For instance, the articles by Piaget and Kohlberg are based on an organismic theoretical model which emphasizes that cognitive and moral development, respectively, occur through a process (i.e., equilibration) that engages action of the person on the context and, in mm, action of the context on the person. Nevertheless, stage-related changes in organism are given primary importance in these models. In turn, articles by Eisenberg and her colleagues (1995), Leadbeater (1996), and Sameroff and his colleagues (1993) also stress person-context relations but focus more on changes in the ecology of the developing adolescent or student seeking to achieve. The articles by Eccles and Wigfield (1995), Simmons and her colleagues (1979), and Steinberg and his colleagues (1992) stress relations between both person and context. Despite this variation inemphasis on person, context, or person-context relations, the articles underscore the point that all features of the developmental system must be engaged, first, so that we may understand the general components of individual differences in intellectual and moral functioning and, second, and more importantly, so that we may optimize such functioning among youth.
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For instance, the articles by Piaget and Kohlberg are based on an organismic theoretical model which emphasizes that cognitive and moral development, respectively, occur through a process (i.e., equilibration) that engages action of the person on the context and, in mm, action of the context on the person. Nevertheless, stage-related changes in organism are given primary importance in these models. In turn, articles by Eisenberg and her colleagues (1995), Leadbeater (1996), and Sameroff and his colleagues (1993) also stress person-context relations but focus more on changes in the ecology of the developing adolescent or student seeking to achieve. The articles by Eccles and Wigfield (1995), Simmons and her colleagues (1979), and Steinberg and his colleagues (1992) stress relations between both person and context. Despite this variation inemphasis on person, context, or person-context relations, the articles underscore the point that all features of the developmental system must be engaged, first, so that we may understand the general components of individual differences in intellectual and moral functioning and, second, and more importantly, so that we may optimize such functioning among youth.
Imprint | Crc Press |
Country of origin | United States |
Series | Adolescence |
Release date | September 1999 |
Availability | Expected to ship within 12 - 17 working days |
First published | September 1999 |
Introduction by | Richard M. Lerner |
Authors | Jacqueline V. Lerner |
Dimensions | 229 x 152 x 25mm (L x W x T) |
Format | Hardcover |
Pages | 360 |
ISBN-13 | 978-0-8153-3290-9 |
Barcode | 9780815332909 |
Categories | |
LSN | 0-8153-3290-4 |