social contexts and adolescent development jacquelynne s. eccles university of california, irvine...

Social Contexts and Social Contexts and Adolescent DevelopmentAdolescent Development

Jacquelynne S. EcclesJacquelynne S. Eccles

University of California, IrvineUniversity of California, Irvine

INID MeetingINID Meeting

February 8, 2014February 8, 2014

GoalsGoals

Describe some of the Describe some of the ““averageaverage”” changes changes we see in motivation and socio-emotional we see in motivation and socio-emotional development during adolescencedevelopment during adolescence

Relate these changes to changes Relate these changes to changes adolescents in the USA experience as adolescents in the USA experience as they make the transition from they make the transition from elementary to secondary school in order elementary to secondary school in order to illustrate how one can use a to illustrate how one can use a developmental approach to study person developmental approach to study person context interactionscontext interactions

GoalsGoals

Discuss more broadly how we need Discuss more broadly how we need to think about assessing social to think about assessing social contexts in order to study their contexts in order to study their impact on human development.impact on human development.

Changes in Motivation Changes in Motivation Associated with Adolescent Associated with Adolescent

DevelopmentDevelopment Decline in General Interest in School Decline in General Interest in School

and Other Adult Dominated and Created and Other Adult Dominated and Created ActivitiesActivities Leading to increased school disengagement Leading to increased school disengagement

in the most extreme casesin the most extreme cases Increases in school burn outIncreases in school burn out

Increase in Interest in Peer Acceptance Increase in Interest in Peer Acceptance and Peer Dominated and Created and Peer Dominated and Created ActivitiesActivities Leading to increases in involvement in risky Leading to increases in involvement in risky

behaviors in the most extreme casesbehaviors in the most extreme cases

Changes in Motivation Associated Changes in Motivation Associated with Adolescent Developmentwith Adolescent Development

Increasing Salience of Identity-Increasing Salience of Identity-Related Developmental Needs, Related Developmental Needs, Which Can Lead to:Which Can Lead to: Increases in the salience of social group Increases in the salience of social group

memberships and social identitiesmemberships and social identities Increases in concern with oneIncreases in concern with one’’s s

personal identitypersonal identity Increasing need to balance the need to Increasing need to balance the need to

fit in fit in

with the need to stand out.with the need to stand out.

Changes in Motivation Associated Changes in Motivation Associated with Adolescent Developmentwith Adolescent Development

Increasing Desire for Autonomy in Increasing Desire for Autonomy in OneOne’’s Own Behavioral Regulations Own Behavioral Regulation

Increasing Concern with the Increasing Concern with the Relevance of What One is Doing for Relevance of What One is Doing for OneOne’’s Current and Future Goals.s Current and Future Goals.

Increasing Salience of Sexual Increasing Salience of Sexual DesiresDesires

More Specific Changes in More Specific Changes in Achievement-Related Motivation Achievement-Related Motivation

Associated with Adolescent Associated with Adolescent DevelopmentDevelopment

Decline in Confidence in Some Academic Decline in Confidence in Some Academic Disciplines Disciplines Math and Physical Science for Many StudentsMath and Physical Science for Many Students Literacy-Related Subject Areas for Some Literacy-Related Subject Areas for Some

StudentsStudents

Decline in Subjective Task Value attached Decline in Subjective Task Value attached to Some Academic Disciplines to Some Academic Disciplines Math and Physical Science for Many StudentsMath and Physical Science for Many Students Literacy-Related Subject Areas for Some Literacy-Related Subject Areas for Some

StudentsStudents

Specific Changes in Achievement-Specific Changes in Achievement-Related Motivation Associated with Related Motivation Associated with

Adolescent DevelopmentAdolescent Development

Increase in Test Anxiety and in the Increase in Test Anxiety and in the Relation of Test Anxiety to School Relation of Test Anxiety to School Performance and Intrinsic Performance and Intrinsic MotivationMotivation

Increase in School Burn OutIncrease in School Burn Out

More Specific Changes in More Specific Changes in Achievement-Related Motivation Achievement-Related Motivation


Increase in Extrinsic Motivational Increase in Extrinsic Motivational OrientationOrientation Work for Grades and TestsWork for Grades and Tests

