Page 167 - 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 ...
Table 4: Comparison of means and standard deviations by immigrant background by the 5Cs.
Scale Native (1) Second-genera- First-generation Significant diffe-
M (SD) tion immigrants immigrants (3) rences between
Competence
Self-concept of reading: 0.10 (0.91) (2) M (SD) groups
Perception of compe- -0.05 (0.94) M (SD)
tence -0.09 (0.98) -0.08 (0.94) 1>3
Perception of the diffi- 0.02 (0.92) 0.41 (1.04) 1<3
culty of the PISA test -0.05 (0.96) -0.02 (1.05) -0.23 (1.11) 2<3
Self-efficacy regarding 0.02 (0.98) -0.30 (1.08) 1>2
global issues -0.01 (0.88) -0.03 (1.05)
-0.03 (1.06) 0.12 (1.01) /
Confidence -0.62 (1.02) 0.09 (1.03) 0.12 (1.00) /
Resilience -0.01 (0.96) -0.05 (0.92) 2<3
Eudaemonia: meaning -0.01 (0.97) -0.44 (1.07)
in life -0.72 (1.14) -0.11 (1.01) 1<3
Cognitive flexibility/ -0.10 (0.84) -0.28 (1.04) -0.14 (1.00) 2<3
adaptability -0.30 (1.01) 1>2
-0.08 (0.91) -0.28 (0.94)
Connection -0.05 (0.96) -0.08 (0.80) 1>2
Teacher support in test -0.09 (0.94) 0.32 (1.04)
language lessons 0.05 (0.93) 0.20 (1.04) 0.23 (0.96) 1>3
Perception of co-opera- -0.19 (0.94) 0.10 (0.97) -0.25 (1.09) 2>3
tion at school -0.11 (1.00) -0.01 (1.10)
Parents’ emotional 0.09 (1.02) -0.20 (1.08) 1<2
support perceived by -0.17 (0.99) 1<3
student 2<3
Subjective well-being: 1<3
Sense of belonging to
school /
/
Character /
Student’s attitudes to
immigrants
Respect for people from
other cultures
Global-mindedness
Caring
Perspective-taking
Awareness of intercul-
tural communication
Note: Data were weighted with a Final trimmed nonresponse adjusted student weight (W_FSTUWT). The
statistical difference between groups is computed using the t-test, where |t| > 1.96 applies for statistically
significant differences. Missing values were excluded from the analysis.
167
Table 4: Comparison of means and standard deviations by immigrant background by the 5Cs.
Scale Native (1) Second-genera- First-generation Significant diffe-
M (SD) tion immigrants immigrants (3) rences between
Competence
Self-concept of reading: 0.10 (0.91) (2) M (SD) groups
Perception of compe- -0.05 (0.94) M (SD)
tence -0.09 (0.98) -0.08 (0.94) 1>3
Perception of the diffi- 0.02 (0.92) 0.41 (1.04) 1<3
culty of the PISA test -0.05 (0.96) -0.02 (1.05) -0.23 (1.11) 2<3
Self-efficacy regarding 0.02 (0.98) -0.30 (1.08) 1>2
global issues -0.01 (0.88) -0.03 (1.05)
-0.03 (1.06) 0.12 (1.01) /
Confidence -0.62 (1.02) 0.09 (1.03) 0.12 (1.00) /
Resilience -0.01 (0.96) -0.05 (0.92) 2<3
Eudaemonia: meaning -0.01 (0.97) -0.44 (1.07)
in life -0.72 (1.14) -0.11 (1.01) 1<3
Cognitive flexibility/ -0.10 (0.84) -0.28 (1.04) -0.14 (1.00) 2<3
adaptability -0.30 (1.01) 1>2
-0.08 (0.91) -0.28 (0.94)
Connection -0.05 (0.96) -0.08 (0.80) 1>2
Teacher support in test -0.09 (0.94) 0.32 (1.04)
language lessons 0.05 (0.93) 0.20 (1.04) 0.23 (0.96) 1>3
Perception of co-opera- -0.19 (0.94) 0.10 (0.97) -0.25 (1.09) 2>3
tion at school -0.11 (1.00) -0.01 (1.10)
Parents’ emotional 0.09 (1.02) -0.20 (1.08) 1<2
support perceived by -0.17 (0.99) 1<3
student 2<3
Subjective well-being: 1<3
Sense of belonging to
school /
/
Character /
Student’s attitudes to
immigrants
Respect for people from
other cultures
Global-mindedness
Caring
Perspective-taking
Awareness of intercul-
tural communication
Note: Data were weighted with a Final trimmed nonresponse adjusted student weight (W_FSTUWT). The
statistical difference between groups is computed using the t-test, where |t| > 1.96 applies for statistically
significant differences. Missing values were excluded from the analysis.
167
