Version Date: May 7, 2020 View help for published
Principal Investigator(s): View help for Principal Investigator(s)
Rick H. Hoyle, Duke University
https://doi.org/10.3886/ICPSR36850.v1
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2020-05-07 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
The Research on Adaptive Interest, Skills, and Environments (RAISE) project is Funded and otherwise supported by the Center for the Study of Adolescent Risk and Resilience (C-StARR) at Duke University. The initial data collection effort focused on self-regulation and related skills during early adolescence and their role in early instances of health-risk behavior. There is a secondary focus on the use of mobile technology to understand the daily experiences of adolescents. The representative sample of 2104 adolescents was drawn from a randomly sampled pool of approximately 26,000 students enrolled in public schools in North Carolina.
The goals are to (1) identify common stressors and positive events that occur in the context of adolescents' daily lives; (2) understand how these daily events predict changes in mood, self-control, and behavior; (3) test whether the effects of these daily events are stronger for adolescents with particular personality traits (e.g., low self-control, high impulsivity) or genetic markers (e.g., dopamine, serotonin genes); (4) understand how the environmental contexts in which adolescents are embedded (e.g., neighborhoods, schools) interact with individual differences (i.e., personality traits and genes) and daily experiences to influence participation in problem behaviors as well as the development of adaptive self-regulatory skills.
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The purpose of this study is to examine self-regulation and daily experiences during adolescence and their importance in predicting the development of problem behaviors, health-relevant behaviors, and adaptive self-regulatory strategies.
The researchers contracted with Research Triangle Institute (RTI) International to administer the survey instrument to adolescents via the phone. The researcher used contact information obtained from the North Carolina Department of Public Instruction (NCDPI) administrative records via the North Carolina Education Research Data Center (NCERDC) to reach participants by phone. First, interviewers obtained parental consent for (1) adolescents to complete the survey, (2) to link survey data to administrative data from NCDPI (Nconsented = 2043), and (3) to contact their adolescent for future related studies (Nconsented = 1867). Families could complete the survey instrument without consenting to link their data to administrative records or to be contacted for future studies. Once consent was obtained and adolescents provide assent, interviewers administered the 247-item survey over the phone. Survey administration typically lasted approximately 90 minutes. After completing the survey, adolescents were compensated with $30 via check or Amazon gift code.
The researchers created a sample pool of approximately 26,000 students using administrative data from NCDPI provided by the North Carolina Education Research Data Center (NCERDC). The only sampling criterion was that students had to be enrolled in a North Carolina public school in grades 3-6 during the 2011-12 academic year. As researchers enrolled students into the Time 1 survey using the sample, the researchers routinely compared the demographics of the enrolled sample against the underlying population demographics to ensure representativeness. For these purposes, the researchers considered the underlying population to be all public school students enrolled in grades 5-8 during the 2014-2015 academic year. The final sample consisted of 2104 adolescents. Participants were sampled from a larger pool of approximately 26,000 students enrolled in public school in North Carolina.
Adolescents enrolled in North Carolina public schools.
The variables covered the following six modules: (1) background and home environment; (2) self-regulation and personality; (3) physical and mental health; (4) problem behaviors; (5) academics and school; and (6) technology use
Brief Sensation Seeking Scale
UPPS-P Child Impulsive Behavior Scale
Capacity for Self-Control Scale
Pubertal Maturation Scale
Problem Behavior Frequency Scale
Confusion, Order, and Hubbub Scale
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2020-05-07 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