Decrease in Intrinsic Motivational Decrease in Intrinsic Motivational OrientationOrientation Work for Enjoyment of Subject and Work for Enjoyment of Subject and

Desire to LearnDesire to Learn

More Specfici Achievement-More Specfici Achievement-Related Changes in Motivation Related Changes in Motivation


Increase in Ego-Focused and Increase in Ego-Focused and Performance-Oriented Motivation Performance-Oriented Motivation (Nicholls, Ames, Midgley, Maehr, Elliott)(Nicholls, Ames, Midgley, Maehr, Elliott) Focus on Doing Better than OthersFocus on Doing Better than Others Focus on Avoiding Doing Worse than OtherFocus on Avoiding Doing Worse than Other

Decline in Mastery MotivationDecline in Mastery Motivation Focus on Learning to be LearningFocus on Learning to be Learning

Increase in Endorsement of View that Increase in Endorsement of View that Ability is Stable Entity rather than Ability is Stable Entity rather than Incremental Skill (Dweck)Incremental Skill (Dweck)

Change in Mental Health IndictorsDuring Early and Middle Adolescence

General Affective Experience

Inner Conflict/Negative Affect Slight increase from age 11 to 15;

Stress Increase from age 11 to 15; girls>boys

Loneliness Mixed results; goes up slightly in USA

Self-Consciousness Slight increase from age 11 to 15

Perceived Anonymity/Victimization Increases across secondary school

Feelings of Belonging in School Decreases across secondary school

General Self-Perceptions

Self-Esteem Drops initially and then increases in High School Years

Change in Mental Health IndicatorsDuring Early and Middle Adolescence

Depression and Suicide

Depressive Symptomatology Increases during early adolescence; Girls>Boys

Suicide Attempts and Completions Increases during adolescence

Problem Behaviors

Delinquency-Truancy-Suspension Increases in earlyadolescence; Boys>Girls

Substance Use/Abuse Increases across adolescence(e.g. cigarettes, alcohol, marijuana, etc.)

Why?Why?

Most common explanations of such Most common explanations of such group level group level ““developmentaldevelopmental”” phenomena by psychologists often phenomena by psychologists often focus on the biological changes focus on the biological changes associated with maturationassociated with maturation

In this case with the maturational In this case with the maturational changes associated with pubertychanges associated with puberty Hormone ChangesHormone Changes Brain Developmental ChangesBrain Developmental Changes

Why?Why? Alternatively we could look to shared social Alternatively we could look to shared social

transitions that create what look like transitions that create what look like ““stage-stage-relatedrelated”” maturational changes maturational changes

If many individuals share similar types of If many individuals share similar types of shifts in their social contexts, then we may shifts in their social contexts, then we may see average levels changes in individual see average levels changes in individual level functioning that reflect these social level functioning that reflect these social contextual shifts rather than, or in contextual shifts rather than, or in conjunction with, shared maturational conjunction with, shared maturational changes.changes.

Nature of the ChangeNature of the Change

But before continuing with the But before continuing with the importance of this distinction importance of this distinction regarding the likely origins of regarding the likely origins of average level age-related changes, it average level age-related changes, it is important that we look more is important that we look more closely at the nature of the change closely at the nature of the change itself, particularly in light of the itself, particularly in light of the recent work using latent growth recent work using latent growth curve analytic techniques. curve analytic techniques.


All of the patterns I discussed a All of the patterns I discussed a moment ago reflect significant moment ago reflect significant changes across age in the group changes across age in the group means for these constructs.means for these constructs.

These patterns show up in many These patterns show up in many studies and thus are quite reliable.studies and thus are quite reliable.


In contrast to patterns of mean level In contrast to patterns of mean level differences just discuseed, several differences just discuseed, several recent studies using latent growth recent studies using latent growth analytic techniques suggest that analytic techniques suggest that stability rather than change is most stability rather than change is most typical for these kinds of constructs.typical for these kinds of constructs.

For example,For example,

Changes in Changes in school motivation school motivation in Finland and the UKin Finland and the UK

Symonds, Schoon, Salmela-Aro,2011

You will still get the mean level changes You will still get the mean level changes because more individuals decrease than because more individuals decrease than increase. But most stay the same, which increase. But most stay the same, which suggestssuggests

The need for a more person by environment The need for a more person by environment explanation than explanation than

universal maturational explanations. universal maturational explanations.

