Swipe om te navigeren naar een ander artikel
Adolescent self-regulation is increasingly seen as an important predictor of sexual risk-taking behaviors, but little is understood about how changes in self-regulation affect later sexual risk-taking. Family financial stress may affect the development of self-regulation and later engagement in sexual risk-taking. We examined whether family financial stress influences self-regulation in early adolescence (age 13) and growth in self-regulation throughout adolescence (from age 13–17 years). We then assessed the effects of family financial stress, baseline self-regulation, and the development of self-regulation on adolescent sexual risk-taking behaviors at age 18 years. Using a curve-of-factors model, we examined these relationships in a 6-year longitudinal study of 470 adolescents (52% female) and their parents from a large northwestern city in the United States. Results indicated that family financial stress was negatively associated with baseline self-regulation but not with growth in self-regulation throughout adolescence. Both baseline self-regulation and growth in self-regulation were predictive of decreased likelihood of engaging in sexual risk-taking. Family financial stress was not predictive of later sexual risk-taking. Intervening to support the development of self-regulation in adolescence may be especially protective against later sexual risk-taking.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Birthrong, A., & Latzman, R. D. (2014). Aspects of impulsivity are differentially associated with risky sexual behaviors. Personality and Individual Differences, 57, 8–13. CrossRef
Centers for Disease Control and Prevention. (2016). Sexually transmitted disease surveillance 2015. Atlanta: U.S. Department of Health and Human Services.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. CrossRef
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, N.Y.), 318(5855), 1387. CrossRef
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17–26. CrossRef
Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2006). An introduction to latent variable growth curve modeling: Concepts, issues, and application. Mahway, New Jersey: Lawrence Erlbaum Associates, Inc.
Eaton, D. K., Kann, L., Kinchen, S., Shanklin, S., Flint, K. H., Hawkins, J., & Chyen, D. (2012). Youth risk behavior surveillance—United States, 2011. Morbidity and Mortality Weekly Report: Surveillance Summaries, 61(4), 1–162.
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
Gibbons, F. X., Roberts, M. E., Gerrard, M., Li, Z., Beach, S. R., Simons, R. L., & Philibert, R. A. (2012). The impact of stress on the life history strategies of African American adolescents: Cognitions, genetic moderation, and the role of discrimination. Developmental Psychology, 48(3), 722. CrossRefPubMedPubMedCentral
Griffin, K. W., Scheier, L. M., Acevedo, B., Grenard, J. L., & Botvin, G. J. (2012). Long-term effects of self-control on alcohol use and sexual behavior among urban minority young women. International Journal of Environmental Research and Public Health, 9(1), 1–23. PubMed
Harvard Center on the Developing Child (2014). Enhancing and practicing executive function skills with children from infancy to adolescence, www.developingchild.harvard.edu.
Kautz, T., Heckman, J.J., Diris, R., Ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749). National Bureau of Economic Research. Paris, France: Organization for Economic Co-operation and Development.
Kavanaugh, M. L., Kost, K., Frohwirth, L., Maddow-Zimet, I., & Gor, V. (2017). Parents’ experience of unintended childbearing: A qualitative study of factors that mitigate or exacerbate effects. Social Science & Medicine, 174, 133–141. CrossRef
Li, M., Riis, J. L., Ghazarian, S. R., & Johnson, S. B. (2017). Income, family context, and self-regulation in 5-year-old children. Journal of Developmental & Behavioral Pediatrics,. doi: 10.1097/dbp.0000000000000380. Publish Ahead of Print.
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: The Guilford Press.
Mullainathan, S., & Shafir, E. (2013). Scarcity: Why having too little means so much. Macmillan. New York, NY: Times Books
Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. OPRE Report #2015-21.
Muthén, L., & Muthén, B. (1998–2012). Mplus user’s guide. Los Angeles: Muthen & Muthen.
Niendam, T. A., Laird, A. R., Ray, K. L., Dean, Y. M., Glahn, D. C., & Carter, C. S. (2012). Meta-analytic evidence for a superordinate cognitive control network subserving diverse executive functions. Cognitive, Affective & Behavioral Neuroscience, 12(2), 241–268. doi: 10.3758/s13415-011-0083-5. CrossRef
Spilman, S. K., & Burzette, R. G. (2006). Critical Transitions Project Technical Reports, F10 2003. Ames, IA: Family Transitions Project, Iowa State University.
StataCorporation. (2014). Stata statistical software. College Station, TX.: StataCorp LP. Release 14.
Woltering, S., & Lewis, M. D. (2009). Developmental pathways of emotion regulation in childhood: A neuropsychological perspective. Mind, Brain, and Education, 3(3), 160–169. CrossRef
World Health Organization (2017). Maternal, newborn, child and adolescent health: Adolescent development, http://www.who.int/maternal_child_adolescent/topics/adolescence/dev/en/.
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559. CrossRefPubMedPubMedCentral
- Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis
Brianna M. Magnusson
M. Lelinneth B. Novilla
- Springer US