Skip to main content
SpringerLink
Log in

A Context for Self-Determination and Agency: Adolescent Developmental Theories

  • Chapter
  • First Online:
Development of Self-Determination Through the Life-Course

Abstract

This chapter discusses adolescent developmental theories, first reviewing neurological growth and restructuring that occurs in the brain during adolescence. Next, cognitive and affective processes, including metacognition, self-regulation, and self-determination are described. Finally, identity development and agency and their role in adolescent development are described, followed by discussion of the role of culture and context in adolescent development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    We avoided referring to characterizations of adolescents’ behaviors as a “stereotype” but there are ample examples in the literature that fit this latter label.

  2. 2.

    We avoid the term ‘cognitive control’ since it suggests that thinking (e.g., cold cognition) controls or supersedes affective or motivational influences instead of coordinating thought, behavior, and affect/motivation.

References

  • Adams, G. (2012). Context in person, person in context: A cultural psychology approach to social-personality psychology. In The Oxford handbook of personality and social psychology (pp. 182–208).

    Google Scholar 

  • Amso, D., & Casey, B. (2006). Beyond what develops when neuroimaging may inform how cognition changes with development. Current Directions in Psychological Science, 15(1), 24–29.

    Article  Google Scholar 

  • Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469.

    Article  PubMed  Google Scholar 

  • Arnett-Jensen, L. (2003). Coming of age in a multicultural world: Globalization and adolescent cultural identity formation. Applied Developmental Science, 7(3), 189–196.

    Article  Google Scholar 

  • Baltes, P. B. (1997). On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundation of developmental theory. American Psychologist, 52(4), 366.

    Article  PubMed  Google Scholar 

  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall, Inc..

    Google Scholar 

  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.

    Article  PubMed  Google Scholar 

  • Bechara, A., Damasio, H., Tranel, D., & Damasio, A. R. (1997). Deciding advantageously before knowing the advantageous strategy. Science, 275(5304), 1293–1295.

    Article  PubMed  Google Scholar 

  • Blakemore, S. J., Burnett, S., & Dahl, R. E. (2010). The role of puberty in the developing adolescent brain. Human Brain Mapping, 31(6), 926–933.

    Article  PubMed  PubMed Central  Google Scholar 

  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of self-regulation. Burlington: Elsevier.

    Google Scholar 

  • Bourgeois, J.-P., Goldman-Rakic, P. S., & Rakic, P. (1994). Synaptogenesis in the prefrontal cortex of rhesus monkeys. Cerebral Cortex, 4(1), 78–96.

    Article  PubMed  Google Scholar 

  • Casey, B., & Jones, R. M. (2010). Neurobiology of the adolescent brain and behavior: Implications for substance use disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 49(12), 1189–1201.

    PubMed  PubMed Central  Google Scholar 

  • Casey, B., Amso, D., & Davidson, M. C. (2006). Learning about learning and development with neuroimaging. In Attention and performance XXI: Processes of change in brain and cognitive development.

    Google Scholar 

  • Casey, B., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111–126.

    Article  PubMed  PubMed Central  Google Scholar 

  • Cote, J. E., & Levine, C. G. (2014). Identity, formation, agency, and culture: A social psychological synthesis. New York: Psychology Press.

    Google Scholar 

  • Côté, J. E., & Schwartz, S. J. (2002). Comparing psychological and sociological approaches to identity: Identity status, identity capital, and the individualization process. Journal of Adolescence, 25(6), 571–586.

    Article  PubMed  Google Scholar 

  • Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W. (2008). Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses. Journal of Youth and Adolescence, 37(8), 983–996.

    Article  Google Scholar 

  • Crocetti, E., Scrignaro, M., Sica, L. S., & Magrin, M. E. (2012). Correlates of identity configurations: Three studies with adolescent and emerging adult cohorts. Journal of Youth and Adolescence, 41(6), 732–748.

    Article  PubMed  Google Scholar 

  • Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a theory of emergent motivation.

    Google Scholar 

  • Cutler, G. B., Jr. (1991). Adrenarche. In R. M. Lerner, A. C. Petersen, & J. Brooks-Gunn (Eds.), Encyclopedia of adolescence (Vol. I, pp. 14–7). New York: Garland Publishing.

    Google Scholar 

  • Deci, E. L., & Ryan, R. (2002). Overview of self-determination theory: An organismic dialectical perspective. In Handbook of self-determination research (pp. 3–33).

    Google Scholar 

  • Demetriou, A. (2000). Organization and development of self-understanding and self-regulation: Toward a general theory.

