This study aims to examine the impact of a school-based intervention on life skills and personal development among adolescents in Kosovo. It responds to the educational shift toward competence-based learning outlined in the new Kosovo curriculum. The research adopts a quasi-experimental design with pre-and post-tests to examine changes in…

While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment…

This study examined group differences by grade (fifth graders in elementary school and sixth graders in middle school) and gender in academic (behavioral and emotional engagement, academic self-concept, and worry) and socio-emotional adjustment (self-esteem, social satisfaction, social self-concept, and worry). Self-report data were collected from…

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents' future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and…

Sport is a context that provides positive developmental benefits to adolescents. However, these benefits are not distributed equally to all participants. This study examined whether the motivational constructs of attainment value and ability self-concept were related to positive developmental experiences in sport, and tested intensity of…

Compassion may be directed at a broad range of targets. The present study investigated interrelations among other-directed compassion, self-compassion, and environmental compassion in early adolescence (age = 12-14; n = 256) and examined how the different manifestations of compassion related to age and sex during this age period. Dispositional…

Erikson (1950) contends that the physical changes associated with puberty serve as a catalyst for adolescents to question childhood identifications and to consolidate these with current self-conceptions, personal ideologies, interpersonal values, and future aspirations. Erikson describes the adolescent identity crisis as the developmental period…

Identity formation is an essential developmental challenge associated with adolescence ([17], [20] and [21]). Berzonsky (1988) developed a social-cognitive model that distinguishes three styles by which adolescents engage the tasks associated with identity formation: informational, normative, and diffuse-avoidant. Focusing on studies (K = 62) that…

Chronic illnesses and disabilities may impair the attainment of age-typical developmental tasks, such as forming relationships with peers and gaining autonomy. Based on a systematic search in electronic databases and cross-referencing, 447 quantitative empirical studies were included which compared the attainment of developmental tasks of…

In order to provide the best support possible to grieving youth it is important to understand how bereavement impacts adolescent development and how adolescent development impacts bereavement. In this article, prominent youth bereavement author, David Balk, explores these two key components focusing on cognitive, behavioral, and affective…

This article analyzed 124 blogs, chronological, journal-type entries published on public hosting Web sites, as new and popular places for adolescents and emerging adults aged 15 to 19 to play openly with their self-presentation, an important aspect of identity exploration. Findings indicate that most young persons write emotionally toned entries;…

During adolescence, identity development reaches its crucial point. Siblings foster the search for their own uniqueness through social comparisons. These comparisons can lead to identification ("I am like you." or "We are special.") as well as deidentification ("I am different from you!"). In this study, 204 siblings were interviewed to determine…

We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently developed model of identity formation to derive empirically identity statuses in a sample of 1952 early and middle adolescents. By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium,…

Extending the study of autobiographical narratives to entire life narratives, we tested the emergence of globally coherent life narratives in adolescence, as hypothesized by McAdams (1985). Participants were 102 children and young adults (ages 8, 12, 16, and 20 years) who narrated their lives twice. Between narrations, half of each age group…

Examined development of self-consciousness and its relationship to emotional disturbance in early and late adolescence. Results indicated that self-consciousness decreased with age in nondisturbed subjects. Development of self-consciousness in temporary situations did not follow consistent patterns in disturbed subjects. Social-cognitive shifts in…