Or at least a greater focus on the types of Or at least a greater focus on the types of

agency by social structure interactions agency by social structure interactions prevalent in prevalent in

Life Course Developmental TheoriesLife Course Developmental Theories

These latent growth curve models These latent growth curve models also suggest that most adolescents also suggest that most adolescents are showing very positive patterns are showing very positive patterns that start and remain high.that start and remain high.

This is also key as we think about This is also key as we think about the nature of negatives changes the nature of negatives changes often assumed to characterize this often assumed to characterize this age period.age period.

Returning to Why These Returning to Why These Developmental Patterns Developmental Patterns

Might Emerge?Might Emerge?

Let us consider the transition into Let us consider the transition into secondary schoolsecondary school

Few studies available to distinguish Few studies available to distinguish between the biological versus social between the biological versus social type explanatory systems for either type explanatory systems for either negative or positive psychological or negative or positive psychological or behavioral changesbehavioral changes

Roberta Simmons and Dale BlythRoberta Simmons and Dale Blyth’’s works work Compared adolescents moving through two Compared adolescents moving through two

types of school systems in same citytypes of school systems in same city K-8, 9-12 (ages 6-14; 15-18) versusK-8, 9-12 (ages 6-14; 15-18) versus 1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18)1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18)

First compared self esteem changes:First compared self esteem changes: Found transitional effects for girls onlyFound transitional effects for girls only

Self Esteem Data From Self Esteem Data From Simmons & Blyth – Girls Simmons & Blyth – Girls

OnlyOnly

School Year

SelfEsteem

K-6;7-9;10-12

SimmonsSimmons’’ Explanation for Explanation for Gender DifferencesGender Differences

At this age, girls are at the height of At this age, girls are at the height of pubertal developmentpubertal development

Stress theories suggest that dealing with Stress theories suggest that dealing with multiple changes is more difficult than multiple changes is more difficult than dealing with single life changesdealing with single life changes

Therefore, the Junior High School Therefore, the Junior High School Transition should be more stressful for Transition should be more stressful for girls than for boysgirls than for boys

BUTBUT On the one hand, her self esteem On the one hand, her self esteem

findings are consistent with this findings are consistent with this interpretation and interpretation and

She has other data showing that the She has other data showing that the declines in self esteem at this age are declines in self esteem at this age are directly linked to the number of other directly linked to the number of other life transitions such as geographical life transitions such as geographical moves, marital disruptions, and family moves, marital disruptions, and family deathsdeaths

BUT the gender differences in the BUT the gender differences in the patterns of change are not consistent …patterns of change are not consistent …

Simmons & Blyth: Moving into Simmons & Blyth: Moving into AdolescenceAdolescence

Negative Effects of K-6, 7-9 Structure Negative Effects of K-6, 7-9 Structure versus versus

K-8 Structure K-8 Structure GirlsGirls’’ Self-Esteem Declines Self-Esteem Declines BoysBoys’’ Sense of Being Victimized Sense of Being Victimized

IncreasesIncreases

GPA Declines for Both Girls and BoysGPA Declines for Both Girls and Boys Extracurricular Activities Declines for Extracurricular Activities Declines for

BothBoth Leadership Roles Declines for BothLeadership Roles Declines for Both Feelings of Anonymity Increase for BothFeelings of Anonymity Increase for Both

NonethelessNonetheless

SimmonsSimmons’’ work did point the work did point the importance of thinking about school importance of thinking about school transitions in terms of issues of coping.transitions in terms of issues of coping. Need to consider aspects of the situation Need to consider aspects of the situation

and the individual if we are to understand and the individual if we are to understand how well people cope with transitionshow well people cope with transitions

Multiple transition harder than single Multiple transition harder than single transitiontransition

Psychological and maturational readiness for Psychological and maturational readiness for transition is importanttransition is important

Psychological strengths and vulnerabilities are Psychological strengths and vulnerabilities are importantimportant

Eccles and Midgley Eccles and Midgley ““StageStage”” Environment ApproachEnvironment Approach

We argued that it is not the transition itself We argued that it is not the transition itself that matters but the nature of that that matters but the nature of that transition.transition.

