Describes the results of four longitudinal studies of adolescent development that focus on coping styles, maturity of defenses, adaptation to school environments, and predictors of educational and occupational attainment. Implications are discussed in terms of linking adolescence with other phases of development. (Author/SS)

Discusses the meaning of coping style and reviews research tasks which appear to be particularly sensitive measures of cross-cultural differences in active-passive coping style. (SS)

Reviews the research methods, design, and main findings of the Austin-Mexico City cross-cultural study of personality and intellectual development using an overlapping longitudinal design. A span of 12 years of development was extrapolated from six years of repeated testing with children ages 6, 9, and 12 years. (SS)