{"id":15,"date":"2017-11-02T13:17:21","date_gmt":"2017-11-02T13:17:21","guid":{"rendered":"https:\/\/www.montclair.edu\/ryte-institute\/?page_id=15"},"modified":"2021-11-04T16:22:13","modified_gmt":"2021-11-04T20:22:13","slug":"building-evidence-base-in-developmental-science","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/ryte-institute\/ryte-research\/building-evidence-base-in-developmental-science\/","title":{"rendered":"Building Evidence Base in Developmental Science"},"content":{"rendered":"<p>The RYTE Institute is working to build an evidence-base within developmental science that specifically addresses the role of multiple individual (e.g., self-regulation) and contextual factors (e.g., family, school, neighborhood) on adolescent development with a focus on positive youth development.<\/p>\n<p>Studies have examined how individual factors such as self-regulation, contextual factors such as the family, school, neighborhood, and involvement in out-of-school activities affects the developmental trajectories of adolescents including outcomes related to positive youth development.<\/p>\n<p>For more information on specific projects:<\/p>\n<ul>\n<li><a href=\"http:\/\/www.montclair.edu\/ryte-institute\/current-projects\/\">Inspire&gt;Aspire Project<\/a><\/li>\n<li><a href=\"http:\/\/www.montclair.edu\/ryte-institute\/current-projects\/\">Inspiring Purpose<\/a><\/li>\n<li><a href=\"http:\/\/www.montclair.edu\/ryte-institute\/current-projects\/\">CHOP Center to Promote Adolescent Well Being<\/a><\/li>\n<li><a href=\"https:\/\/www.montclair.edu\/ryte-institute\/ryte-research\/building-evidence-base-in-developmental-science\/boy-scouts-of-america\/\">Boy Scouts of America<\/a><\/li>\n<\/ul>\n<h2><strong>Related Publications<\/strong><\/h2>\n<ul>\n<li><strong>Linver, M.R., Urban, J.B.<\/strong>, MacDonnell, M., Robers, E.D., Quinn, J., Samtani, S., Doubledee, R., Gama, L., &amp; Morgan, D. (2018). Mixed methods in youth purpose: An examination of adolescent self-regulation and purpose. <em>Journal of Research in Human Development<\/em>, 15(20, 118-138. DOI; 10.1080\/15427609.2018.1445925<\/li>\n<li><strong>Linver, M.R., &amp; Urban, J.B.<\/strong> (2018). &#8220;My life purpose is&#8230;&#8221;: Assessment of youth purpose in context. <em>Journal of Research in Human Development<\/em>, 14(20, 95-100. DOI: 10.1080\/15427609.2018.1445927<\/li>\n<li>Chauveron, L.M.,\u00a0<strong>Linver, M.R., &amp; Urban, J. B.\u00a0<\/strong>(2015).\u00a0\u00a0<a rel=\"noopener noreferrer\" href=\"http:\/\/jyd.pitt.edu\/ojs\/jyd\/article\/view\/10\/16%20\" target=\"_blank\">Intentional Self-Regulation and Positive Youth Development: Implications for Youth Development Programs<\/a>.\u00a0\u00a0<em>Journal of Youth Development, 10(3)<\/em>, 89-101.<\/li>\n<li>MacDonnell, M.,\u00a0<strong>Urban, J.B., &amp; Linver, M.R.<\/strong>\u00a0(2015).\u00a0<a rel=\"noopener noreferrer\" href=\"http:\/\/jyd.pitt.edu\/ojs\/jyd\/article\/view\/11\/478\" target=\"_blank\">\u00a0A Mixed-Methods Exploration of Intentional Self Regulation and Youth Beliefs about the Chances of Achieving Future Aspirations<\/a>.\u00a0\u00a0<em>Journal of Youth Development, 10(3),<\/em>\u00a0102-114.<\/li>\n<li>Bowers, E. P., Geldhof, G. J., Chase, P. A., Gestsdottir, S.,\u00a0<strong>Urban, J. B.<\/strong>, &amp; Lerner, R. M. (2015). Self regulation during adolescence: Variations associated with individual \u00df\u00e0 context relations. In J. Wright (Ed.),\u00a0<em>International Encyclopedia of Social and Behavioral Sciences<\/em>\u00a0(2nd ed.). London, UK: Elsevier.<\/li>\n<li>Birnbaum, A., &amp;\u00a0<strong>Linver, M.R.<\/strong>\u00a0(2012).\u00a0 Adolescent physical development and health.