Person Environment Fit theories suggest Person Environment Fit theories suggest thatthat People are optimally motivated when there is a People are optimally motivated when there is a

good fit between the needs of the individual and good fit between the needs of the individual and the opportunities provided by the environments the opportunities provided by the environments in which they must work, live, and studyin which they must work, live, and study

Bad fits lead to less than optimal motivation and Bad fits lead to less than optimal motivation and mental health problems mental health problems

““StageStage”” Environment Fit Environment Fit

Perhaps the motivational and Perhaps the motivational and behavioral changes seen during this behavioral changes seen during this age period reflect the fact that we age period reflect the fact that we force young people to move from a force young people to move from a ““good fittinggood fitting”” elementary school elementary school environment to a relatively more environment to a relatively more poorly fitting secondary school poorly fitting secondary school environment.environment.

What are these What are these needs?needs?

Connell, Deci & Ryan - SDTConnell, Deci & Ryan - SDT Competence – Mastery, ChallengeCompetence – Mastery, Challenge Emotional Support – Belonging, AttachmentEmotional Support – Belonging, Attachment Autonomy – Personal Control and Autonomy – Personal Control and

OwnershipOwnership

Other needsOther needs Mattering – Making a meaningful differenceMattering – Making a meaningful difference Responsibility – Being a contributing Responsibility – Being a contributing

member of onemember of one’’s social groups social group Identity – Knowing oneIdentity – Knowing one’’s place in ones place in one’’s s

social contextsocial context Engagement – Challenge and EnjoymentEngagement – Challenge and Enjoyment

Developmental Needs or Developmental Needs or Tasks of AdolescenceTasks of Adolescence

Increasing opportunities to Increasing opportunities to ““mattermatter”” Increasing need to feel respected by key cultural Increasing need to feel respected by key cultural

leaders leaders

Increasing needs to have a strong peer group Increasing needs to have a strong peer group affiliationaffiliation

Increasing need for sexual intimacy and pair Increasing need for sexual intimacy and pair bondingbonding

Increasing need for close ties to non-familial Increasing need for close ties to non-familial adults adults

Increasing need to be identified with cultural Increasing need to be identified with cultural institutionsinstitutions

Increasing need for oneIncreasing need for one’’s own personal identitys own personal identity

““StageStage”” Environment Fit Environment Fit versus Misfitversus Misfit

What is likely to happen if adolescents find What is likely to happen if adolescents find themselves in poorly fitting social contexts, themselves in poorly fitting social contexts, particularly given their increasing control particularly given their increasing control over their own behaviors?over their own behaviors?


Person-Environment Fit Theory Person-Environment Fit Theory predicts two main consequences predicts two main consequences directly related to the idea of thriving:directly related to the idea of thriving:

Mental well-being will declineMental well-being will decline

Motivational engagement in Motivational engagement in

the social context will declinethe social context will decline


Which, in turn, should lead to declines in Which, in turn, should lead to declines in performance in that setting or social performance in that setting or social contextcontext

Shifts of behavioral, emotional, and Shifts of behavioral, emotional, and cognitive engagement to contexts that cognitive engagement to contexts that provide a better provide a better ““StageStage”” Environment Fit. Environment Fit.

These shifts should be most marked for the These shifts should be most marked for the youth who have the least amount of youth who have the least amount of ““StageStage”” -Environment Fit or the most amount of -Environment Fit or the most amount of ““StageStage”” - Environment Misfit. - Environment Misfit.

One Empirical ExampleOne Empirical Example

Drawn from our ongoing Drawn from our ongoing longitudinal study of adolescent and longitudinal study of adolescent and adult development in social contexts:adult development in social contexts:

Maryland Adolescent Development Maryland Adolescent Development in Contexts = MADICSin Contexts = MADICS

Contributors to the Contributors to the Maryland Adolescent Maryland Adolescent

Development in Context Development in Context Study (MADICS)Study (MADICS) Jacquelynne Eccles, PIJacquelynne Eccles, PI

Arnold Sameroff, PIArnold Sameroff, PI

W. Todd BartkoW. Todd Bartko Elaine BelanskyElaine Belansky Diane EarlyDiane Early Kari FraserKari Fraser Leslie GutmanLeslie Gutman Oksana MalanchukOksana Malanchuk Katie JodlKatie Jodl Ariel KalilAriel Kalil

