Page 162 - 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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positive youth development in contexts
efforts and achievements; My parents support me when I am facing diffi-
culties at school, etc.).
Subjective well-being: Sense of belonging to school. Students were asked
to assess to what extent they agreed (strongly disagree; disagree; agree;
strongly agree) with six statements on their sense of connection and be-
longing to school (e.g. I make friends easily at school; I feel like I belong at
school, etc.).
Character
Student’s attitudes towards immigrants was measured with a four-item
question on the level of agreement with statements about immigrants’ civic
rights (e.g. immigrants should have the same opportunities for educ ation,
the opportunity to vote in elections, the same rights as everyone, etc.).
Students answered on a 4-point Likert scale (strongly disagree; disagree;
agree; strongly agree).
Respect for people from other cultures. Students were asked to assess
how well five statements on respect for people from other cultures in terms
of equality, respect for their values and their valuing of the expression of
their cultures described them (e.g. I respect people from other cultures as
equal human beings; I respect the values of people from different cultures,
etc.). Students answered on a 5-point Likert scale (very much like me; most-
ly like me; somewhat like me; not much like me; not at all like me).
Global-mindedness was defined as a worldview in which one sees one-
self as connected to the world community and feels a sense of responsibility
towards its members (OECD, forthcoming-a). It was measured with a six-
item question where students needed to answer to what extent they agreed
with several statements describing the sense of activism and responsibility
for different issues in the (world) community (e.g. poor living conditions;
companies that are known to provide poor workplace conditions; the glob-
al environment, etc.). Students answered on a 4-point Likert scale (strongly
disagree; disagree; agree; strongly agree).
Caring
Perspective-taking. Students were asked to assess how well five statements
on how far a student takes the perspective of others in different situa-
tions (e.g. to look at everybody’s side of a disagreement, to understand my
friends better by imagining how things look from their perspective etc.)
162
efforts and achievements; My parents support me when I am facing diffi-
culties at school, etc.).
Subjective well-being: Sense of belonging to school. Students were asked
to assess to what extent they agreed (strongly disagree; disagree; agree;
strongly agree) with six statements on their sense of connection and be-
longing to school (e.g. I make friends easily at school; I feel like I belong at
school, etc.).
Character
Student’s attitudes towards immigrants was measured with a four-item
question on the level of agreement with statements about immigrants’ civic
rights (e.g. immigrants should have the same opportunities for educ ation,
the opportunity to vote in elections, the same rights as everyone, etc.).
Students answered on a 4-point Likert scale (strongly disagree; disagree;
agree; strongly agree).
Respect for people from other cultures. Students were asked to assess
how well five statements on respect for people from other cultures in terms
of equality, respect for their values and their valuing of the expression of
their cultures described them (e.g. I respect people from other cultures as
equal human beings; I respect the values of people from different cultures,
etc.). Students answered on a 5-point Likert scale (very much like me; most-
ly like me; somewhat like me; not much like me; not at all like me).
Global-mindedness was defined as a worldview in which one sees one-
self as connected to the world community and feels a sense of responsibility
towards its members (OECD, forthcoming-a). It was measured with a six-
item question where students needed to answer to what extent they agreed
with several statements describing the sense of activism and responsibility
for different issues in the (world) community (e.g. poor living conditions;
companies that are known to provide poor workplace conditions; the glob-
al environment, etc.). Students answered on a 4-point Likert scale (strongly
disagree; disagree; agree; strongly agree).
Caring
Perspective-taking. Students were asked to assess how well five statements
on how far a student takes the perspective of others in different situa-
tions (e.g. to look at everybody’s side of a disagreement, to understand my
friends better by imagining how things look from their perspective etc.)
162
