A Mixed-Methods Exploration of Intentional Self Regulation and Youth Beliefs about the Chances of Achieving Future Aspirations

Using a mixed methods approach, the connection between Intentional Self Regulation (ISR) and feelings about the chances of achieving future aspirations among 94 Scottish youth (56% female) was examined. Regression analyses demonstrated ISR, as measured by the SOC 9-item scale, was predictive of youths’ feelings about their chances of achieving future aspirations. Qualitative data collected from 26 interviews suggested the use of ISR skills among adolescents, even when those skills were not evident quantitatively. Results indicated the need to employ mixed methodologies when conducting research on ISR with young adolescents, and suggest the need for further testing and development of measures for both ISR and beliefs about the chances of achieving future aspirations. Potential programmatic implications for youth development and character education programs are also discussed

Developing the next generation of engaged youth: Inspire Aspire – Global Citizens in the Making

School-based character education (CE) programs provide an opportunity to increase the moral fortitude of adolescents. This study is a preliminary evaluation of Inspire Aspire, a CE program that was implemented with 13- to 14-year-olds in Scotland. A relational developmental systems meta-theoretical approach and person-centered analyses were employed to understand whether teacher implementation variability is associated with student outcomes. The study aimed to: assess variation in program implementation across teachers; assess student poster quality, which served as a youth outcome measure; and, assess the relationship between variations in program implementation and poster quality. Teachers who fully integrated Inspire Aspire with the broader curriculum (as opposed to using it as a standalone program) as well as teachers who made more modifications to Inspire Aspire tended to have students with higher quality posters. This finding stands in contrast to the common narrative regarding evidence-based programs that requires teachers to strictly adhere to program guidelines in order to maintain implementation fidelity. [ABSTRACT FROM AUTHOR