Linda KuhnLinda Kuhn Alice MichaelAlice Michael Melanie OverbyMelanie Overby Stephen PeckStephen Peck Katherine RosenblumKatherine Rosenblum Robert RoeserRobert Roeser Sherri SteeleSherri Steele Erika TaylorErika Taylor Cynthia WinstonCynthia Winston Carol WongCarol Wong

SampleSample

Respondent characteristics:Respondent characteristics: 66% African-American 66% African-American N=625N=625 Average age = 11 at Average age = 11 at

Wave 1Wave 1 Seventh grade at W 1Seventh grade at W 1 53 % male53 % male Data being presented Data being presented

today is from waves 1, today is from waves 1, 3, and 4; Grades 7, 8-3, and 4; Grades 7, 8-9, 11-129, 11-12

Family background:Family background: Median Family Income (1993): Median Family Income (1993):

$50-55,000$50-55,000

Highest Education: 38% Highest Education: 38% College DegreeCollege Degree

Highest Occupation: Highest Occupation: 44% Skilled44% Skilled 30% Professional30% Professional

Longitudinal Mixed Longitudinal Mixed MethodsMethods

Face-to-face, in home interviews with Face-to-face, in home interviews with youth and their parents which included youth and their parents which included both close-ended and quite open-ended both close-ended and quite open-ended questionsquestions

Self-administered questionnaires with Self-administered questionnaires with youth and their parentsyouth and their parents

Open-ended phone interviews with youth Open-ended phone interviews with youth and their parentsand their parents

Repeated intensive interviews with a Repeated intensive interviews with a subset of the youthsubset of the youth

School Achievement, Attendance & MotivationSchool Achievement, Attendance & MotivationIn MADICSIn MADICS

7th Grade

Grade Point Average

Days Absent from School

Academic Competence Beliefs

Academic Importance Beliefs

Academic Utility Beliefs

8th Grade

3.67

9.35

5.36

4.05

5.49

3.63

10.78

5.23

3.91

5.15

(ns)

School Problem BehaviorsSchool Problem BehaviorsSeventh and Eighth GradeSeventh and Eighth Grade

Sent toPrincipal’sOffice

Cheatedon Tests

SuspendedfromSchool

SkippedClass

BroughtDrugs/Alcohol

Expelledfrom

School

BELONGINGBELONGING

DEVELOPMENTAL DEVELOPMENTAL FITFIT

ENGAGEMENTENGAGEMENTPRACTICESPRACTICES

STUDENTSTUDENTAUTONOMYAUTONOMYCLASSROOMCLASSROOM

STUDENTSTUDENT

MENTAL HEALTHMENTAL HEALTH

COMPETENCECOMPETENCESCHOOL CULTURESCHOOL CULTURE

MEDIATORSMEDIATORS

OUTCOMEOUTCOME PSYCHOLOGICALPSYCHOLOGICAL INFLUENCESINFLUENCES

CONTEXTUAL - MOTIVATION MODEL LINKED TO NEEDSCONTEXTUAL - MOTIVATION MODEL LINKED TO NEEDS

BELONGINGBELONGINGFITFIT



STUDENTSTUDENT

MENTAL HEALTHMENTAL HEALTH


MEDIATORSMEDIATORS



BELONGINGBELONGINGFITFIT



STUDENTSTUDENT

MENTAL MENTAL HEALTHHEALTH


MEDIATORSMEDIATORS



Perceived Middle School Psychological Perceived Middle School Psychological Environment: Conceptualization and Environment: Conceptualization and

Measures.Measures.

School Psychological Environment

Support of Competence

Support of Autonomy

Quality of Relationships

TEACHEREXPECTATIONS

ACADEMIC GOAL STRUCTURES

CURRICULAR MEANINGFULNESS

STUDENT EMPOWERMENT

DISCRIMINATIONEXPERIENCES

TEACHER SUPPORTIVENESS

Significant Predictors:Significant Predictors:88thth Grade Psychological Grade Psychological

DistressDistress______________________________________________________________________________________________Parent Occupational StatusParent Occupational Status .07* .07*Parent Educational AttainmentParent Educational Attainment

-.08**-.08**Youth Gender (1 = Male, 2 = Female)Youth Gender (1 = Male, 2 = Female) .07** .07**