    Book  Google Scholar 

  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409.

    Article  Google Scholar 

  • Dorn, L. D., Dahl, R. E., Woodward, H. R., & Biro, F. (2006). Defining the boundaries of early adolescence: A user’s guide to assessing pubertal status and pubertal timing in research with adolescents. Applied Developmental Science, 10(1), 30–56.

    Article  Google Scholar 

  • Erikson, E. (1950). Childhood and society: 1963. New York: WW Norton & Co., Inc.

    Google Scholar 

  • Erikson, E. (1968). Youth: Identity and crisis. New York: WW.

    Google Scholar 

  • Evans, J. S. B. (1996). Deciding before you think: Relevance and reasoning in the selection task. British Journal of Psychology, 87(2), 223–240.

    Article  Google Scholar 

  • Ferguson, G. M., & Bornstein, M. H. (2012). Remote acculturation: The “Americanization” of Jamaican islanders. International Journal of Behavioral Development, 36(3), 167–177.

    Article  Google Scholar 

  • Ferguson, G. M., & Bornstein, M. H. (2015). Remote acculturation of early adolescents in Jamaica towards European American culture: A replication and extension. International Journal of Intercultural Relations, 45, 24–35.

    Article  PubMed  PubMed Central  Google Scholar 

  • Fitzsimons, G. M., & Finkel, E. J. (2011). The effects of self-regulation on social relationships. In Handbook of self-regulation: Research, theory, and applications (pp. 407–421).

    Google Scholar 

  • Flum, H., & Kaplan, A. (2012). Identity formation in educational settings: A contextualized view of theory and research in practice. Contemporary Educational Psychology, 37(3), 240–245.

    Article  Google Scholar 

  • Foltz, C., & Overton, W. F. (1995). Proof construction: Adolescent development from inductive to deductive problem-solving strategies. Journal of Experimental Child Psychology, 59(2), 179–195.

    Article  PubMed  Google Scholar 

  • Fuster, J. M. (2001). The prefrontal cortex—An update: Time is of the essence. Neuron, 30(2), 319–333.

    Article  PubMed  Google Scholar 

  • Fuster, J. M. (2002). Frontal lobe and cognitive development. Journal of Neurocytology, 31(3–5), 373–385.

    Article  PubMed  Google Scholar 

  • Giedd, J. N., Stockman, M., Weddle, C., Liverpool, M., Alexander-Bloch, A., Wallace, G. L., et al. (2010). Anatomic magnetic resonance imaging of the developing child and adolescent brain and effects of genetic variation. Neuropsychology Review, 20(4), 349–361.

    Article  PubMed  PubMed Central  Google Scholar 

  • Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119.

    Article  Google Scholar 

  • Gootman, J. A., & Eccles, J. (2002). Community programs to promote youth development. Washington, DC: National Academies Press.

    Google Scholar 

  • Greenough, W. T., Black, J. E., & Wallace, C. S. (2002a). In Johnson, M. H., Munakata, Y., Gilmore, R. O., (Eds.), Brain development and cognition: A reader (2nd ed., pp. 186–216), Chapter xiv, 544 Pages. Blackwell Publishing.

    Google Scholar 

  • Greenough, W. T., Black, J. E., & Wallace, C. S. (2002b). Experience and brain development. In M. H. Johnson, Y. Munakata & R. O. Gilmore (Eds.), ItemValueImpl (label = publication title value = brain development and cognition: A reader (2nd ed.)] blockName = text mnemonic = pub mnemonicSearchType = ExactMatch template = null) (2nd ed., pp. 186–216, Chapter xiv, 544 Pages). Malden: Blackwell Publishing. Retrieved from https://search-proquest-com.www2.lib.ku.edu/docview/620087228?accountid=14556

  • Grossman, A. W., Churchill, J. D., Bates, K. E., Kleim, J. A., & Greenough, W. T. (2002). A brain adaptation view of plasticity: Is synaptic plasticity an overly limited concept? Progress in Brain Research, 138, 91–108.

    Article  PubMed  Google Scholar 

  • Hall, G. S. (1904). Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion, and education (Vol. II).

    Google Scholar 

  • Havighurst, R. J. (1948). Developmental tasks and education.

    Google Scholar 

  • He, J., & Crews, F. T. (2007). Neurogenesis decreases during brain maturation from adolescence to adulthood. Pharmacology Biochemistry and Behavior, 86(2), 327–333.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Article  Google Scholar 

  • Higgins, E. T., & Silberman, I. (1998). Development of regulatory focus: Promotion and prevention as ways of living. New York: Springer.

