2026-09-27T14:26:33Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124172 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Napolitano, Chris M Napolitano, Chris M Roberts, Brent W Ratner, Kaylin Marchand, Aixa D 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Madison Sewell, accepted the attached license on 2024-04-04 at 08:30. The student, Madison Sewell, submitted this Dissertation for approval on 2024-04-04 at 08:40. This Dissertation was approved for publication on 2024-04-05 at 15:58. DSpace SAF Submission Ingestion Package generated from Vireo submission #20299 on 2024-09-16 at 00:33:40 Changing the world and changing yourself: Associations between traits, skills, and civic engagement during adolescence and emerging adulthood Sewell, Madison N. 2024-04-05 Civic Engagement Adolescence Emerging Adulthood Personality Traits Socioemotional Skills Individual Differences Youths’ civic engagement is critical for healthy democracies and can be a powerful force for social change. However, there is little integration across the literature regarding the personality traits and social, emotional, and behavioral (SEB) skills that are critical for youth’s civic engagement. In addition, there is a gap in understanding how engaging in a variety of civic and political activities may engender change in traits and SEB skills. The purpose of this dissertation was to explore how adolescents’ and emerging adults’ personality traits and SEB skills can inform and can be cultivated by their engagement in civic and political activities. This question was explored through a theoretical review and integration of the literature (Study 1), a quasi-experimental study (Study 2), and an intensive longitudinal study (Study 3). Findings from this dissertation suggest that the full spectrum of personality traits and SEB skills are important for understanding youth civic engagement. In addition, findings indicate that simply engaging in civic and political activities doesn’t necessitate positive trait or skill development and the context of these experiences may be especially important for understanding subsequent trait and skill change. These findings have implications for both future developmental research, applied programs, and interventions. Text eng https://hdl.handle.net/2142/124172 Copyright 2024 Madison N. Sewell Ph.D. Dissertation Educational Psychology University of Illinois at Urbana-Champaign Educational Psychology