Prior Psychological DistressPrior Psychological Distress .30***.30***

Perceived School Ability Goal StructurePerceived School Ability Goal Structure .09** .09**

Perceived Positive Teacher RegardPerceived Positive Teacher Regard -.21***-.21***

Perceived Gender DiscriminationPerceived Gender Discrimination .22*** .22***Perceived Racial DiscriminationPerceived Racial Discrimination .18*** .18***

______________________________________________________________________________________________Total Multiple R Total Multiple R .66 .66Total Adjusted R-Square Total Adjusted R-Square .42 .42

______________________________________________________________________________________________Supports for autonomy had no effects

Significant Predictors:Significant Predictors:88thth Grade School Motivation Grade School Motivation______________________________________________________________________________________________Parent Educational AttainmentParent Educational Attainment .08* .08*Aggregate Grade Point AverageAggregate Grade Point Average -.08** -.08**Aggregate Subsidized Lunch Aggregate Subsidized Lunch .07* .07*

Prior School MotivationPrior School Motivation .28*** .28***

Perceived School Task Goal StructurePerceived School Task Goal Structure .07* .07*Perceived Positive Teacher RegardPerceived Positive Teacher Regard .24*** .24***

Perceived Curricular MeaningfulnessPerceived Curricular Meaningfulness .20*** .20***

Perceived Racial DiscriminationPerceived Racial Discrimination -.09**-.09**Perceived Teacher SupportivenessPerceived Teacher Supportiveness .06* .06*

______________________________________________________________________________________________Total Multiple R Total Multiple R .67 .67Total Adjusted R-Square Total Adjusted R-Square .44 .44

______________________________________________________________________________________________

FurthermoreFurthermore

When we added up for each student When we added up for each student the total number of risks and the total number of risks and protective characteristics they protective characteristics they reported being exposed to in their reported being exposed to in their school, we found a linear association school, we found a linear association between this number and the changes between this number and the changes they experienced in their psychological they experienced in their psychological distress and academic motivation as distress and academic motivation as they moved from 7they moved from 7thth to 9 to 9thth grade. grade.

Change in Psychological Distress and School Change in Psychological Distress and School MotivationMotivation

by (Risks-Protections) in Schoolby (Risks-Protections) in SchoolSeventh to Eighth GradeSeventh to Eighth Grade

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)

Change in School Problem Behaviors and GPAChange in School Problem Behaviors and GPAby (Risk - Protective) Factors in Schoolby (Risk - Protective) Factors in School

Seventh to Eighth GradeSeventh to Eighth Grade

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)

ConclusionConclusion

Indicators of both academic Indicators of both academic achievement-related outcomes and achievement-related outcomes and mental health increase as the mental health increase as the number of perceived school related number of perceived school related protective factors increase and protective factors increase and decrease as the number of perceived decrease as the number of perceived school-related risk factors increase.school-related risk factors increase.

What Does This Analysis Mean What Does This Analysis Mean for Understanding Adolescent for Understanding Adolescent

Development and Development and Heterogeneity in Responses to Heterogeneity in Responses to

Interventions?Interventions? First and foremost, it focuses our attention First and foremost, it focuses our attention on the quality of the fit between the various on the quality of the fit between the various social contexts available to adolescents and social contexts available to adolescents and their own developing needs.their own developing needs.

It leads directly to the hypothesis that It leads directly to the hypothesis that adolescents will thrive best in, and be most adolescents will thrive best in, and be most attracted to, those contexts that they attracted to, those contexts that they believe will best meet their personal and believe will best meet their personal and developmental needs.developmental needs.


Development and Development and Heterogeneity in Treatment Heterogeneity in Treatment

Effects?Effects? More specifically, they will be most More specifically, they will be most attracted to those social contexts that attracted to those social contexts that provide them with opportunities to:provide them with opportunities to:

FEEL COMPETENTFEEL COMPETENT

FEEL LIKE THEY BELONGFEEL LIKE THEY BELONG

FEEL LIKE THEY HAVE MAXIMAL FEEL LIKE THEY HAVE MAXIMAL BEHAVIORAL AUTONOMY BEHAVIORAL AUTONOMY

AND SELF-DIRECTIONAND SELF-DIRECTION


Development?Development?FEEL AS IF THEY MATTER AND ARE FEEL AS IF THEY MATTER AND ARE

