The British Journal of Educational Psychology, 110(1), 1–18.
Dehghanizadeh, M. H., & Husseinchari, M. (2012). Academic buoyancy perception of family connective model: the mediatory role of self-efficacy. Journal of Teaching & Learning Studies, 4(2), 21–47.
Edwards, O., Mumford, V. E., & Serra-Roldan, R. (2007). A positive youth development model for students considered at-risk. School Psychology International, 28, 29–45.CrossRef
Evans, A. B., Banerjee, M., Banerjee, M., Aldana, A., Foust, M., & Rowley, R. (2012). Racial socialization as a mechanism for positive development among African AmericanYouth. Child Development Perspectives, 6(3), 251–257.CrossRef
Freund, A. M., & Baltes, P. B. (2002). The adaptiveness of selection, optimization, and compensation as strategies of life management: evidence from a preference study on proverbs. Journal of Gerontology: Psychological Sciences, 57, 426–434.CrossRef
Gardner, T. W., Dishion, T. J., & Connel, A. M. (2008). Adolescent self-regulation as resilience: resistance to antisocial behavior within the deviant peer context. Journal of Academic buoyancynormal Child Psychology, 36(2), 273–284.CrossRef
Geldhof, G. J., Stefansson, K., Johnson, S., Bowers, E. P., & Lerner, R. M. (2015). Selection, optimization, and compensation: the structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents. International Journal of Behavioral Development, 30(2), 171–185.CrossRef
Gestsdottir, S., & Lerner, R. M. (2007). Intentional self- regulation and positive youth development finding from 4-H study of positive youth development. Developmental Psychology, 43, 508–521.CrossRefPubMed
Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: the development and role of intentional self-regulation. Human Development, 51(3), 202–224.CrossRef
Gestsdottir, S., Lewin-Bizan, S., von Eye, A., Lerner, J. V., & Lerner, R. M. (2009). The structure and function of selection, optimization, and compensation in middle adolescence: theoretical and applied implications. Journal of Applied Developmental Psychology, 30, 585–600.CrossRef
Gestsdottir, S., Bowers, E., von Eye, A., Napolitano, C. M., & Lerner, R. M. (2010). Intentional self-regulation in middle adolescence: the emerging role of loss-based selection in positive youth development. Journal of Youth and Adolescence, 3, 764–782.CrossRef
Gestsdottir, S., Urban, J. B., Bowers, E. P., Lerner, J. V., & Lerner, R. M. (2011). Intentional self-regulation, ecological assets, and thriving in adolescence: a developmental systems model. New Directions for Child and Adolescent Development, 133, 61–76.CrossRef
Huberty, T. H. (2012). Building resilience through prevention. In T. J. Huberty (Ed.), Anxiety and depression in children and adolescents: assessment, intervention, and prevention (pp. 345–368). New York: Springer.CrossRef
Lerner, R. M. (2004). Liberty: thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage.
Lerner, R. M. (2005). Promoting positive youth development: theoretical and empirical bases. In White paper prepared for the workshop on the science of adolescent health and development, National Research Council Institute of medicine. Washington, D.C.: National Academies of Science.
Lerner, R. M. (2011). Structure and process in relational developmental systems theories: a commentary on contemporary changes in the understanding of developmental change across the life span. Human Development, 54, 34–43.CrossRef
Lerner, R. M. (2013). Concepts and theories of human development (3th ed.). Psychology Press.
Lerner, R. M., Freund, A. M., De Stefanis, I., & Habermas, T. (2001). Understanding developmental regulation in adolescence: the use of the selection, optimization, and compensation model. Human Development, 44, 29–50.CrossRef
Lerner, R. M., Von Eye, A., V., L. J., & Lewin-Bizan, S. (2009). Exploring the foundations and functions of adolescent thriving within the 4-H study of positive youth development: a view of the issues. Journal of Applied Developmental Psychology, 30(5), 567–570.CrossRef
Lerner, R. M., Lerner, J. V., Bowers, E. P., Lewin-Bizan, S., Gestsdottir, S., & Urban, J. B. (2011). Self-regulation processes and thriving and in childhood and adolescence: a view of the issues. New Directions for Child and Adolescent Development, 133, 1–9.CrossRef
Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdottir, S., & DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: the roles of individual strengths and ecological assets. New Directions for Youth Development, 135, 119–128.CrossRef
Lerner, R. M., Agans, K. L., Arbeit, R. M, Chase, P. A., Winer, M. B., Schmi, K. L., & Warren, A. E. (2013). Resilience and Positive Youth Development: A Relational Developmental Systems Model. Handbook of Resilience in Children (pp. 293–308). Springer US.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 24(1), 86–107.CrossRef
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83.CrossRefPubMed
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modeling of academic buoyancy and motivation: do the ‘5Cs’ hold up over time? British Journal of Educational Psychology, 80, 473–496.CrossRefPubMed
