Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these

/pdf/self-determination-theory-and-the-facilitation-of-intrinsic-1fyrp9az8e.pdf

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

A science of positive subjective experience, positive individual traits, and positive institutions promises to improve quality of life and prevent the pathologies that arise when life is barren and meaningless, The exclusive focus on pathology that has dominated so much of our discipline results in a model of the human being lacking the positive features that make life worth living. Hope, wisdom, creativity, future mindedness, courage, spirituality, responsibility, and perseverance are ignored or explained as transformations of more authentic negative impulses. The 15 articles in this millennial issue of the American Psychologist discuss such issues as what enables happiness, the effects of autonomy and self-regulation, how optimism and hope affect health, what constitutes wisdom, and how talent and creativity come to fruition. The authors outline a framework for a science of positive psychology, point to gaps in our knowledge, and predict that the next century will see a science and profession that will come to understand and build the factors that allow individuals, communities, and societies to flourish.

https://psycnet.apa.org/journals/amp/55/1/5.pdf

Positive psychology: An introduction.

Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented. Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.

/pdf/emerging-adulthood-a-theory-of-development-from-the-late-48n8l4n0g7.pdf

Emerging adulthood. A theory of development from the late teens through the twenties.

Trust is a critical ingredient to young people’s experience of effective learning relationships with youth program leaders. Youth’s trust typically follows trajectories that grow over time spent in a program through interactions with leaders. We interviewed 108 ethnically diverse youth (mean age: 15.7; range = 12–19 years) at 13 project-based programs (arts, leadership, technology) to obtain their accounts of experiences that increased their trust. Qualitative analyses were used to capture the specific, varied processes youth described. Findings identified 11 sequences of trust-growth, each entailing a distinct type of leader action in a specific context, leading to distinct youth evaluative processes. These fit into 3 overarching categories representing different types of youth experiences with the leader: (a) the leader provided support to youth’s work on their project, (b) the leader interacted with youth as a whole person with goals, needs and interests beyond the program, and (c) youth observed and evaluated leaders from a bird’s-eye view. Theoretical analyses across the processes led to 4 propositions about how youth’s trust grows. First, project-based programs provide rich and varied affordances for leaders to foster youth’s trust-growth. Second, trust-growth often stems from leaders’ attuned responses to situations when youth experience vulnerability. Third, trust develops when leaders’ actions align with youth’s goals and empowerment. Fourth, youth’s appraisals of trustworthiness involves discerning assessments of leaders over time; these included youth compiling evidence from multiple experiences and employing multiple criteria. The findings lead to recommendations on how trust can be cultivated in youth-staff relationships.

How trust grows: Teenagers’ accounts of forming trust in youth program staff.

Many of us see youth programs as a unique and important context in adolescents’ lives. They have been described as “sanctuaries” and “safe havens” that provide teens alternate spaces—apart from the often more vulnerable domains of school, family, and neighborhood. Similarly, they have been seen as intermediate “transitional” settings between the worlds of adolescence and adulthood, settings that combine valuable components of both: a youthcentered focus and openness to youth culture with the presence of caring supportive adults who serve as bridges to adult worlds. A central element in this positive narrative is a belief—supported by increasing evidence—that effective programs can emancipate youth’s often untapped capacities for individual and collective agency and social emotional development (Durlak, Weissberg, & Pachan, 2010; Vandell, Larson, Mahoney, & Watts, 2015). At their best, programs are thought to be powerful developmental settings that support active processes of youth empowerment, self-discovery, character development, healing, sociopolitical awakening, and acquisition of valuable social capital (Eccles & Gootman, 2002; Gast, Okamoto, & Feldman, 2016; Ginwright, 2010; Larson, 2011). But is this narrative realized for all youth, especially youth of color and immigrant youth? At times, this powerful narrative is treated as though it transcends culture and race. It is assumed that a youth-centered space necessarily allows all young people to feel safe and engage in these processes. However, is it possible, for example, that a youth’s immigrant background or membership in a “minority” culture or race can create barriers to the experience of

https://journals.sagepub.com/doi/pdf/10.1177/0743558416675234

Introduction to Special Issue: The Importance of Culture in Youth Programs

Students' experience with research projects: Pains, enjoyment and success.

This research employed the Experience Sampling Method to study the daily lives of two anorectic women. They and 24 women from a normative population filled out reports on their experience at random moments during an ordinary week in their lives. The sample of 40-to-45 reports per person suggests that the anorectics spent more of their time alone and experienced lower average affect than other young single women. In addition, the reports from Case 1 provide concrete quantitative demonstration of an abnormal preoccupation with food. The reports from Case 2 show how this woman's moods are strongly tied to her fluctuating sense of control

Anorexia nervosa in the context of daily experience.

1. Family Conflict Among Chinese- and Mexican-Origin Adolescents and Their Parents in the U.S.: An Introduction 1 Linda P. Juang, Adriana J. Umana-Taylor The authors set the stage for the rest of the volume by discussing developmental and cultural sources of parent adolescent conflict and highlight how the chapters in the volume address key contexts and processes related to family conflict and adolescent adjustment. 2. Acculturation-Based and Everyday Family Conflict in Chinese American Families 13 Linda P. Juang, Moin Syed, Jeffrey T. Cookston, Yijie Wang, Su Yeong Kim The authors integrate our knowledge of these two types of family conflict that have been studied separately to arrive at a new understanding of what family conflict means for Chinese American adolescents and their parents. 3. Conflicts and Communication Between High-Achieving Chinese American Adolescents and Their Parents 35 Desiree Baolian Qin, Tzu-Fen Chang, Eun-Jin Han, Grace Chee Based on in-depth interview data, the authors explore various domains of conflict that high-achieving Chinese American youth and their parents engage in, the process by which these conflicts emerge, and youths' perceptions of how conflicts are resolved. 4. Mother Daughter Conflict and Adjustment in Mexican-Origin Families: Exploring the Role of Family and Sociocultural Context 59 Kimberly A. Updegraff, Adriana J. Umana-Taylor, Norma J. Perez-Brena, Jacqueline Pflieger Drawing from ecologically oriented and person environment fit models, the authors investigate how the family context, as defined by the transition to adolescent motherhood, and the sociocultural context, as measured by mother daughter discrepancies in cultural orientations, shape the associations between conflict and adjustment in Mexicanorigin families. 5. Guided Cognitive Reframing of Adolescent Father Conflict: Who Mexican American and European American Adolescents Seek and Why 83 Jeffrey T. Cookston, Andres F. Olide, Michele A. Adams, William V. Fabricius, Ross D. Parke The authors offer a conceptual model of guided cognitive reframing that emphasizes the behavioral, cognitive, and affective implications of confidant support as well as individual, family, and cultural factors linked to support seeking among Mexican- and European-heritage adolescents. 6. Gaps, Conflicts, and Arguments Between Adolescents and Their Parents 105 Andrew J. Fuligni In this commentary, the author highlights the unique contributions of each chapter and suggests that distinguishing between three types of parent adolescent differences acculturation gaps, feelings of conflict, and actual arguments between adolescents and their parents provides a way to understand the findings on immigrant family conflict presented in this volume. Index 111

Reed W. Larson

Papers

How trust grows: Teenagers’ accounts of forming trust in youth program staff.

Introduction to Special Issue: The Importance of Culture in Youth Programs

Students' experience with research projects: Pains, enjoyment and success.

Anorexia nervosa in the context of daily experience.

Family conflict among Chinese- and Mexican-origin adolescents and their parents in the U.S.