Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of adjustment problems such as internalizing and externalizing symptomatology. Extant research demonstrates how self-regulation can predict adjustment outcomes in adolescence; however, it has yet to be examined how longitudinal growth in self-regulation may predict individual differences in symptomatology. That is, adolescents who develop self-regulatory capacities such as executive functioning (EF; including shifting, working memory, and inhibitory control) more slowly than their peers may be at increased risk for maladjustment. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture the underlying dimensions of EF, and both adolescents and their primary caregiver completed measures of adolescent symptomatology. Parallel process growth curve modeling was used to test the associations between initial levels and trajectories of both EF and adjustment. Results did not reveal any significant associations between initial levels of EF and adjustment or between growth in EF and growth in adjustment. Furthermore, there were no differential associations between the different EF dimensions. However, post-hoc analyses revealed that longitudinal increases in growth of EF predicted lower externalizing (but not internalizing) symptomatology at Time 3 (controlling for Time 1). Findings suggest that those with more rapid EF development may be better able to regulate behavioral and affective states and thus be less likely to develop externalizing symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes. / Master of Science / Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of symptoms such as anxiety, depression, aggression, and delinquency. Self-regulation affects these outcomes in adolescence; however, individuals demonstrate growth in self-regulation abilities at different rates. Thus, the current study sought to examine how differences in self-regulation (specifically, executive functioning (EF)) development over time may contribute to different behavioral and emotional symptoms in adolescence. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture EF, and both adolescents and their primary caregiver completed measures of adolescent symptoms. Results showed that there were no significant associations between initial levels of EF and symptoms, or between growth in EF and growth in symptoms. Furthermore, different aspects of EF (such as memory, attention, and inhibitory control) did not differentially predict symptomatology. However, additional analyses revealed that increases in growth of EF over time predicted lower symptoms of aggression and delinquency at Time 3. Findings suggest that those with more rapid EF development may be better able to regulate behavioral and emotional states and thus be less likely to develop these types of symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes.

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Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 170-173).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1987.

While there is an abundance of empirically based information on the broad subject of executive leadership and executive leader development, opportunity for further research is driven by complexity of the executive’s world and the related need to function at high levels of learning agility. In fact, learning agility has been identified by Korn/ Ferry (Korn/Ferry, 2011) as the single most important predictor of executive success. This study seeks to explore non-traditional forms of executive leader development based on an integrated theoretical lens, including learning and executive development theories as they relate to learning agility. Executive Coaching is of primary interest as an executive development theory, with a diagnostic element designed to provide insight about development issues, particularly those around leadership pipeline cross points. The Competing Values Framework, as applied here for individual executive growth and development constructs, offers an additional theoretical lens as well as a structure for practical application. Using an engaged scholarship approach through Action Research, this is explored with a focus on executive development options that go beyond traditional leadership training models, and with research, insights analyzed through the CVF assessment and structured interviews. Among the findings are insights which confirm the learning agility construct claims that it is a key predictor to executive success as executives traverse career transitions. More specifically, the insights which proceed from this study also support the reasons that self-discovery learning interventions impact learning agility for senior executives. They include: The Participants in this study demonstrated Learning Agility Development as defined for this research, providing evidence that Learning Agility can be developed Executive Coaching and Related Self-Discovery Constructs contribute more to Learning Agility Executive Development when the executive coach offers a fluid approach which includes significant engagement and mutual dialog as well as inquiry. Learning Agility Development is related to one’s ability to manage Competing Values, especially Competing Values that are unique to the individual. Individual Awareness, its connection to reflexivity, and the movement of tacit knowledge to explicit knowledge is a key finding related to senior executive learning agility development. A Systems Approach to Learning Agility Executive Development which includes a systemic framework, a defined process/structure, and individual customization is indicated for senior level executives. The study offers extensions to existing theories as well as a practical theory-and-findings-based executive development methodology.

Thesis (doctoral)--Université de Genéve.

Inaug.-Diss.--Würzburg. / "Literaturverzeichnis": p. [7]-9.

Thesis--Columbia University, 1927. / Vita. Published also as Studies in history, economics, and public law, edited by the Faculty of Political Science of Columbia University, no. 289.

Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 106-122). Also available in electronic version. Access restricted to campus users.

Thesis (MPAcc.)--Unitec New Zealand, 2009. / Includes bibliographical references (leaves 33-35).