Martin, A., Ginns, P., Papworth, B., & Ghasemi-Nejad, M. (2013). Aboriginal/indigenous students in high school: understanding their motivation, engagement, academic buoyancy, and achievement. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing cross-cultural perspectives on Educational Psychology: a festschrift for Dennis M. McInerney (pp. 273–294). Charlotte, NC: Information Age Publishing.
Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychologist, 56, 227–238.CrossRefPubMed
Masten, A. S. (2014). Invited commentary: resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43, 1018–1024.CrossRefPubMed
Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239–248.CrossRef
Moore, J. (2013). Resilience and At-risk Children and Youth National Center for Homeless Education. Retrieved from www.serve.org/nche.
Mueller, M. K., Phelps, E., Bowers, E. P., Agans, J., 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), 1115–1126.CrossRefPubMed
Napolitano, C. M., Bowers, E. P., Gestsdottir, S. M., Depping, M., von Eye, A., Chase, P., & Lerner, J. V. (2011). The role of parenting and goal selection in positive youth development: a person-centered approach. Journal of Adolescence, 34, 1137–1149.CrossRefPubMed
Overton, W. F. (2010). Anxiety and depression in children issues. In W. F. Overton (Vol. Ed.), & R. M. Lerner (Ed.), the handbook of life-span development: Vol. 1. Cognition, biology, and methods across the lifespan. (1st ed., pp. 1–29). Hoboken, NJ: Wiley.
Overton, W. F. (2013). A new paradigm for developmental science: Relationism and relational-developmental systems. Applied Developmental Science, 17, 94–107.CrossRef
Putwain, D. W., & Dally, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162.CrossRef
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping: An International Journal, 25, 349–358.CrossRef
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, 1127–1135.CrossRefPubMed
Seligman, M. (2011). Building resilience. Harvard Business Review, 89(4),106–138.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55(1), 5–14.CrossRefPubMed
Smith, L. H., & Barker, E. (2009). Exploring youth development with diverse children: correlates of risk, health and thriving behaviors. Journal for Specialists in Pediatric Nursing, 14(1), 12–21.CrossRefPubMed
Snyder, C. R., & Lopez, S. (2007). Positive psychology: the scientific and practical explorations of human strengths. Thousand Oaks, CA: Sage Publications.
Staudinger, U. M., Marsiske, M., & Baltes, P. B. (1993). Resilience and levels of reserve capacity in later adulthood: perspectives from lifespan theory. Development and Psychopathology, 5, 541–566.CrossRef
Steinberg, L. (2010). A behavioral scientist looks at the science of adolescent brain development. Brain and Cognition, 72(1):160–164.
Truskauskaitė-Kunevičienė, I., Žukauskainė, R., & Kaniušonytė, G. (2014). Positive youth development links to satisfaction with life, resilience and internalizing and externalizing problems. Social Work Research Journal, 13(1), 98–109.CrossRef
Wells, T. A., & Bantum, E. O. (2012). Social support, self-regulation, and resilience in two populations: general-population adolescents and adult cancer survivors. Journal of Social and Clinical Psychology, 31(6), 535–541.CrossRef
Wright, M. O., Masten, A. S., & Narayan, A. J. (2013). Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity. In S. Goldestien & B. Brooks (Eds.), Handbook of resilience in children. (pp. 15–37). New York: Springer + Business Media..CrossRef
Zelazo, P. D. (2013). Developmental psychology: a new synthesis. In P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology: body and mind (Vol. 1, pp. 3–12). New York: Oxford University Press.
Zimmerman, S., Phelps, E., & Lerner, R. M. (2008). Positive and negative developmental trajectories in U.S. adolescents: where the PYD perspective meets the deficit model. Research in Human Development, 5, 153–167.CrossRef
Metadata
Title
Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model
Authors
Farah Bakhshaee
Elahe Hejazi
Fariborz Dortaj
Valiollah Farzad
Publication date
01-04-2017
Publisher
Springer US
Published in
International Journal of Mental Health and Addiction / Issue 2/2017
Print ISSN: 1557-1874
Electronic ISSN: 1557-1882
DOI
https://doi.org/10.1007/s11469-016-9707-x

Other articles of this Issue 2/2017

International Journal of Mental Health and Addiction 2/2017 Go to the issue

Original Article

Problematic Gaming Behaviour in Finnish Adolescents and Young Adults: Relation to Game Genres, Gaming Motives and Self-Awareness of Problematic Use

Brief Report

Primary and Secondary Exercise Dependence in a Sample of Cyclists

OriginalPaper

Investigating Gender Differences on the Age of Suspicion of Children with Hearing Loss in Iran

OriginalPaper

Investigating the Impacts of Cochlear Implantation on the Happiness and Self-Esteem of Mothers of Children with Severe Hearing Loss

Erratum

Erratum to: Humanistic Education and students’ Educational Motivation in Tehran Primary Schools

Brief Report

University Student Attitudes Toward Illicit Drug Use and Trafficking in Russia