Â鶹´«Ã½ÔÚÏß

RYTE Institute
Three staff members of RYTE Institute looking at document.

Building Evidence Base in Developmental Science

The RYTE Institute is working to build an evidence-base within developmental science that specifically addresses the role of multiple individual (e.g., self-regulation) and contextual factors (e.g., family, school, neighborhood) on adolescent development with a focus on positive youth development.

Studies have examined how individual factors such as self-regulation, contextual factors such as the family, school, neighborhood, and involvement in out-of-school activities affects the developmental trajectories of adolescents including outcomes related to positive youth development.

For more information on specific projects:

Related Publications

  • Linver, M.R., Urban, J.B., MacDonnell, M., Robers, E.D., Quinn, J., Samtani, S., Doubledee, R., Gama, L., & Morgan, D. (2018). Mixed methods in youth purpose: An examination of adolescent self-regulation and purpose. Journal of Research in Human Development, 15(20, 118-138. DOI; 10.1080/15427609.2018.1445925
  • Linver, M.R., & Urban, J.B. (2018). “My life purpose is…”: Assessment of youth purpose in context. Journal of Research in Human Development, 14(20, 95-100. DOI: 10.1080/15427609.2018.1445927
  • Chauveron, L.M.,ÌýLinver, M.R., & Urban, J. B.Ìý(2015).ÌýÌý.ÌýÌýJournal of Youth Development, 10(3), 89-101.
  • MacDonnell, M.,ÌýUrban, J.B., & Linver, M.R.Ìý(2015).Ìý.ÌýÌýJournal of Youth Development, 10(3),Ìý102-114.
  • Bowers, E. P., Geldhof, G. J., Chase, P. A., Gestsdottir, S.,ÌýUrban, J. B., & Lerner, R. M. (2015). Self regulation during adolescence: Variations associated with individual ßà context relations. In J. Wright (Ed.),ÌýInternational Encyclopedia of Social and Behavioral SciencesÌý(2nd ed.). London, UK: Elsevier.
  • Birnbaum, A., &ÌýLinver, M.R.Ìý(2012).Ìý Adolescent physical development and health.Ìý In G. L. Creasey & P. A. Jarvis (Eds.),ÌýAdolescent development and school achievement in urban communities: Resilience in the neighborhoodÌý(pp. 53-64).Ìý NY: Routledge.
  • Mueller, M.K., Lewin-Bizan, S., &ÌýUrban, J.B.Ìý(2011). Youth activity involvement and positive youth development. In R.M. Lerner, J.V. Lerner, & J.B. Benson (Eds.).ÌýAdvances in Child Development and Behavior: Positive youth development: Research and applications for promoting thriving in adolescence, Vol 41Ìý(pp. 231-249). Burlington: Academic Press.
  • Mueller, M.K., Phelps, E., Bowers, E.P., Agans, J.,ÌýUrban, J.B., & Lerner, R.M. (2011). Youth development program participation and intentional-self regulation skills: Contextual and individual bases of pathways to positive youth development.ÌýJournal of Adolescence, 34, 1115-1125.
  • Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., &ÌýUrban, J.B.Ìý(2011). Self-regulation processes and thriving in childhood and adolescence: A view of the issues.ÌýNew Directions for Child and Adolescent Development, 133, 1-10.
  • Gestsdottir, S.,ÌýUrban, J.B., Bowers, E., Lerner, J.V., & Lerner, R.M. (2011). Intentional self regulation, ecological assets, and thriving in adolescence: A developmental systems model.ÌýNew Directions for Child and Adolescent Development, 133, 61-76.
  • Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., &ÌýUrban, J.B.Ìý(Eds.). (2011). Thriving in childhood and adolescence: The role of self regulation processes.ÌýNew Directions for Child and Adolescent Development, 133.
