Page 171 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 171
components of positive youth development among native students ...
to explore how these 5Cs indicators predict risky behaviours and/or stu-
dent achievement and whether in addition differences exist among these
student groups in this area. Moreover, this paper should be regarded as
a starting point for further research on the topic, especially in those are-
as where students in Slovenia need greater support, and thus as a platform
for developing suitable and effective educational policies and effective PYD
programmes for youth in the field of including immigrants in Slovenian
society and their adaptation. Since the PISA 2018 database was used an in-
ternational perspective, the paper could also be explored to shine a light
on differences among young immigrants throughout European Union or
OECD countries.
Conclusion
In this paper, differences between immigrant and native students’ personal
resources in terms of PYD were explored. The research’s main aim was
to identify differences in indicators of the 5Cs between native students,
second-generation immigrants and first-generation immigrants to detect
areas in need of special attention. Like with other surveys in this field (e.g.
Dimitrova et al., 2017), while the results are mixed and somewhat incon-
clusive we can still highlight three areas where Slovenian students need
more support: (1) first- and second-generation immigrants’ self-efficacy;
(2) s econd-generation immigrants’ connection to their family, peers and
teachers; and (3) native students’ attitudes toward diversity. Given that all
of these areas are interconnected, it is essential to support the weaker ones,
which should also bring a positive effect to other areas and the well-being
of all Slovenian students.
Nevertheless, considering the limitations on comparing the native
and immigrant student groups, this paper’s findings are merely prelimi-
nary and should only be seen as a starting point for further research on the
topic, particularly in those fields where immigrant students need greater
support. Such research would facilitate the identification of effective ways
to support the positive youth development of adolescents with an immi-
grant background and to develop policies that ensure immigrants’ optimal
adaptation into the Slovenian education system and broader society.
To conclude, immigrant students’ positive youth development de-
pends on numerous factors, many of which are not fully controllable or
easily defined. This makes it vitally important to further explore this field
and bring attention to those aspects of youth development we can support
171
to explore how these 5Cs indicators predict risky behaviours and/or stu-
dent achievement and whether in addition differences exist among these
student groups in this area. Moreover, this paper should be regarded as
a starting point for further research on the topic, especially in those are-
as where students in Slovenia need greater support, and thus as a platform
for developing suitable and effective educational policies and effective PYD
programmes for youth in the field of including immigrants in Slovenian
society and their adaptation. Since the PISA 2018 database was used an in-
ternational perspective, the paper could also be explored to shine a light
on differences among young immigrants throughout European Union or
OECD countries.
Conclusion
In this paper, differences between immigrant and native students’ personal
resources in terms of PYD were explored. The research’s main aim was
to identify differences in indicators of the 5Cs between native students,
second-generation immigrants and first-generation immigrants to detect
areas in need of special attention. Like with other surveys in this field (e.g.
Dimitrova et al., 2017), while the results are mixed and somewhat incon-
clusive we can still highlight three areas where Slovenian students need
more support: (1) first- and second-generation immigrants’ self-efficacy;
(2) s econd-generation immigrants’ connection to their family, peers and
teachers; and (3) native students’ attitudes toward diversity. Given that all
of these areas are interconnected, it is essential to support the weaker ones,
which should also bring a positive effect to other areas and the well-being
of all Slovenian students.
Nevertheless, considering the limitations on comparing the native
and immigrant student groups, this paper’s findings are merely prelimi-
nary and should only be seen as a starting point for further research on the
topic, particularly in those fields where immigrant students need greater
support. Such research would facilitate the identification of effective ways
to support the positive youth development of adolescents with an immi-
grant background and to develop policies that ensure immigrants’ optimal
adaptation into the Slovenian education system and broader society.
To conclude, immigrant students’ positive youth development de-
pends on numerous factors, many of which are not fully controllable or
easily defined. This makes it vitally important to further explore this field
and bring attention to those aspects of youth development we can support
171
