Dissertation/Thesis Abstract

Intentional Self-Regulation and Self-Perceived Academic Success in Elementary School-Age Youth: A Relational Developmental Systems Approach
by Chase, Paul A., Ph.D., Tufts University, 2015, 141; 3728512
Abstract (Summary)

If society recognizes that it is mutually beneficial for individuals and communities to invest in school interventions that will lead to a more productive society, then early investment in intentional self-regulation (ISR) attributes may be a cost-beneficial strategy in regard to subsequent secondary-, post-secondary, and career successes, especially when early investment is complimented by continued investment in ISR through secondary school. In Chapter 1, I explain why ISR attributes should be a focus of educational curricula and interventions. I review several studies that have identified measures and tools that can be used to evaluate and improve ISR attributes among elementary school-aged youth, and how ISR attributes relate to academic success in elementary school students. In Chapter 2, I discuss the rationale for using longitudinal data from 959 participants in the Character and Merit Project (CAMP) to analyze the characteristics of ISR, as operationalized by Selection, Optimization, and Compensation (SOC) factors, and the outcome of interest, self-perceived academic success. I describe the findings of longitudinal analyses aimed at evaluating the utility of the Chase (2014) two-factor model of SOC, and how this two-factor model related to self-perceived academic success across the elementary school years. I used growth mixture models, cross-tabulation analyses, and tests of the equality of means to determine how SOC factors related to self-perceived academic success trajectory class membership. Chapter 3 explains the implications of the findings, as well as potential limitations. I conclude with a discussion of the possibilities for future studies of ISR and academic success, as well as the implications for educational policy and practice, within and after the elementary school years.

Indexing (document details)
Advisor: Lerner, Richard M.
Commitee: Biesecker, Gretchen, Cohen, Steven, Johnson, Sara K., McWayne, Christine
School: Tufts University
Department: Child Development
School Location: United States -- Massachusetts
Source: DAI-B 77/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Developmental psychology
Keywords: Academic success, Elementary school education, Growth mixture modeling, Intentional self-regulation, Intervention, Soc
Publication Number: 3728512
ISBN: 9781339139746
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