Action-Control Processes as Predictors of Change in Adjustment Across the Transition to Middle School. Vanlede, M., Little, T. D., & Card, N. A. ISSBD Meeting, Ghent, July 2004

Research question Which features of young adolescents’ action control processes best predict adjustment across the transition to middle school?

Context: School transition Threatening and challenging situation that requires action and adaptation  Excellent context to examine action-control processes and their effects on adjustemnt Inconsistent results concerning effects of transition on adjustment  suggestion: examine intraindividual differences (within-person changes)

Action-control theory Metatheoretical perspective to understand the various self-regulatory processes that children utilize in negotiating their complex and often challenging worlds (Little, Lopez, & Wanner, 2001)

IV: Action-control processes Adaptive –Protective factors –Promote adaptation Maladaptive –Psychological risk factors –Associated with negative adjustment  Beliefs and Behaviors

Action-control beliefs « Self perceptions about the means and competences one has to reach one’s goals » (Little, 1998) a)Means-ends beliefs: Which specific means produce the desired outcome? b)Agency beliefs: Do I possess and can utilize these potential means? c)Control-expectancy beliefs: Am I able to attain a desired goal? (without reference to specific means) (Skinner, Chapman, & Baltes, 1988)

Action-control behaviors « Coping behaviors: specific behavioral instances of the volitional control processes of action » (Little et al., 2001) Which vary along: a)Sociability: prosocial vs. antisocial b)Directness: direct vs. indirect (BISC; Little et al., 2001)

DV: Adjustment Internalizing behaviors: –Emotional well-being –Positive and negative moods –Depressive symptoms Externalizing behaviors: –Aggressive behaviors

Objectives Measurement of intraindividual changes across school transition of: –Action control beliefs –Action-control behaviors –Emotional adjustment = LONGITUDINAL STUDY (3 waves)

Hypotheses Initial level of action-control processes predicts emotional adjustment to the transition Changes in action-control processes across the transition predict emotional adjustment Adaptive action-control processes are stronger predictors than maladaptive processes

Method Participants: 368 students from a suburban school district (9 elementary schools, 1 middle school) Design Longitudinal study: 3 waves (Fall 6th grade, Spring 6th grade, Fall 7th grade) Measures: –Action-Control Beliefs: Multi-CAM (Little & Wanner, 1997) –Action-Control Behaviors: BISC (Little, Lopez, & Wanner, 2001) –Adjustment Outcomes: Mood (I FEEL: Little, Ryan, & Wanner, 1997), Depression (CDI; Kovacs, 1985), Agressive Behaviors (Little, Jones, Henrich, & Hawley, 2003)

Analytic procedures OLS growth modeling  Intercept and slope of each subject were the data used for analyses Step-wise regressions  To determine the most important predictors of adjustment

Results Internalizing Behaviors GndOutcome1st Predictor2nd Predictor3rd Predictor MDepression -.16 Slp. Direct FDepression -.18 Int. Direct.14 Int. Antisocial M Positive Affect.21 Slp. Intra Agency.16 Slp. Prosocial F Positive Affect.22 Int. Direct -.18 Int. Antisocial.15 Slp. Direct M Negative Affect.12 Int. Antisocial.13 Slp. Antisocial F Negative Affect.13 Int. Antisocial

Results Externalizing Behaviors GndOutcome1st Predictor2nd Predictor3rd Predictor M Overt Aggression.22 Int. Antisocial.18 Slp. Antisocial F Overt Aggression.13 Int. Indirect.16 Slp. Antisocial M Relational Aggression.20 Int. Antisocial.20 Slp. Antisocial F Relational Aggression.10 Int. Antisocial.15 Slp. Antisocial

Results Changes in adjustment outcomes are significantly predicted by various aspects of action-control processes Nearly all the adjustment outcomes are negatively predicted by negative action-control processes Action-control behaviors mediate the effect of action-control beliefs on adjustment outcomes

Discussion Negative action-control processes = risk factor Positive action-control processes = resilience factor (positive correlation) Intraindividual differences perspective offers intriguing insights into the dynamics of the factors involved in adjustment