\u00a0 In G. L. Creasey &amp; P. A. Jarvis (Eds.),\u00a0<em>Adolescent development and school achievement in urban communities: Resilience in the neighborhood\u00a0<\/em>(pp. 53-64).\u00a0 NY: Routledge.<\/li>\n<li>Mueller, M.K., Lewin-Bizan, S., &amp;\u00a0<strong>Urban, J.B.<\/strong>\u00a0(2011). Youth activity involvement and positive youth development. In R.M. Lerner, J.V. Lerner, &amp; J.B. Benson (Eds.).\u00a0<em>Advances in Child Development and Behavior: Positive youth development: Research and applications for promoting thriving in adolescence, Vol 41<\/em>\u00a0(pp. 231-249). Burlington: Academic Press.<\/li>\n<li>Mueller, M.K., Phelps, E., Bowers, E.P., Agans, J.,\u00a0<strong>Urban, J.B.<\/strong>, &amp; Lerner, R.M. (2011). Youth development program participation and intentional-self regulation skills: Contextual and individual bases of pathways to positive youth development.\u00a0<em>Journal of Adolescence, 34<\/em>, 1115-1125.<\/li>\n<li>Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., &amp;\u00a0<strong>Urban, J.B.<\/strong>\u00a0(2011). Self-regulation processes and thriving in childhood and adolescence: A view of the issues.\u00a0<em>New Directions for Child and Adolescent Development, 133<\/em>, 1-10.<\/li>\n<li>Gestsdottir, S.,\u00a0<strong>Urban, J.B.<\/strong>, Bowers, E., Lerner, J.V., &amp; Lerner, R.M. (2011). Intentional self regulation, ecological assets, and thriving in adolescence: A developmental systems model.\u00a0<em>New Directions for Child and Adolescent Development, 133<\/em>, 61-76.<\/li>\n<li>Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., &amp;\u00a0<strong>Urban, J.B.<\/strong>\u00a0(Eds.). (2011). Thriving in childhood and adolescence: The role of self regulation processes.\u00a0<em>New Directions for Child and Adolescent Development, 133<\/em>.<\/li>\n<li>Brown, T. L.,\u00a0<strong>Linver, M.R.<\/strong>, &amp; Evans, M. (2010).\u00a0 The role of gender in the racial and ethnic socialization of African American adolescents.\u00a0\u00a0<em>Youth and Society, 41<\/em>, 357-381.<\/li>\n<li><strong>Urban, J.B.<\/strong>, Lewin-Bizan, S. &amp; Lerner, R.M. (2010). The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes.\u00a0<em>Journal of Youth and Adolescence, 39<\/em>(7), 783-800. doi:10.1007\/s10964-010-9549-y<\/li>\n<li>Brown, T. L.,\u00a0<strong>Linver, M.R.<\/strong>, Evans, M., &amp; DeGennaro, D. (2009). African American parents\u2019 racial and ethnic socialization and adolescent academic grades:\u00a0 Teasing out the role of gender.\u00a0\u00a0<em>Journal of Youth and Adolescence, 38,<\/em>\u00a0214-227<em>.<\/em><\/li>\n<li><strong>Linver, M.R.<\/strong>, Roth, J.L., &amp; Brooks-Gunn, J. (2009).\u00a0 Patterns of Adolescents\u2019 Participation in Organized Activities:\u00a0 Are Sports Best When Combined with Other Activities?<em>\u00a0Developmental Psychology, 45<\/em>, 354-367<em>.<\/em><\/li>\n<li><strong>Urban, J.B.<\/strong>, Lewin-Bizan, S., &amp; Lerner, R.M. (2009). The role of neighborhood ecological assets and activity involvement in youth developmental outcomes: Differential impacts of asset poor and asset rich neighborhoods.\u00a0<em>Journal of Applied Developmental Psychology, 30<\/em>(5), 601-614.<\/li>\n<li><strong>Urban, J.B.<\/strong>\u00a0(2008). Components and characteristics of youth development programs: The voices of youth-serving policy makers, practitioners, researchers, and adolescents.\u00a0<em>Applied Developmental Science, 12<\/em>(3), 128-139.<\/li>\n<li>Bradshaw, C.,\u00a0<strong>Brown, J.S.<\/strong>, and Hamilton, S. (2008). Bridging positive youth development and mental health services for youth with serious behavior problems.