Page 40 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 40
positive youth development in contexts
confidence, competence, and connection fully mediate the effect of per-
ceived school empowerment on school satisfaction, while caring and char-
acter did not have a role. The justification of diverse findings led to the
differences in the context in which the items were measured. Confidence,
competence, and connection are school-context related, while items meas-
uring caring and character are not particularly context oriented (Årdal et
al., 2017). Thus, the types of measurements which are usually context-relat-
ed, lead to difficulties in pinpointing the exact relationship type between
5Cs and outcomes. This can be applied for the contextual factors as well. As
such, the context in which the 5Cs are measured should be taken into con-
sideration and studies built upon the Lerner’s 5Cs model of PYD frame-
work should be conducted in different cultures to examine the effects of
5Cs and reach generalizability.
Developmental Assets of PYD
The Developmental Assets model focuses on integrating psychological and
environmental strengths to enhance thriving and health outcomes among
young individuals (Benson, 2003). As such, it consists of two high-or-
der factors namely internal and external assets. Internal assets describe a
young person’s set of skills, competences and values, whereas the exter-
nal assets express the contextual and relational features of a young person’s
environment (Benson, 2003). In addition, both internal and external as-
sets are further divided into four factors each. Internal assets consist of: (1)
commitment to learning, (2) positive values, (3) social competence, and (4)
positive identity. While, external assets consist of (1) support, (2) empow-
erment, (3) boundaries and expectations, and (4) constructive use of time.
This model is purposefully designed to guide community-based practices
that strengthen the natural socialization of communities.
Just like the potential of 5 Cs, youth with higher number of develop-
mental assets are shown to be more likely to experience thriving outcomes
(Scales et al., 2000). Precisely, young individuals with higher levels of devel-
opmental assets are more likely to be successful at school, overcome adver-
sity, maintain physical health, and delay gratification (Scales et al., 2000).
In addition to that, youth programs that promote empowerment and posi-
tive identity among vulnerable individuals were associated with increased
resilience overtime (Sanders & Mundford, 2014).
Also, in the same line with Lerner’s 5Cs, it is shown that specific fac-
tors of developmental assets may have different effects on positive youth
40
confidence, competence, and connection fully mediate the effect of per-
ceived school empowerment on school satisfaction, while caring and char-
acter did not have a role. The justification of diverse findings led to the
differences in the context in which the items were measured. Confidence,
competence, and connection are school-context related, while items meas-
uring caring and character are not particularly context oriented (Årdal et
al., 2017). Thus, the types of measurements which are usually context-relat-
ed, lead to difficulties in pinpointing the exact relationship type between
5Cs and outcomes. This can be applied for the contextual factors as well. As
such, the context in which the 5Cs are measured should be taken into con-
sideration and studies built upon the Lerner’s 5Cs model of PYD frame-
work should be conducted in different cultures to examine the effects of
5Cs and reach generalizability.
Developmental Assets of PYD
The Developmental Assets model focuses on integrating psychological and
environmental strengths to enhance thriving and health outcomes among
young individuals (Benson, 2003). As such, it consists of two high-or-
der factors namely internal and external assets. Internal assets describe a
young person’s set of skills, competences and values, whereas the exter-
nal assets express the contextual and relational features of a young person’s
environment (Benson, 2003). In addition, both internal and external as-
sets are further divided into four factors each. Internal assets consist of: (1)
commitment to learning, (2) positive values, (3) social competence, and (4)
positive identity. While, external assets consist of (1) support, (2) empow-
erment, (3) boundaries and expectations, and (4) constructive use of time.
This model is purposefully designed to guide community-based practices
that strengthen the natural socialization of communities.
Just like the potential of 5 Cs, youth with higher number of develop-
mental assets are shown to be more likely to experience thriving outcomes
(Scales et al., 2000). Precisely, young individuals with higher levels of devel-
opmental assets are more likely to be successful at school, overcome adver-
sity, maintain physical health, and delay gratification (Scales et al., 2000).
In addition to that, youth programs that promote empowerment and posi-
tive identity among vulnerable individuals were associated with increased
resilience overtime (Sanders & Mundford, 2014).
Also, in the same line with Lerner’s 5Cs, it is shown that specific fac-
tors of developmental assets may have different effects on positive youth
40
