Publication: Supporting positive development in early adolescence: a school-based intervention in Turkey
dc.contributor.coauthor | N/A | |
dc.contributor.department | Department of Psychology | |
dc.contributor.kuauthor | Baydar, Nazlı | |
dc.contributor.kuauthor | Cemalcılar, Zeynep | |
dc.contributor.kuauthor | Kağıtçıbaşı, Çiğdem | |
dc.contributor.schoolcollegeinstitute | College of Social Sciences and Humanities | |
dc.date.accessioned | 2024-11-10T00:01:41Z | |
dc.date.issued | 2020 | |
dc.description.abstract | We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. the intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M-age = 11.8, 49% female). a comparable group with 417 sixth graders in five public schools served as the control group (M-age = 11.7, 47% female). all students came from families of low to middle socioeconomic status. the evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. in concordance with previous research on early adolescents, A general decline in positive adaptation was observed in the control group between pre- and posttests. | |
dc.description.indexedby | WOS | |
dc.description.indexedby | Scopus | |
dc.description.issue | 2 | |
dc.description.openaccess | NO | |
dc.description.publisherscope | International | |
dc.description.sponsoredbyTubitakEu | N/A | |
dc.description.volume | 24 | |
dc.identifier.doi | 10.1080/10888691.2018.1457962 | |
dc.identifier.eissn | 1532-480X | |
dc.identifier.issn | 1088-8691 | |
dc.identifier.quartile | N/A | |
dc.identifier.scopus | 2-s2.0-85046731262 | |
dc.identifier.uri | https://doi.org/10.1080/10888691.2018.1457962 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14288/16014 | |
dc.identifier.wos | 522186700006 | |
dc.keywords | Intentional self-regulation | |
dc.keywords | Social cognitive theory | |
dc.keywords | Implicit theories | |
dc.keywords | Youth development | |
dc.keywords | Conflict-resolution | |
dc.keywords | Attributional style | |
dc.keywords | Perspective-taking | |
dc.keywords | Emotion regulation | |
dc.keywords | Prejudice | |
dc.keywords | Efficacy | |
dc.language.iso | eng | |
dc.publisher | Routledge Journals, Taylor and Francis Ltd | |
dc.relation.ispartof | Applied Developmental Science | |
dc.subject | Psychology | |
dc.subject | Developmental psychology | |
dc.title | Supporting positive development in early adolescence: a school-based intervention in Turkey | |
dc.type | Journal Article | |
dspace.entity.type | Publication | |
local.contributor.kuauthor | Kağıtçıbaşı, Çiğdem | |
local.contributor.kuauthor | Baydar, Nazlı | |
local.contributor.kuauthor | Cemalcılar, Zeynep | |
local.publication.orgunit1 | College of Social Sciences and Humanities | |
local.publication.orgunit2 | Department of Psychology | |
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