    Google Scholar 

  • Hill, P. L., & Burrow, A. L. (2012). Viewing purpose through an Eriksonian lens. Identity, 12(1), 74–91.

    Article  Google Scholar 

  • Hill, P. L., Burrow, A. L., & Sumner, R. (2013). Addressing important questions in the field of adolescent purpose. Child Development Perspectives, 7(4), 232–236.

    Article  Google Scholar 

  • Holland, D. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Huttenlocher, P. R. (1979). Synaptic density in human frontal cortex-developmental changes and effects of aging. Brain Research, 163(2), 195–205.

    Article  PubMed  Google Scholar 

  • Huttenlocher, P. R. (1984). Synapse elimination and plasticity in developing human cerebral cortex. American Journal of Mental Deficiency, 88(5), 488–496.

    PubMed  Google Scholar 

  • Inhelder, B. A., & Piaget, J. (1958). The growth oflogical thinking. New York: Basic Books.

    Google Scholar 

  • Jensen, L. A., Arnett, J. J., & McKenzie, J. (2011). Globalization and cultural identity. In Handbook of identity theory and research (pp. 285–301). New York: Springer.

    Google Scholar 

  • Kagitcibasi, C. (2005). Autonomy and relatedness in cultural context implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422.

    Article  Google Scholar 

  • Kagitcibasi, C. (2013). Adolescent autonomy-relatedness and the family in cultural context: What is optimal? Journal of Research on Adolescence, 23(2), 223–235.

    Article  Google Scholar 

  • Keating, D. (2004). Cognitive and brain development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 45–84). New York: Wiley.

    Google Scholar 

  • Kitayama, S., Park, H., Sevincer, A. T., Karasawa, M., & Uskul, A. K. (2009). A cultural task analysis of implicit independence: Comparing North America, Western Europe, and East Asia. Journal of Personality and Social Psychology, 97(2), 236.

    Article  PubMed  Google Scholar 

  • Klaczynski, P. A. (2001a). Analytic and heuristic processing influences on adolescent reasoning and decision-making. Child Development, 844–861.

    Google Scholar 

  • Klaczynski, P. A. (2001b). Framing effects on adolescent task representations, analytic and heuristic processing, and decision making: Implications for the normative/descriptive gap. Journal of Applied Developmental Psychology, 22(3), 289–309.

    Article  Google Scholar 

  • Klaczynski, P. A., Byrnes, J. P., & Jacobs, J. E. (2001). Introduction to the special issue: The development of decision making. Journal of Applied Developmental Psychology, 22(3), 225–236.

    Article  Google Scholar 

  • Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170.

    Article  PubMed  Google Scholar 

  • Larson, R. W., & Angus, R. M. (2011). Adolescents’ development of skills for agency in youth programs: Learning to think strategically. Child Development, 82(1), 277–294.

    Article  PubMed  Google Scholar 

  • Larson, R., & Hansen, D. (2005). The development of strategic thinking: Learning to impact human systems in a youth activism program. Human Development, 48(6), 327–349.

    Article  Google Scholar 

  • Larson, R. W., & Walker, K. C. (2010). Dilemmas of practice: Challenges to program quality encountered by youth program leaders. American Journal of Community Psychology, 45(3–4), 338–349.

    Article  PubMed  Google Scholar 

  • Larson, R. W., Hansen, D. M., & Walker, K. (2005). Everybody’s gotta give: Development of initiative and teamwork within a youth program. In Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 159–183).

    Google Scholar 

  • Larson, R. W., Lampkins-Uthando, S., & Armstrong, J. (2014). Adolescents’ development of new skills for prospective cognition: Learning to anticipate, plan, and think strategically. Journal of Cognitive Education and Psychology, 13(2), 232–244.

    Article  Google Scholar 

  • Lee, A. Y., Aaker, J. L., & Gardner, W. L. (2000). The pleasures and pains of distinct self-construals: the role of interdependence in regulatory focus. Journal of Personality and Social Psychology, 78(6), 1122.

    Article  PubMed  Google Scholar 

  • Little, T. D., Snyder, C., & Wehmeyer, M. (2006). The agentic self: On the nature and origins of personal agency across the lifespan.

    Google Scholar 

  • Lockwood, P., Jordan, C. H., & Kunda, Z. (2002). Motivation by positive or negative role models: regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854.

