Page 186 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 186
nti cation positive youth development in contexts
Records identi ed through database
searching
Screening Records after duplicates removed
(n = 241)
Titles screened Excluded based on title
(n =241) (n = 221)
Eligibility Abstracts screened Articles excluded based on the
(n = 20) inclusion criteria
Included (n = 10)*
Studies included in
qualitative synthesis not an experiment
(n = 6)
not implemented in the school
context (n = 3)
target group not in the appropriate
age range
(n = 3)
no control group
(n = 1)
not enough information to calculate
e ect size
(n = 1)
*some studies did not meet multiple
Figure 1. Flow diagram for the inclusion/exclusion of studies.
of the intervention and outcomes of the intervention. Ethnic status of the
target group was coded as ethnic majority and mixed if some participants
were of the ethnic majority and some of the ethnic minority. No interven-
tion solely included members of an ethnic minority and thus we exclud-
ed the category. Studies were also coded based on the participants’ age. For
studies involving participants from multiple age categories, mean age was
taken as a defining parameter. We categorised outcomes in three categories
based on prejudice components (Beelmann & Heinemann, 2014): cogni-
tive (i.e. expectations of outgroup members), affective (i.e. a negative affect
186
Records identi ed through database
searching
Screening Records after duplicates removed
(n = 241)
Titles screened Excluded based on title
(n =241) (n = 221)
Eligibility Abstracts screened Articles excluded based on the
(n = 20) inclusion criteria
Included (n = 10)*
Studies included in
qualitative synthesis not an experiment
(n = 6)
not implemented in the school
context (n = 3)
target group not in the appropriate
age range
(n = 3)
no control group
(n = 1)
not enough information to calculate
e ect size
(n = 1)
*some studies did not meet multiple
Figure 1. Flow diagram for the inclusion/exclusion of studies.
of the intervention and outcomes of the intervention. Ethnic status of the
target group was coded as ethnic majority and mixed if some participants
were of the ethnic majority and some of the ethnic minority. No interven-
tion solely included members of an ethnic minority and thus we exclud-
ed the category. Studies were also coded based on the participants’ age. For
studies involving participants from multiple age categories, mean age was
taken as a defining parameter. We categorised outcomes in three categories
based on prejudice components (Beelmann & Heinemann, 2014): cogni-
tive (i.e. expectations of outgroup members), affective (i.e. a negative affect
186