RESPECTEDRESPECTED

FEEL THEY ARE BEING GIVEN FEEL THEY ARE BEING GIVEN OPPORTUNITIES TO BOTH:OPPORTUNITIES TO BOTH:

DEVELOP THEIR PERSONAL IDENTITIES DEVELOP THEIR PERSONAL IDENTITIES

AND GOALS AND GOALS

DEVELOP THE SKILLS AND SOCIAL CAPITAL DEVELOP THE SKILLS AND SOCIAL CAPITAL NECESSARY TO FULFILL THESE GOALS NECESSARY TO FULFILL THESE GOALS

AND IDENTITIESAND IDENTITIES


Development and Development and Heterogeneity of Treatment Heterogeneity of Treatment

Effects?Effects?It leads to a second set of general It leads to a second set of general

hypotheses:hypotheses:

Adolescents will withdraw from those Adolescents will withdraw from those contexts that do not provide contexts that do not provide

particularly good stage-environment particularly good stage-environment fitfit

Adolescents will navigate towards Adolescents will navigate towards those contexts that provide better those contexts that provide better

stage-environment fitstage-environment fit


Development and Heterogeneity Development and Heterogeneity of Treatment Effects?of Treatment Effects?

Furthermore, this differential Furthermore, this differential movement will be maximized when movement will be maximized when adolescents have the most control adolescents have the most control over their own behavioral choices over their own behavioral choices and contextual and contextual ““where aboutswhere abouts””..


Development in Context?Development in Context?Thus their freedom to Thus their freedom to ““vote with their feetvote with their feet”” will will

be limited by all external control forces that be limited by all external control forces that limit their own ability to self-regulate their limit their own ability to self-regulate their

““where aboutswhere abouts””..

Such external controls can exist in all social Such external controls can exist in all social contexts, contexts,

whether dominated by youth or adults.whether dominated by youth or adults.

Such controls can be used in ways that both Such controls can be used in ways that both facilitate and undermine positive adolescent facilitate and undermine positive adolescent

development.development.


Development in Context?Development in Context?

In the best of all possible worlds, In the best of all possible worlds, adolescents will navigate towards adolescents will navigate towards social contexts that will facilitate social contexts that will facilitate their own positive development.their own positive development.



But few adolescents live in the But few adolescents live in the ““best of best of all possibleall possible”” worlds worlds

They each have limitations based on They each have limitations based on prior experiences, developmental prior experiences, developmental immaturity, and lack of sufficient immaturity, and lack of sufficient knowledge on which to base knowledge on which to base ““wisewise”” decisionsdecisions



Furthermore, both the nature and Furthermore, both the nature and the range of social contexts available the range of social contexts available to them are limited by a wide range to them are limited by a wide range of constraints derived from the of constraints derived from the social/political/cultural worlds in social/political/cultural worlds in which they live.which they live.



Finally, social contexts may Finally, social contexts may ““selectselect”” individuals individuals

The opportunities to join new social The opportunities to join new social groups and to enter new social contexts groups and to enter new social contexts

may be created by forces external to may be created by forces external to the individual.the individual.

OrOr

By happenstance!By happenstance!


Development and Context?Development and Context? The best way to think about the role The best way to think about the role

these social contexts might play in these social contexts might play in adolescent development is to adolescent development is to conceptualize social contexts in conceptualize social contexts in terms of the risks and opportunities terms of the risks and opportunities that they provide to participating that they provide to participating individuals.individuals.



Social contexts provide an array of Social contexts provide an array of such opportunities and risks.such opportunities and risks.

Contexts provide new opportunities for Contexts provide new opportunities for learning skills, attitudes, and valueslearning skills, attitudes, and values

Contexts provide opportunities to Contexts provide opportunities to engage in new behavioral patternsengage in new behavioral patterns



Individuals will vary in the particular risks Individuals will vary in the particular risks and opportunities they engage in within and opportunities they engage in within each social context.each social context. Individuals will vary in their own skills, needs, Individuals will vary in their own skills, needs,

personal assets, and motivational predilections.personal assets, and motivational predilections. Individuals also vary in their own connection to Individuals also vary in their own connection to

the social context and the role they play within the social context and the role they play within the context.the context.