    Article  PubMed  Google Scholar 

  • Luna, B., & Sweeney, J. A. (2004). The emergence of collaborative brain function: FMRI studies of the development of response inhibition. Annals of the New York Academy of Sciences, 1021(1), 296–309.

    Article  PubMed  Google Scholar 

  • Luna, B., Padmanabhan, A., & O’Hearn, K. (2010). What has fMRI told us about the development of cognitive control through adolescence? Brain and Cognition, 72(1), 101–113.

    Article  PubMed  Google Scholar 

  • Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3–22).

    Google Scholar 

  • Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551.

    Article  PubMed  Google Scholar 

  • Marcia, J. E. (1967). Ego identity status: Relationship to change in self-esteem, “general maladjustment,” and authoritarianism. Journal of Personality, 35(1), 118–133.

    Article  PubMed  Google Scholar 

  • Marcia, J. E. (1987). The identity status approach to the study of ego identity development.

    Google Scholar 

  • Markham, J. A., & Greenough, W. T. (2004). Experience-driven brain plasticity: Beyond synapse. Neuron Glia Biology, 1(4), 351–363.

    Article  PubMed  PubMed Central  Google Scholar 

  • Markus, H. R., & Kitayama, S. (1991). Cultural variation in the self-concept. In The self: Interdisciplinary approaches (pp. 18–48). New York: Springer.

    Google Scholar 

  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954.

    Article  Google Scholar 

  • Miller, P. H., Kessel, F. S., & Flavell, J. H. (1970). Thinking about people thinking about people thinking about...: A study of social cognitive development. Child Development, 613–623.

    Google Scholar 

  • Moore, E. W. G., & Hansen, D. (2012). Construct-validity of the engagement with challenge measure for adolescents: Structural-and criterion-validity evidence. Psychology, 3(10), 923.

    Article  Google Scholar 

  • Mortimer, J. T., & Larson, R. W. (2002). Macrostructural trends and the reshaping of adolescence. In The changing adolescent experience: Societal trends and the transition to adulthood (pp. 1–17). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Moshman, D. (1982). Exogenous, endogenous, and dialectical constructivism. Developmental Review, 2(4), 371–384.

    Article  Google Scholar 

  • Moshman, D. (1998). Cognitive development beyond childhood. Educational Psychology Papers and Publications, 48.

    Google Scholar 

  • Muuss, R. (1996). Theories of adolescents. New York: McGraw Hill.

    Google Scholar 

  • Nelson, C. A., Thomas, K. M., & Haan, M. (2006). Neural bases of cognitive development. In Handbook of child psychology. New York: Wiley.

    Google Scholar 

  • Pan, Y., Gauvain, M., & Schwartz, S. J. (2013). Do parents’ collectivistic tendency and attitudes toward filial piety facilitate autonomous motivation among young Chinese adolescents? Motivation and Emotion, 37(4), 701–711.

    Article  Google Scholar 

  • Papies, E. K., & Aarts, H. (2010). Nonconscious self-regulation or the automatic pilot of human behavior. In Handbook of self-regulation: Research, theory, and applications (pp. 125–142). New York: Guilford Press.

    Google Scholar 

  • Papies, E. K., Aarts, H., & De Vries, N. K. (2009). Planning is for doing: Implementation intentions go beyond the mere creation of goal-directed associations. Journal of Experimental Social Psychology, 45(5), 1148–1151.

    Article  Google Scholar 

  • Paus, T. (2010). Growth of white matter in the adolescent brain: Myelin or axon? Brain and Cognition, 72(1), 26–35.

    Article  PubMed  Google Scholar 

  • Paus, T., Zijdenbos, A., Worsley, K., Collins, D. L., Blumenthal, J., Giedd, J. N., et al. (1999). Structural maturation of neural pathways in children and adolescents: In vivo study. Science, 283(5409), 1908–1911.

    Article  PubMed  Google Scholar 

  • Pennington, G. L., & Roese, N. J. (2003). Regulatory focus and temporal distance. Journal of Experimental Social Psychology, 39(6), 563–576.

    Article  Google Scholar 

  • Phinney, J. S. (1989). Stages of ethnic identity development in minority group adolescents. The Journal of Early Adolescence, 9(1–2), 34–49.

    Article  Google Scholar 

  • Phinney, J. S., & Chavira, V. (1992). Ethnic identity and self-esteem: An exploratory longitudinal study. Journal of Adolescence, 15(3), 271–281.

    Article  PubMed  Google Scholar 

  • Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271.

