Page 148 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 148
positive youth development in contexts
provide increased understanding of the indicators of PYD. The reliabili-
ty of the Character subscale in the PYD short-form questionnaire was
also quite low, meaning that findings on this subscale should be interpret-
ed with caution. Moreover, certain items in the PYD short-form question-
naire might affect the reliability coefficients. For example, the item “I have
a lot of friends” reflects having positive relationships with others on the
individual level and could therefore (also) measure Connection, not (just)
Competence. Finally, when interpreting the results one should note the
data were collected during the COVID-19 pandemic, which may have im-
pacted the participants, albeit all participants shared this unusual context.
References
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The five Cs model of Positive Youth Development: A longitudinal
analysis of confirmatory factor structure and measurement invariance.
Journal of youth and adolescence, 39(7), 720–735. https://doi.org/10.1007/
s10964-010-9530-9
Dukakis, K., London, R. A., McLaughlin, M., & Williamson, D. (2009). Positive
youth development: Individual, setting and system level indicators. (Issue
brief: Positive youth development indicators). John W. Gardner Center for
Youth and Their Communities.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan,
C., & Mac Iver, D. (1993). Development during adolescence: The im-
pact of stage–environment fit on young adolescents’ experiences in
schools and in families. American Psychologist, 48(2), 90–101. https://doi.
org/10.1037/0003-066X.48.2.90.
Fischer, S. (1994). Stress in academic life: The mental assembly line. Open
University Press.
Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, K. M., Napolitano, C. M.,
Schmid, K. L., et al. (2013). Creation of short and very short measures
of the five Cs of positive youth development. Journal of Research on
Adolescence, 24, 163–176. https://doi.org/10.1111/jora.12039
Gradišek, P. (2012). Character strengths and life satisfaction of Slovenian
in-service and pre-service teachers. Center for Educational Policy Studies
Journal 2(3), 167–180. https://doi.org/10.26529/cepsj.379
Gradišek, P. (2014). Vrline učiteljev, vodenje razreda in zadovoljstvo pri pou-
ku: perspektiva učiteljev in učencev. Doktorska disertacija. [Teachers’
character strengths, classroom management and satisfaction in teaching:
148
provide increased understanding of the indicators of PYD. The reliabili-
ty of the Character subscale in the PYD short-form questionnaire was
also quite low, meaning that findings on this subscale should be interpret-
ed with caution. Moreover, certain items in the PYD short-form question-
naire might affect the reliability coefficients. For example, the item “I have
a lot of friends” reflects having positive relationships with others on the
individual level and could therefore (also) measure Connection, not (just)
Competence. Finally, when interpreting the results one should note the
data were collected during the COVID-19 pandemic, which may have im-
pacted the participants, albeit all participants shared this unusual context.
References
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The five Cs model of Positive Youth Development: A longitudinal
analysis of confirmatory factor structure and measurement invariance.
Journal of youth and adolescence, 39(7), 720–735. https://doi.org/10.1007/
s10964-010-9530-9
Dukakis, K., London, R. A., McLaughlin, M., & Williamson, D. (2009). Positive
youth development: Individual, setting and system level indicators. (Issue
brief: Positive youth development indicators). John W. Gardner Center for
Youth and Their Communities.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan,
C., & Mac Iver, D. (1993). Development during adolescence: The im-
pact of stage–environment fit on young adolescents’ experiences in
schools and in families. American Psychologist, 48(2), 90–101. https://doi.
org/10.1037/0003-066X.48.2.90.
Fischer, S. (1994). Stress in academic life: The mental assembly line. Open
University Press.
Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, K. M., Napolitano, C. M.,
Schmid, K. L., et al. (2013). Creation of short and very short measures
of the five Cs of positive youth development. Journal of Research on
Adolescence, 24, 163–176. https://doi.org/10.1111/jora.12039
Gradišek, P. (2012). Character strengths and life satisfaction of Slovenian
in-service and pre-service teachers. Center for Educational Policy Studies
Journal 2(3), 167–180. https://doi.org/10.26529/cepsj.379
Gradišek, P. (2014). Vrline učiteljev, vodenje razreda in zadovoljstvo pri pou-
ku: perspektiva učiteljev in učencev. Doktorska disertacija. [Teachers’
character strengths, classroom management and satisfaction in teaching:
148