Development in Context?Development in Context?Most importantlyMost importantly

The tendency to take up the various The tendency to take up the various opportunities and risks will depend both opportunities and risks will depend both on personal characteristics and the on personal characteristics and the demands for compliance in the setting.demands for compliance in the setting.

Finally, it will depend on characteristics Finally, it will depend on characteristics of the social context that influence the of the social context that influence the ease of entry and withdrawal.ease of entry and withdrawal.


Development in Context?Development in Context? Such a joint person by environment Such a joint person by environment

perspective is best illustrated by the perspective is best illustrated by the work of Stattin Hakan and his colleagues work of Stattin Hakan and his colleagues on the role of participation in teen on the role of participation in teen centers on adolescent development.centers on adolescent development.

Much more such work is needed.Much more such work is needed.



Good social policy depends on Good social policy depends on understanding the nature of contexts understanding the nature of contexts and the developmental needs of the and the developmental needs of the adolescents who inhabit the adolescents who inhabit the available social contexts.available social contexts.



If we want adolescents to come to If we want adolescents to come to particular social contexts such as particular social contexts such as schools or youth centers, we need to schools or youth centers, we need to make sure these contexts provide make sure these contexts provide good stage-environment fit.good stage-environment fit.



If we want adolescents to remain in If we want adolescents to remain in those contexts rather than shifting those contexts rather than shifting to other contexts, we need to make to other contexts, we need to make sure that what we want to teach sure that what we want to teach them both fits their needs and is them both fits their needs and is worth learning.worth learning.


Development in Context?Development in Context? If we adopt this approach, we will be If we adopt this approach, we will be

less likely to blame the adolescents less likely to blame the adolescents for their choices for their choices

As is done when we focus attention, for As is done when we focus attention, for example on changes in their brains as a example on changes in their brains as a primary source of increases in risky primary source of increases in risky behaviors rather than lack of behaviors rather than lack of opportunities to engage in health opportunities to engage in health promoting ways of show they matter promoting ways of show they matter and explore identitiesand explore identities


Development in Context?Development in Context?And more likely to provide them with And more likely to provide them with

““stagestage”” appropriate contexts in appropriate contexts in which they canwhich they can learn the skills, motivations, values, learn the skills, motivations, values,

and attitudes necessary for the and attitudes necessary for the successful transition into adulthoodsuccessful transition into adulthood

Acquire the social and cultural capitol Acquire the social and cultural capitol necessary for a successful transition necessary for a successful transition into adulthoodinto adulthood

Thrive while in the contextThrive while in the context



By so doing, we will also be able to By so doing, we will also be able to decrease the likelihood they will decrease the likelihood they will shift their engagement into other shift their engagement into other more risky social contexts.more risky social contexts.



In support of these hypotheses, In support of these hypotheses, evidence emerging from the School evidence emerging from the School Engagement Literature has shown Engagement Literature has shown that succeeding and staying engaged that succeeding and staying engaged in school are very strong and in school are very strong and consistent predictors of mental well-consistent predictors of mental well-being and absence of engagement in being and absence of engagement in risky behaviors during adolescence.risky behaviors during adolescence.

Do American Do American Secondary Schools Meet Secondary Schools Meet

These Goals?These Goals?

NOT VERY WELL !NOT VERY WELL !

Particularly for Adolescents Particularly for Adolescents

Who DonWho Don’’t Do Very Well Academicallyt Do Very Well Academically

But this is another story!!But this is another story!!

How Well do Various How Well do Various Interventions Aimed at Interventions Aimed at

Adolescents Meet Adolescents Meet These Goals?These Goals?

I SUSPECT NOT VERY WELL !I SUSPECT NOT VERY WELL !

Particularly for Adolescents Particularly for Adolescents

Who DonWho Don’’t Do Very Well Academically t Do Very Well Academically or Fit Very Well into the Programsor Fit Very Well into the Programs

But this is your story to tell!!But this is your story to tell!!

Thank You!!Thank You!!

More details on our web site:More details on our web site:www.rcgd.isr.umich.edu/garp

[email protected]@umich.edu

social contexts and adolescent development jacquelynne s. eccles university of california, irvine...

Documents

increasing need

changes adolescents

average changes

adolescent development

specific changes

human development

social contexts

secondary school