    Article  Google Scholar 

  • Rakic, P., Bourgeois, J.-P., & Goldman-Rakic, P. S. (1994). Synaptic development of the cerebral cortex: Implications for learning, memory, and mental. The Self-Organizing Brain: From Growth Cones to Functional Networks, 102, 227.

    Google Scholar 

  • Rosenblum, L. A. (1990). A comparative primate perspective on adolescence. In Adolescence and puberty (pp. 63–69). New York: Oxford University Press.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.

    Article  PubMed  Google Scholar 

  • Sala, S., Agosta, F., Pagani, E., Copetti, M., Comi, G., & Filippi, M. (2012). Microstructural changes and atrophy in brain white matter tracts with aging. Neurobiology of Aging, 33(3), 488–498 e482.

    Article  PubMed  Google Scholar 

  • Schwartz, S. J., Zamboanga, B. L., Meca, A., & Ritchie, R. A. (2012). Identity around the world: An overview. New Directions for Child and Adolescent Development, 2012(138), 1–18.

    Article  PubMed  Google Scholar 

  • Seeman, P., Bzowej, N. H., Guan, H. C., Bergeron, C., Becker, L. E., Reynolds, G. P., et al. (1987). Human brain dopamine receptors in children and aging adults. Synapse, 1(5), 399–404. doi:10.1002/syn.890010503.

    Article  PubMed  Google Scholar 

  • Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review, 2(1), 18–39.

    Article  PubMed  Google Scholar 

  • Shah, J., Higgins, T., & Friedman, R. S. (1998). Performance incentives and means: How regulatory focus influences goal attainment. Journal of Personality and Social Psychology, 74(2), 285.

    Article  PubMed  Google Scholar 

  • Somerville, L. H., Jones, R. M., & Casey, B. (2010). A time of change: Behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72(1), 124–133.

    Article  PubMed  Google Scholar 

  • Sowell, E. R., Thompson, P. M., Holmes, C. J., Jernigan, T. L., & Toga, A. W. (1999). In vivo evidence for post-adolescent brain maturation in frontal and striatal regions. Nature Neuroscience, 2(10), 859–861.

    Article  PubMed  Google Scholar 

  • Sowell, E. R., Thompson, P. M., Tessner, K. D., & Toga, A. W. (2001). Mapping continued brain growth and gray matter density reduction in dorsal frontal cortex: Inverse relationships during postadolescent brain maturation. The Journal of Neuroscience, 21(22), 8819–8829.

    PubMed  Google Scholar 

  • Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience & Biobehavioral Reviews, 24(4), 417–463.

    Article  Google Scholar 

  • Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sturman, D. A., & Moghaddam, B. (2011). The neurobiology of adolescence: Changes in brain architecture, functional dynamics, and behavioral tendencies. Neuroscience & Biobehavioral Reviews, 35(8), 1704–1712.

    Article  Google Scholar 

  • Umaña-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., Schwartz, S. J., et al. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21–39.

    Article  PubMed  Google Scholar 

  • Vansteenkiste, M., Niemiec, C., Soenens, B., Urdan, T., & Karabenick, S. (2010). Advances in motivation and achievement: The decade ahead.

    Google Scholar 

  • Youniss, J. (1983). Social construction of adolescence by adolescents and parents. New Directions for Child and Adolescent Development, 1983(22), 93–109.

    Article  Google Scholar 

  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.

    Article  Google Scholar 

  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.

    Article  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2008). An essential dimension of self-regulated learning. In Motivation and self-regulated learning: Theory, research, and applications, 1.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Kansas, Lawrence, KS, USA

    David M. Hansen & Nadia Jessop

Authors
  1. David M. Hansen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nadia Jessop
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David M. Hansen .

Editor information

Editors and Affiliations

  1. Special Education, University of Kansas, Lawrence, Kansas, USA

    Michael L. Wehmeyer

  2. Special Education, University of Kansas, Lawrence, Kansas, USA

    Karrie A. Shogren

  3. Educational Psychology and Leadership, Texas Tech University, Lubbock, Texas, USA

    Todd D. Little

  4. Gallup and The Clifton Strengths School, Omaha, Nebraska, USA

    Shane J. Lopez

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Hansen, D.M., Jessop, N. (2017). A Context for Self-Determination and Agency: Adolescent Developmental Theories. In: Wehmeyer, M., Shogren, K., Little, T., Lopez, S. (eds) Development of Self-Determination Through the Life-Course. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1042-6_3

Download citation

Publish with us

Policies and ethics

Search

Navigation