  • Brown, T. L.,ÌýLinver, M.R., & Evans, M. (2010).Ìý The role of gender in the racial and ethnic socialization of African American adolescents.ÌýÌýYouth and Society, 41, 357-381.
  • Urban, J.B., Lewin-Bizan, S. & Lerner, R.M. (2010). The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes.ÌýJournal of Youth and Adolescence, 39(7), 783-800. doi:10.1007/s10964-010-9549-y
  • Brown, T. L.,ÌýLinver, M.R., Evans, M., & DeGennaro, D. (2009). African American parents’ racial and ethnic socialization and adolescent academic grades:Ìý Teasing out the role of gender.ÌýÌýJournal of Youth and Adolescence, 38,Ìý214-227.
  • Linver, M.R., Roth, J.L., & Brooks-Gunn, J. (2009).Ìý Patterns of Adolescents’ Participation in Organized Activities:Ìý Are Sports Best When Combined with Other Activities?ÌýDevelopmental Psychology, 45, 354-367.
  • Urban, J.B., Lewin-Bizan, S., & Lerner, R.M. (2009). The role of neighborhood ecological assets and activity involvement in youth developmental outcomes: Differential impacts of asset poor and asset rich neighborhoods.ÌýJournal of Applied Developmental Psychology, 30(5), 601-614.
  • Urban, J.B.Ìý(2008). Components and characteristics of youth development programs: The voices of youth-serving policy makers, practitioners, researchers, and adolescents.ÌýApplied Developmental Science, 12(3), 128-139.
  • Bradshaw, C.,ÌýBrown, J.S., and Hamilton, S. (2008). Bridging positive youth development and mental health services for youth with serious behavior problems.ÌýChild & Youth Care Forum,Ìý37(5-6), 209-263.
  • Bradshaw, C.,ÌýBrown, J.S., and Hamilton, S. (2006). Applying positive youth development and life-course research to the treatment of adolescents involved with the judicial system.ÌýJournal of Addictions and Offender Counseling, 27(1), 2-16.
  • Brown, J.S.Ìý(2006). Rethinking concept mapping for youth participatory evaluation in the context of youth development programs.ÌýJournal of Youth Development: Bridging Research and Practice,Ìý1(2). Retrieved from http://www.nae4ha.org/directory/jyd/index.html
  • Brooks-Gunn, J.,ÌýLinver, M.R., & Fauth, R.C. (2005). Children’s competence and SES in the family and neighborhood.Ìý In A.J. Elliot & C.S. Dweck (Eds.),ÌýHandbook of competence and motivationÌý(pp. 414-435).Ìý NY:Ìý Gulliford Press.
  • Linver, M.R., & Davis-Kean, P.E. (2005).Ìý The slippery slope:Ìý What predicts math grades in middle and high school?ÌýÌýNew Directions for Child and Adolescent Development,Ìý110, 49-64.
  • Linver, M.R., Brooks-Gunn, J., & Cabrera, N. (2004).Ìý The Home Observation for Measurement of the Environment (HOME) Inventory:Ìý The derivation of conceptually designed subscales.ÌýÌýParenting:Ìý Science and Practice, 4,Ìý99-114.
  • Roth, J.L., Brooks-Gunn, J.,ÌýLinver, M.R., & Hofferth, S.L. (2003).Ìý What happens during the school day?: Time diaries from a national sample of elementary school teachers.ÌýÌýTeachers CollegeÌýRecord,Ìý105, 317-343.
  • Archibald, A.B.,ÌýLinver, M.R., Graber, J.A., & Brooks-Gunn, J. (2002).Ìý Parent-adolescent relationships and adolescent eating problems:Ìý Testing reciprocal effects.ÌýÌýJournal of Research on Adolescence, 12,Ìý451-461.
  • Linver, M.R., Brooks-Gunn, J., & Kohen, D.E. (2002). Family processes as pathways from income to young children’s development.ÌýÌýDevelopmental Psychology, 38, 719-734.
  • Yeung, W.J.,ÌýLinver, M.R., & Brooks-Gunn, J. (2002).Ìý How money matters for young children’s development:Ìý Parental investment and family process.ÌýÌýChild Development, 73, 1861-1879.