Page 24 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 24
positive youth development in contexts
participants reported the assets. This means the composite variables reflect
the number of assets reported in each asset category. Further, in descrip-
tive analysis, parents’ educational level was recoded to (1) high school or less,
and (2) More than high school. Gender was assigned the values 1 (boy) or 2
(girl). Preliminary analyses were carried out to verify the linearity and nor-
mal distribution of the data. The majority of participants (97%) had miss-
ing data in only 3 cases or less. Missing data was handled through pairwise
deletion, namely, a procedure that excludes participants from the analyses
when data are missing and includes them when data are available.
Results
Thriving by Demographic Variables: Cross-Tabulation Analysis
In Table 1, a cross-tabulation analysis of the number of thriving indicators
(7 in total) reported relative to the demographic variables is presented. The
findings on gender showed that girls were more likely to report 4 or 5 thriv-
ing indicators compared to boys, while boys were more likely to report 6 in-
dicators of thriving compared to girls (Table 1). In terms of age, about 42%
who did not report any thriving indictor were aged 17 while most of the
participants who reported 6 of the thriving indicators were aged 16. For the
father’s and mother’s education, participants whose parents had more than
a high school education were more likely to report the thriving indicators
than those whose parents had less than a high school education. However,
the chi-square value did not indicate any significant difference in terms of
gender, age, or parents’ education.
Correlation Analysis of Demographic Variables, Developmental
Assets, and Thriving
Weak correlations ranging from .00 to .21 were observed between the de-
mographic variables and the developmental assets as well as thriving. In
addition, positive correlations between thriving and all eight asset cate-
gories were observed. The weak-to-moderate correlations of thriving were
with commitment to learning (r = .34, p < .01), positive values (r = .36, p < .01),
social competencies (r = .32, p < .01), positive identity (r = .27, p < .01), support
(r = .17, p < .01), empowerment (r = .27, p < .01), boundaries & expectations (r
= .21, p < .01), and constructive use of time (r = .25, p < .01) (Table 2).
24
participants reported the assets. This means the composite variables reflect
the number of assets reported in each asset category. Further, in descrip-
tive analysis, parents’ educational level was recoded to (1) high school or less,
and (2) More than high school. Gender was assigned the values 1 (boy) or 2
(girl). Preliminary analyses were carried out to verify the linearity and nor-
mal distribution of the data. The majority of participants (97%) had miss-
ing data in only 3 cases or less. Missing data was handled through pairwise
deletion, namely, a procedure that excludes participants from the analyses
when data are missing and includes them when data are available.
Results
Thriving by Demographic Variables: Cross-Tabulation Analysis
In Table 1, a cross-tabulation analysis of the number of thriving indicators
(7 in total) reported relative to the demographic variables is presented. The
findings on gender showed that girls were more likely to report 4 or 5 thriv-
ing indicators compared to boys, while boys were more likely to report 6 in-
dicators of thriving compared to girls (Table 1). In terms of age, about 42%
who did not report any thriving indictor were aged 17 while most of the
participants who reported 6 of the thriving indicators were aged 16. For the
father’s and mother’s education, participants whose parents had more than
a high school education were more likely to report the thriving indicators
than those whose parents had less than a high school education. However,
the chi-square value did not indicate any significant difference in terms of
gender, age, or parents’ education.
Correlation Analysis of Demographic Variables, Developmental
Assets, and Thriving
Weak correlations ranging from .00 to .21 were observed between the de-
mographic variables and the developmental assets as well as thriving. In
addition, positive correlations between thriving and all eight asset cate-
gories were observed. The weak-to-moderate correlations of thriving were
with commitment to learning (r = .34, p < .01), positive values (r = .36, p < .01),
social competencies (r = .32, p < .01), positive identity (r = .27, p < .01), support
(r = .17, p < .01), empowerment (r = .27, p < .01), boundaries & expectations (r
= .21, p < .01), and constructive use of time (r = .25, p < .01) (Table 2).
24
