Page 161 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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components of positive youth development among native students ...
do this; I would struggle to do this on my own; I could do this with a bit of
effort; I could do this easily).
Confidence
Resilience. Students were asked how strongly (strongly disagree; disagree;
agree; strongly agree) they agreed with five statements on their capacity to
successfully deal with and recover from stressful situations (e.g. I usually
manage one way or another; I feel that I can handle many things at a time,
etc.).
Eudaemonia: meaning in life. Students were asked how strongly
(strongly disagree; disagree; agree; strongly agree) they agreed with three
statements concerning the meaning of their life (e.g. My life has a clear
meaning or purpose; I have discovered a satisfactory meaning in life, etc.).
Cognitive flexibility/adaptability. Students were asked how well the six
statements on their capacity to adapt their behaviour to unusual situations,
which also included intercultural situations, described them (e.g. I can deal
with unusual situations; I can adapt easily to a new culture, etc.). The stu-
dents answered on a 4-point Likert scale (very much like me; mostly like
me; somewhat like me; not much like me; not at all like me).
Connection
Teacher support in test language lessons was measured with a four-item
question on how often teachers offered support to students in Slovenian
language lessons (e.g. The teacher shows an interest in every student’s learn-
ing; The teacher gives extra help when students need it, etc.). Students an-
swered on a 4-point Likert scale (every lesson; most lessons; some lessons;
never or hardly never).
Perception of co-operation at school. Students were asked to assess how
true four statements on cooperation among students were for their school
(e.g. Students seem to value cooperation; It seems that students are cooper-
ating with each other, etc.). Students answered on a 4-point Likert scale (not
at all true; slightly true; very true; extremely true).
Parents’ emotional support perceived by the student. Students were
asked to assess to what extent they agreed (strongly disagree; disagree;
agree; strongly agree) with three statements about their perceived emo-
tional support from their parents (e.g. My parents support my educational
161
do this; I would struggle to do this on my own; I could do this with a bit of
effort; I could do this easily).
Confidence
Resilience. Students were asked how strongly (strongly disagree; disagree;
agree; strongly agree) they agreed with five statements on their capacity to
successfully deal with and recover from stressful situations (e.g. I usually
manage one way or another; I feel that I can handle many things at a time,
etc.).
Eudaemonia: meaning in life. Students were asked how strongly
(strongly disagree; disagree; agree; strongly agree) they agreed with three
statements concerning the meaning of their life (e.g. My life has a clear
meaning or purpose; I have discovered a satisfactory meaning in life, etc.).
Cognitive flexibility/adaptability. Students were asked how well the six
statements on their capacity to adapt their behaviour to unusual situations,
which also included intercultural situations, described them (e.g. I can deal
with unusual situations; I can adapt easily to a new culture, etc.). The stu-
dents answered on a 4-point Likert scale (very much like me; mostly like
me; somewhat like me; not much like me; not at all like me).
Connection
Teacher support in test language lessons was measured with a four-item
question on how often teachers offered support to students in Slovenian
language lessons (e.g. The teacher shows an interest in every student’s learn-
ing; The teacher gives extra help when students need it, etc.). Students an-
swered on a 4-point Likert scale (every lesson; most lessons; some lessons;
never or hardly never).
Perception of co-operation at school. Students were asked to assess how
true four statements on cooperation among students were for their school
(e.g. Students seem to value cooperation; It seems that students are cooper-
ating with each other, etc.). Students answered on a 4-point Likert scale (not
at all true; slightly true; very true; extremely true).
Parents’ emotional support perceived by the student. Students were
asked to assess to what extent they agreed (strongly disagree; disagree;
agree; strongly agree) with three statements about their perceived emo-
tional support from their parents (e.g. My parents support my educational
161
