Page 27 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.

positive youth development and thriving in norwegian youth

(β = .14, p < .05), positive values (β = .19, p < .01), empowerment (β = .13, p
< .05) and constructive use of time (β = .17, p < .01) had a small yet signifi-
cant influence on thriving (Table 3). Hence, the more participants reported
these assets, the more they also reported the thriving indicators. For the de-
mographic variables, age was observed to be a significant variable in model
1 (β = -.11, p < .05), where younger participants reported more thriving indi-
cators than their older counterparts. In addition, father’s educational level
was marginally associated with thriving, while gender and mother’s educa-
tion did not show any significant association with thriving (Table 3).

Table 3: Regression Analyses of Thriving among Norwegian Youth: The Role of Developmental Assets.

Unstandardised Standardised 95% CI of B
Coefficient Coefficient
Model t Sig.
Lower Upper
B S.E. β Bound Bound

1 (Constant) 5.83 1.51 3.87 .00 2.87 8.79
.14 .14 .05 .98 .33 -.14 .42
Gender -.19 .08 -.11 -2.36 .02 -.35 -.03

Age .38 .21 .09 1.78 .08 -.04 .79

Father’s -.10 .21 -.02 -.48 .63 -.52 .32
education
Mother’s 2.32 1.44 1.61 .11 -.51 5.15
education -.00 .14 -.00 -.04 .97
-.13 .08 -.08 -1.73 .09 -.28 .27
2 (Constant) .34 .19 .08 1.77 .08 -.28 .02

Gender -.02 .20 -.00 -.09 .93 -.04 .72
Age
Father’s .12 .05 .14 2.46 .01 -.40 .37
education
Mother’s .18 .05 .19 3.32 .00 .02 .22
education
Commitment .07 .06 .07 1.08 .28 .07 .28
to learn
Positive .05 .06 .05 .94 .35 -.05 .18
values -.07 .05 -.07 -1.27 .20
Social .15 .07 .13 2.08 .04 -.06 .16
competencies -.06 .05 -.08 -1.22 .22
Positive -.17 .04
identity .00 .30
Support
Empowerment -.16 .04
Boundaries &
Expectations

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