\u00a0<em>Child &amp; Youth Care Forum<\/em>,\u00a0<em>37<\/em>(5-6), 209-263.<\/li>\n<li>Bradshaw, C.,\u00a0<strong>Brown, J.S.<\/strong>, and Hamilton, S. (2006). Applying positive youth development and life-course research to the treatment of adolescents involved with the judicial system.\u00a0<em>Journal of Addictions and Offender Counseling, 27<\/em>(1), 2-16.<\/li>\n<li><strong>Brown, J.S.<\/strong>\u00a0(2006). Rethinking concept mapping for youth participatory evaluation in the context of youth development programs.\u00a0<em>Journal of Youth Development: Bridging Research and Practice<\/em>,\u00a0<em>1<\/em>(2). Retrieved from http:\/\/www.nae4ha.org\/directory\/jyd\/index.html<\/li>\n<li>Brooks-Gunn, J.,\u00a0<strong>Linver, M.R.<\/strong>, &amp; Fauth, R.C. (2005). Children\u2019s competence and SES in the family and neighborhood.\u00a0 In A.J. Elliot &amp; C.S. Dweck (Eds.),\u00a0<em>Handbook of competence and motivation\u00a0<\/em>(pp. 414-435).\u00a0 NY:\u00a0 Gulliford Press.<\/li>\n<li><strong>Linver, M.R.<\/strong>, &amp; Davis-Kean, P.E. (2005).\u00a0 The slippery slope:\u00a0 What predicts math grades in middle and high school?\u00a0\u00a0<em>New Directions for Child and Adolescent Development<\/em>,\u00a0<em>110<\/em>, 49-64.<\/li>\n<li><strong>Linver, M.R.<\/strong>, Brooks-Gunn, J., &amp; Cabrera, N. (2004).\u00a0 The Home Observation for Measurement of the Environment (HOME) Inventory:\u00a0 The derivation of conceptually designed subscales.\u00a0\u00a0<em>Parenting:\u00a0 Science and Practice, 4,\u00a0<\/em>99-114.<\/li>\n<li>Roth, J.L., Brooks-Gunn, J.,\u00a0<strong>Linver, M.R.<\/strong>, &amp; Hofferth, S.L. (2003).\u00a0 What happens during the school day?: Time diaries from a national sample of elementary school teachers.\u00a0\u00a0<em>Teachers College\u00a0<\/em><em>Record,<\/em>\u00a0<em>105<\/em>, 317-343.<\/li>\n<li>Archibald, A.B.,\u00a0<strong>Linver, M.R.<\/strong>, Graber, J.A., &amp; Brooks-Gunn, J. (2002).\u00a0 Parent-adolescent relationships and adolescent eating problems:\u00a0 Testing reciprocal effects.\u00a0\u00a0<em>Journal of Research on Adolescence, 12,\u00a0<\/em>451-461.<\/li>\n<li><strong>Linver, M.R.<\/strong>, Brooks-Gunn, J., &amp; Kohen, D.E. (2002). Family processes as pathways from income to young children\u2019s development.\u00a0\u00a0<em>Developmental Psychology, 38<\/em>, 719-734<em>.<\/em><\/li>\n<li>Yeung, W.J.,\u00a0<strong>Linver, M.R.<\/strong>, &amp; Brooks-Gunn, J. (2002).\u00a0 How money matters for young children\u2019s development:\u00a0 Parental investment and family process.\u00a0\u00a0<em>Child Development, 73<\/em>, 1861-1879.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>The RYTE Institute is working to build an evidence-base within developmental science that specifically addresses the role of multiple individual (e.g., self-regulation) and contextual factors (e.g., family, school, neighborhood) on adolescent development with a focus on positive youth development. Studies have examined how individual factors such as self-regulation, contextual factors such as the family, school, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":120,"parent":9,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-15","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":5,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"predecessor-version":[{"id":117225,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/pages\/15\/revisions\/117225"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/pages\/9"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/media\/120"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/ryte-institute\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}