ActionControl Processes as Predictors of Change in Adjustment

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Action-Control Processes as Predictors of Change in Adjustment Across the Transition to Middle School.

Action-Control Processes as Predictors of Change in Adjustment Across the Transition to Middle School. Vanlede, M. , Little, T. D. , & Card, N. A. ISSBD Meeting, Ghent, July 2004

Research question Which features of young adolescents’ action control processes best predict adjustment across

Research question Which features of young adolescents’ action control processes best predict adjustment across the transition to middle school?

Context: School transition • Threatening and challenging situation that requires action and adaptation Excellent

Context: School transition • Threatening and challenging situation that requires action and adaptation Excellent context to examine action-control processes and their effects on adjustemnt • Inconsistent results concerning effects of transition on adjustment suggestion: examine intraindividual differences (within-person changes)

Action-control theory Metatheoretical perspective to understand the various self-regulatory processes that children utilize in

Action-control theory Metatheoretical perspective to understand the various self-regulatory processes that children utilize in negotiating their complex and often challenging worlds (Little, Lopez, & Wanner, 2001)

IV: Action-control processes • Adaptive – Protective factors – Promote adaptation • Maladaptive –

IV: Action-control processes • Adaptive – Protective factors – Promote adaptation • Maladaptive – Psychological risk factors – Associated with negative adjustment Beliefs and Behaviors

Action-control beliefs « Self perceptions about the means and competences one has to reach

Action-control beliefs « Self perceptions about the means and competences one has to reach one’s goals » (Little, 1998) a) Means-ends beliefs: Which specific means produce the desired outcome? b) Agency beliefs: Do I possess and can utilize these potential means? c) Control-expectancy beliefs: Am I able to attain a desired goal? (without reference to specific means) (Skinner, Chapman, & Baltes, 1988)

Action-control behaviors « Coping behaviors: specific behavioral instances of the volitional control processes of

Action-control behaviors « Coping behaviors: specific behavioral instances of the volitional control processes of action » (Little et al. , 2001) Which vary along: a) Sociability: prosocial vs. antisocial b) Directness: direct vs. indirect (BISC; Little et al. , 2001)

DV: Adjustment • Internalizing behaviors: – Emotional well-being – Positive and negative moods –

DV: Adjustment • Internalizing behaviors: – Emotional well-being – Positive and negative moods – Depressive symptoms • Externalizing behaviors: – Aggressive behaviors

Objectives • Measurement of intraindividual changes across school transition of: – Action control beliefs

Objectives • Measurement of intraindividual changes across school transition of: – Action control beliefs – Action-control behaviors – Emotional adjustment = LONGITUDINAL STUDY (3 waves)

Hypotheses • Initial level of action-control processes predicts emotional adjustment to the transition •

Hypotheses • Initial level of action-control processes predicts emotional adjustment to the transition • Changes in action-control processes across the transition predict emotional adjustment • Adaptive action-control processes are stronger predictors than maladaptive processes

Method • Participants: 368 students from a suburban school district (9 elementary schools, 1

Method • Participants: 368 students from a suburban school district (9 elementary schools, 1 middle school) • Design Longitudinal study: 3 waves (Fall 6 th grade, Spring 6 th grade, Fall 7 th grade) • Measures: – Action-Control Beliefs: Multi-CAM (Little & Wanner, 1997) – Action-Control Behaviors: BISC (Little, Lopez, & Wanner, 2001) – Adjustment Outcomes: Mood (I FEEL: Little, Ryan, & Wanner, 1997), Depression (CDI; Kovacs, 1985), Agressive Behaviors (Little, Jones, Henrich, & Hawley, 2003)

Analytic procedures • OLS growth modeling Intercept and slope of each subject were the

Analytic procedures • OLS growth modeling Intercept and slope of each subject were the data used for analyses • Step-wise regressions To determine the most important predictors of adjustment

Results Internalizing Behaviors Gnd Outcome 1 st Predictor Depression -. 16 Slp. Direct F

Results Internalizing Behaviors Gnd Outcome 1 st Predictor Depression -. 16 Slp. Direct F Depression -. 18 Int. Direct . 14 Int. Antisocial M Positive Affect F Positive Affect . 21 Slp. Intra Agency. 22 Int. Direct . 16 Slp. Prosocial -. 18 Int. Antisocial M Negative Affect . 13 Slp. Antisocial F Negative Affect . 12 Int. Antisocial. 13 Int. Antisocial M 2 nd Predictor 3 rd Predictor . 15 Slp. Direct

Results Externalizing Behaviors Gnd Outcome 1 st Predictor 2 nd Predictor M Overt Aggression

Results Externalizing Behaviors Gnd Outcome 1 st Predictor 2 nd Predictor M Overt Aggression . 22 Int. Antisocial . 18 Slp. Antisocial F Overt Aggression . 13 Int. Indirect . 16 Slp. Antisocial M Relational Aggression . 20 Int. Antisocial . 20 Slp. Antisocial F Relational Aggression . 10 Int. Antisocial . 15 Slp. Antisocial 3 rd Predictor

Results • Changes in adjustment outcomes are significantly predicted by various aspects of action-control

Results • Changes in adjustment outcomes are significantly predicted by various aspects of action-control processes • Nearly all the adjustment outcomes are negatively predicted by negative action-control processes • Action-control behaviors mediate the effect of action-control beliefs on adjustment outcomes

Discussion • Negative action-control processes = risk factor • Positive action-control processes = resilience

Discussion • Negative action-control processes = risk factor • Positive action-control processes = resilience factor (positive correlation) • Intraindividual differences perspective offers intriguing insights into the dynamics of the factors involved in adjustment