Damon what is positive youth development

Highly Influenced. View 5 excerpts, cites background. Positive youth development: research and applications for promoting thriving in adolescence. The Kids are Alright. Discussions of adolescence and youth spirituality often focus primarily on the problems that need to be fixed in youth or their context. This essay draws upon positive youth development theory, which … Expand. As often happens, this work in the practitioner … Expand. Positive Youth Development.

IntroductionA review of the literature on mainstream child psychology and related disciplines showed that there has been much emphasis on child and adolescent developmental problems for a long time. View 1 excerpt, cites background. This chapter describes positive youth development PYD as an emerging arena of applied developmental science. We show how PYD is both rooted in the theoretical traditions of developmental … Expand. Youth purpose and positive youth development.

Relational developmental systems metatheory frames many contemporary models of human development, including two strengths-based approaches to enhancing the lives of diverse children and adolescents, … Expand. View 2 excerpts, cites background.

Using the tripartite conception of positive youth development PYD suggested by Hamilton — as a developmental process, a philosophy or approach to youth programming, and as instances of youth … Expand. View 2 excerpts, cites methods. Community Service and Social Responsibility in Youth.

This is an analysis of the beneficial effects of community service on the political and moral identity of adolescents. This text uses a case study from a predominantly black, urban high school in … Expand. Toward a science for and of the people: promoting civil society through the application of developmental science.

All the subscales also showed acceptable mean inter-item and item-total coefficients Table 2. Table 2. The scale comprises five items gauging global life satisfaction of individuals, applicable in different age groups. A higher level of LS is represented by a higher total score. Also, in several validation studies, SWLS showed convergent validity, criterion-based validity, and test-retest reliability Pavot et al.

The present study used data of LS in Wave 3 as the mediator. Higher levels of perceived academic stress are indicated by higher scores. The present study used AS in Wave 6 as one outcome variable. Originally, PNSC contained a total of 24 items among which six were reverse-coded. As a reliability test showed that the six reverse-coded items had low item-total correlations with other items, the six reverse-coded items were removed from the scale.

The removal of reverse-coded items was also based on the argument that negatively worded items would have negative influence on the reliability and validity of the scale, and they may not measure the same construct as positively worded items Pilotte and Gable, ; Dalal and Carter, The refined PNSC contained 18 items.

First, we conducted EFA based on dataset A. Promax rotation was adopted as the rotation method since the hypothesized factors were assumed to be correlated Brown, Both analyses suggested four factors should be extracted. Therefore, another round of PAF with Promax rotation was performed by fixing the factor number at four. The analyses yielded a clear and simple four primary factor structure with each item highly loaded on one factor ranging from 0.

The factor loadings are shown in Table 3. The four factors explained The findings also matched the conceptual model of the scale. Table 3. The factor loadings ranged from 0. As the four-factor model of PNSC was supported, it was adopted for further analyses in this study. Table 4. Means, standard deviations, and correlations among different variables were computed first.

First, a measurement model was tested for four inter-correlated latent variables, including Positive Youth Development PYD, indicated by its 15 dimensions , Life Satisfaction LS, indicated by its five items , Academic Stress AS, indicated by its two items , and Perspective on the New Secondary School Curriculum PNSC, indicated by its four factors as sub-latent variables, which were further indicated by their respective items.

Second, on the condition of satisfactory model fit of the measurement model, the mediation model was then examined, with LS being hypothesized as the mediator on the relationship between PYD and the two indexes of academic well-being AS and PNSC.

One assumption of SEM was the multivariate normal distribution of the data Kaplan, The MLR estimation was also adopted based on the following justifications. First, although the data of the outcome variables were collected based on a Likert scale, which is ordinal in nature, studies suggested that MLR could be used for ordinal data with five or more response categories Byrne, ; Raykov, ; Li, As the present study had a sample size of over 2,, we used MLR as the estimation method.

These criteria have been widely used in many research studies not only for ML but also for MLR estimation e. Also, a model would be approximately well fit with a SRMR value below 0.

In addition, R software version 3. Table 5 presents the mean scores and standard deviations of different variables, and mean score correlations between different variables. Table 5. Means, standard deviations, and mean score correlations between different variables.

Meanwhile, we controlled the age and gender effects in the model. Figure 2 shows the model. However, when the global fit and local fit findings were taken into account, the evidence provided reasonable support for the proposed model.

The estimates of the relationships between different latent variables are presented in Table 6. Therefore, Hypotheses 1a and 1b were supported. Figure 2. The structural equation model on the mediating effects of life satisfication on the influence of youth development qualities on academic satisfication and academic strees.

The factors loadings for each latent variable were estimated by fixing one factor loading unstandardized to 1. The factor loadings shown in figure are standardized factor loadings. The R-square values for the two endogenous variables: as and pnsc are 0. Table 6. Therefore, Hypotheses 2a—2c were supported. Therefore, Hypothesis 3b was supported. Table 8. Results of bias-corrected bootstrap estimation for the mediation model. This study investigated the predictive effects of PYD qualities and life satisfaction on academic well-being indicated by academic satisfaction and academic stress among Hong Kong adolescents.

The study is significant for two reasons. First, as few studies have examined the mediating effect of global life satisfaction on the influence of PYD qualities on adolescent developmental outcomes, this study is an interesting addition to the literature.

As existing research on academic satisfaction and stress focused more on the environmental influences e. Besides, the related findings would shed light not only on research but also on intervention programs that may promote academic well-being among high school students.

Theoretically, as a positively developed adolescent would possess high competence in different domains and develop a high self-efficacy Catalano et al. A positively developing adolescent would also gain more social support from peers and teachers in their academic study, and they would have higher spirituality and resilience in facing difficulties.

