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

Using Cognitive Interviewing to Test Youth Survey and Interview Items in Evaluation: A Case Example

Background: Cognitive interviewing is a pretesting tool used by evaluators to increase item and response option validity. Cognitive interviewing techniques are used to assess the cognitive processes utilized by participants to respond to items. This approach is particularly appropriate for testing items with children and adolescents who have more limited cognitive capacities than adults, vary in their cognitive development, and have a unique perspective on their life experiences and context. Purpose: This paper presents a case example of cognitive interviewing with youth as part of a national program evaluation, and aims to expand the use of cognitive interviewing as a pretesting tool for both quantitative and qualitative items in evaluation studies involving youth. Setting: Youth participants were located in four regions of the United States: Northeast, Central, Southern, and Western. Interviewers were located at Montclair State University. Intervention: Not applicable. Research design: A cognitive interview measure was designed to include a subset of survey items, interview questions, and verbal probes, to evaluate if these items and questions would be understood as intended by both younger and older youth participants. An iterative design was used with cognitive interviewing testing rounds, analysis, and revisions. Data Collection and Analysis: The cognitive interview was administered by phone to 10 male youth, five from the 10-13-year-old age range and five from the 15-17-year-old age range. Interviews were audio-recorded, transcribed, reviewed, and coded. Survey items and interview questions were revised based on feedback from the participants and consensus agreement among the evaluation team. Item revisions were included in further testing rounds with new participants. Findings: As a result of using cognitive interviewing to pretest survey and interview items with youth, response errors were identified. Participants did not understand some of the items and response options as intended, indicating problems with validity. These findings support the use of cognitive interviewing for testing and modifying survey items adapted for use with youth, as well as qualitative interview items. Additionally, the perspective of the youth participants was valuable for informing decisions to modify items and helping the evaluators learn the participants’ program culture and experiences. Based on the findings and limitations of the study, we give practice recommendations for future studies using cognitive interviewing with a youth sample. Keywords: cognitive interviewing; item validity; response error; verbal probes; pre-testing surveys; qualitative evaluation; interviewing children and adolescents; survey developmen

Intentional Self Regulation and Positive Youth Development: Implications for Youth Development Programs

Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional self-regulation (ISR) develops through mutually beneficial interactions between youth and their environment. Cross-cultural studies of Western youth suggest an adolescence-specific ISR process may exist. We begin to extend this work to assess the relationship between ISR and positive development in young Scottish adolescents (approximately 7th grade, N = 82; 50% male), a previously unexamined group. ISR was correlated with the Five Cs of PYD and OLS regression analyses demonstrated that ISR predicted two of the Five Cs: Character and Connection. We discuss implications for youth development programs of the findings that ISR and some indices of PYD were linked in a sample of Scottish youth

Using Cognitive Interviewing to Test Youth Survey and Interview Items in Evaluation: A Case Example

Background: Cognitive interviewing is a pretesting tool used by evaluators to increase item and response option validity. Cognitive interviewing techniques are used to assess the cognitive processes utilized by participants to respond to items. This approach is particularly appropriate for testing items with children and adolescents who have more limited cognitive capacities than adults, vary in their cognitive development, and have a unique perspective on their life experiences and context. Purpose: This paper presents a case example of cognitive interviewing with youth as part of a national program evaluation, and aims to expand the use of cognitive interviewing as a pretesting tool for both quantitative and qualitative items in evaluation studies involving youth. Setting: Youth participants were located in four regions of the United States: Northeast, Central, Southern, and Western. Interviewers were located at Montclair State University. Intervention: Not applicable. Research design: A cognitive interview measure was designed to include a subset of survey items, interview questions, and verbal probes, to evaluate if these items and questions would be understood as intended by both younger and older youth participants. An iterative design was used with cognitive interviewing testing rounds, analysis, and revisions. Data Collection and Analysis: The cognitive interview was administered by phone to 10 male youth, five from the 10-13-year-old age range and five from the 15-17-year-old age range. Interviews were audio-recorded, transcribed, reviewed, and coded. Survey items and interview questions were revised based on feedback from the participants and consensus agreement among the evaluation team. Item revisions were included in further testing rounds with new participants. Findings: As a result of using cognitive interviewing to pretest survey and interview items with youth, response errors were identified. Participants did not understand some of the items and response options as intended, indicating problems with validity. These findings support the use of cognitive interviewing for testing and modifying survey items adapted for use with youth, as well as qualitative interview items. Additionally, the perspective of the youth participants was valuable for informing decisions to modify items and helping the evaluators learn the participants’ program culture and experiences. Based on the findings and limitations of the study, we give practice recommendations for future studies using cognitive interviewing with a youth sample. Keywords: cognitive interviewing; item validity; response error; verbal probes; pre-testing surveys; qualitative evaluation; interviewing children and adolescents; survey developmen

Building a Career Outside Academia : A Guide for Doctoral Students in the Behavioral and Social Sciences

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My Life Purpose Is... : Assessment of Youth Purpose in Context

In the introduction to this special issue on youth purpose, the authors discuss the challenges in assessing purpose in adolescents; purpose is a concept that has more often been studied in adults but not in youth. First, the authors discuss how purpose has been defined in the literature. The authors then situate purpose in the context of a host of related constructs, such as intentional self-regulation, future orientation, goal setting, and identity. Additionally, the authors discuss the importance of accurately measuring youth purpose, as well as in what contexts the assessment of purpose is useful, such as for positive youth development researchers, as well as practitioners and evaluators of youth development programs. [ABSTRACT FROM AUTHOR

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

Mixed methods in youth purpose: An examination of adolescent self-regulation and purpose

Utilizing a relational developmental systems approach to examining character strengths, this article examines the connection between adolescents’ intentional self-regulation (ISR) with youth sense of purpose, using data from a large-scale evaluation of a youth development program in Scotland. Data were triangulated from multiple sources, including youth surveys and interviews as well as teacher assessments. Surveys were collected from 783 S2 (approximately seventh grade) pupils; teacher survey data were collected for 732 of these pupils. Telephone interviews were conducted with a subset of 29 adolescents. The data were analyzed with an innovative mixed-methods technique that allows qualitative interview data to underscore consistencies and disconnects with quantitative findings from both teacher and adolescent surveys. Results demonstrate a strong connection between ISR and purpose and many consistencies across measures of purpose