Page 41 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 41
the effects of 5cs and developmental assets on well-being among youth in kosovo
outcomes. For example, both internal and external assets are shown to be
good predictors of academic achievement (Beck & Wiium, 2019). But, when
an in-depth investigation was conducted, it was found that some of the fac-
tors of internal assets such as commitment to learning and positive iden-
tity, and one of the factors of external assets like support were the only
ones that showed a positive relationship with academic achievement (Beck
& Wiium, 2019). However, according to Scales and colleagues (2006) all the
factors of developmental assets have concurrent and longitudinal associa-
tions to students’ GPA. Nonetheless, some of the factors reflecting adher-
ence to norms of responsibility and connection to community showed larg-
er effects on students’ GPA overtime (Flynn et al., 2012; Scales et al., 2006).
Further studies also showed consistent effects of the developmental assets
on healthy behaviors (see Atkins et al., 2002; Benson et al., 1999), which
were replicated in other cultures as well (see Uka et al., in press; Scales et
al., 2000).
As both models (5Cs and developmental assets) have some similarities
and since they are based on the same theory (Lerner et al., 2005; Lerner et
al., 2009), an integrative approach model was proposed (Lerner et al., 2009;
Overton, 2015). Thus, young people’s development should be seen as an in-
teraction between individuals’ characteristics (internal assets) and context
(external assets) which in turn may lead to an increase of positive outcomes
such as 5Cs. In this direction, the 5Cs and developmental assets were found
to have a bidirectional relationship, which may influence satisfaction with
life and overall well-being (Soares et al., 2019; Zulling et al., 2011).
The effects of PYD on Life Satisfaction and Well-being
Although an integrative approach was proposed, each factor of such model
should be treated as independent as well, due to their unique effects on out-
comes (Lerner et al., 2009; Overton, 2015). To date, the existing literature
points to a relationship between positive youth development and life satis-
faction and well-being among adolescents. For example, high levels of char-
acter, confidence and connection were associated with higher levels of life
satisfaction and contribution (Pilkauskaite-Valickiene, 2015). Similar find-
ings were found from Zhou et al. (2020) that showed that the PYD attrib-
utes were positive predictors of life satisfaction and well-being and nega-
tively predicted hopelessness. Furthermore, life satisfaction and well-being
often were found to mediate the effect of the PYD attributes on different
outcomes. For example, life satisfaction was found to mediate the effect of
41
outcomes. For example, both internal and external assets are shown to be
good predictors of academic achievement (Beck & Wiium, 2019). But, when
an in-depth investigation was conducted, it was found that some of the fac-
tors of internal assets such as commitment to learning and positive iden-
tity, and one of the factors of external assets like support were the only
ones that showed a positive relationship with academic achievement (Beck
& Wiium, 2019). However, according to Scales and colleagues (2006) all the
factors of developmental assets have concurrent and longitudinal associa-
tions to students’ GPA. Nonetheless, some of the factors reflecting adher-
ence to norms of responsibility and connection to community showed larg-
er effects on students’ GPA overtime (Flynn et al., 2012; Scales et al., 2006).
Further studies also showed consistent effects of the developmental assets
on healthy behaviors (see Atkins et al., 2002; Benson et al., 1999), which
were replicated in other cultures as well (see Uka et al., in press; Scales et
al., 2000).
As both models (5Cs and developmental assets) have some similarities
and since they are based on the same theory (Lerner et al., 2005; Lerner et
al., 2009), an integrative approach model was proposed (Lerner et al., 2009;
Overton, 2015). Thus, young people’s development should be seen as an in-
teraction between individuals’ characteristics (internal assets) and context
(external assets) which in turn may lead to an increase of positive outcomes
such as 5Cs. In this direction, the 5Cs and developmental assets were found
to have a bidirectional relationship, which may influence satisfaction with
life and overall well-being (Soares et al., 2019; Zulling et al., 2011).
The effects of PYD on Life Satisfaction and Well-being
Although an integrative approach was proposed, each factor of such model
should be treated as independent as well, due to their unique effects on out-
comes (Lerner et al., 2009; Overton, 2015). To date, the existing literature
points to a relationship between positive youth development and life satis-
faction and well-being among adolescents. For example, high levels of char-
acter, confidence and connection were associated with higher levels of life
satisfaction and contribution (Pilkauskaite-Valickiene, 2015). Similar find-
ings were found from Zhou et al. (2020) that showed that the PYD attrib-
utes were positive predictors of life satisfaction and well-being and nega-
tively predicted hopelessness. Furthermore, life satisfaction and well-being
often were found to mediate the effect of the PYD attributes on different
outcomes. For example, life satisfaction was found to mediate the effect of
41