The findings are consistent with some isolated research findings that PYD indicators positively predicted academic satisfaction and school satisfaction Lent et al. This study expanded the empirical evidence of the value of PYD development, showing that PYD qualities would provide positive influence on adolescents in different aspects, including their satisfaction with their academic studies.

The results also support Hypothesis 1b, revealing that PYD at Wave 1 negatively predicted perceived academic stress at Wave 6. The finding is consistent with a few studies showing that some personal strength factors negatively predicted perceived academic stress. For example, a study showed that perceived stress was predicted by the ability of emotional regulation and management Bao et al. Positive youth development qualities such as psychosocial competence, confidence, character strengths, and important connections Catalano et al.

Adolescents with higher levels of PYD qualities would possess more psychological resilience to appraise a negative or threatening event more positively, which leads to reduced stress in different domains, including academic stress.

This is in line with the literature that psychological well-being and different indicators of PYD positively predicted their life satisfaction: one study showed that social support and self-esteem were important antecedents of satisfaction with life Chen et al. Hence, the present study constitutes a theoretical advance in this area.

Hypothesis 2c was also supported by the present study which showed that life satisfaction Wave 3 negatively predicted academic stress Wave 6.

This finding strengthens the existing literature suggesting that life satisfaction could be a precursor or antecedent of perceived stress e. This conjecture constitutes an exciting area for future research. Finally, the results of the present study support Hypotheses 3a and 3b, showing that life satisfaction partially mediated the positive influence of PYD on academic satisfaction but fully mediated the negative influence of PYD on academic stress.

The findings suggest that global life satisfaction is an important mechanism underlying the relationship between PYD and academic well-being, where a higher level of PYD would lead to a higher level of satisfaction with academic study but a lower level of perceived stress. The results are significant as very few studies have investigated the mediating function of global satisfaction with life on the relationship between psychological well-being such as PYD qualities and adolescent academic well-being.

Particularly, the extant literature on the mediation role of satisfaction with life focused mainly on satisfaction with life being an underlying mechanism in the relationship between environmental antecedents e. Only few studies revealed that life satisfaction mediated the impact of PYD on adolescent problem behavior Sun and Shek, , , This study has important practical implications.

It provides school educators with important knowledge about the important role of PYD and life satisfaction in adolescent academic well-being. One possibility is to implement PYD programs to promote life satisfaction of the program participants. In the Chinese context, the Project P. Despite the pioneering nature of the study in the field of adolescent life satisfaction and academic well-being, this study has limitations.

First, this study only tested the predictive role of PYD qualities in adolescent academic well-being indexed by academic satisfaction and academic stress, and the mediating effect of life satisfaction on the relationship. Because the literature also suggests the predictive role of stress and domain-specific satisfaction in life satisfaction, alternative models should be tested in future research to further advance the understanding of the relationships among the factors under study.

Second, despite having a large sample size, this study was mainly based on Hong Kong secondary school students. Studies on adolescents in other Chinese cultures and non-Chinese cultures should also be conducted to replicate the results. Third, it is also interesting to examine whether the mediation effects and the relationships among variables are the same for boys and girls.

Future research is needed in this direction. Future research could be conducted by using the original version of CPYDS to retest the mediation model. Despite these limitations, this study is pioneering in that it examines the longitudinal predictive role of PYD qualities in academic satisfaction and stress and in uncovering the underlying mechanism played by life satisfaction.

The datasets generated for this study are available on request to the corresponding author. Formal written consent was obtained from all participating schools, students, and their parents. DS conceived of the research, contributed to all stages of the research work, and critically revised the different versions of the manuscript drafted by WC.

WC conducted data analyses, drafted the manuscript, and revised the manuscript based on the comments provided by DS. The Project P. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Albarrak, A. Academic satisfaction among traditional and problem based learning medical students. A comparative study. Saudi Med. Google Scholar. American Educational Research Association Anderson, J.

Structural equation modeling in practice: a review and recommended two-step approach. Ang, R. Relationship between academic stress and suicidal ideation: testing for depression as a mediator using multiple regression.

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JALT Test. SIG Newslett. Byrne, B. Catalano, R. Positive youth development in the United States: research findings on evaluations of positive youth development programs. Charkhabi, M. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. Springerplus 2, 1—5. What is positive youth development? Examines ways in which research on PYD has informed current understanding of the state of childhood, the interaction between children and environment, and moral development in young people.

Eccles, J. Appleton, eds. Community programs to promote youth development. Washington, DC: National Academy. Reviews data on community interventions that promote healthy adolescent development and identifies gaps related to developing a unified framework for interventions seeking to promote PYD. Provides an overview of key developmental outcomes and features of positive developmental settings. Jenson, J. Alter, N. Nicotera, E. Anthony, and S.

Risk, resilience, and positive youth development: Developing effective community programs for high-risk youth: Lessons from the Denver Bridge Project. New York: Oxford Univ. Describes the Integrated Prevention and Early Intervention Model , an intervention framework for community-based programs that combines elements of risk, protection, resilience, and PYD.

The model is applied to a case study of an urban after-school program. Lerner, R. Almerigi, C. Theokas, and J. Positive youth development: A view of the issues. The Journal of Early Adolescence — Describes the evolution of PYD and current issues confronting the advancement of the model. Future steps necessary to advance PYD in practice are noted. Lerner, and E. Waves of the future: The first five years of the 4-H study of positive youth development. Medford, MA: Tufts Univ. Presents findings from a national evaluation of participation in 4-H programs.

PYD measures are used to assess program effects across eight waves of data collection. Positive outcomes in key PYD constructs are reported by the authors. McLaughlin, M. Community counts: How youth organizations matter for youth development.

Provides case studies and outlines promising practices employed by effective community-based youth development organizations, drawing on longitudinal qualitative research with adolescents and youth workers.