Page 44 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 44
positive youth development in contexts
Methodology
Sample
In this study 916 students (66.7% females and 33.3% males) participated with
a mean age of 16.32 years old (SD = .99). All the participants were random-
ly chosen from six municipalities of Kosovo. From them, 34.7% were in the
11th grade, followed by 34.5% of the participants that were in the 10th grade
and 30.8% of the participants that were in the 12th grade. The distribution of
the participants between urban vs rural settlement was almost similar with
46.2% of the participants living in urban areas and 42% living in rural areas.
Procedure
Prior to data collection, we got permission from each author’s institution
to conduct this study as we do not have a specific regulation law for such
studies in Kosovo. After getting the approval from the institutions, we then
informed school principals, teaching staff, parents, and students about the
purpose and methods of the study. Upon agreement by schools to take part
in the study, parental and student consent was obtained. After that, every
participant completed the study measures as an anonymous self-report
questionnaire at their schools, during their regular school hours. Two well-
trained psychologists administered data collection and informed/support-
ed students when the questionnaire was being filled out in a group setting.
Procedure of data collection per class took approximately 45 min.
Measures
The Developmental Assets Profile (DAP; Benson, 2007) was used to meas-
ure the developmental assets. The questionnaire examines the 40 develop-
mental assets through targeted items for external assets which measures
support (e.g. “I have a family that gives me love
and support”) empowerment (e.g. “I feel valued and appreciated by
others”) boundaries and expectations (e.g. “I have a family that knows
where I am and what I am doing”) and constructive use of time (e.g. “I am
involved in a sport, club, or other group”), and internal assets which meas-
ures commitment to learning (e.g. “I enjoy learning”) positive values (e.g. “I
think it is important to help other people”) social competencies (e.g. “I plan
ahead and make good choices”), and positive identity (e.g. “I feel I have con-
trol of my life and future”). Participants indicate their answers on a 4-point
Likert scale from 1 (not at all or rarely) to 4 (extremely or almost always).
44
Methodology
Sample
In this study 916 students (66.7% females and 33.3% males) participated with
a mean age of 16.32 years old (SD = .99). All the participants were random-
ly chosen from six municipalities of Kosovo. From them, 34.7% were in the
11th grade, followed by 34.5% of the participants that were in the 10th grade
and 30.8% of the participants that were in the 12th grade. The distribution of
the participants between urban vs rural settlement was almost similar with
46.2% of the participants living in urban areas and 42% living in rural areas.
Procedure
Prior to data collection, we got permission from each author’s institution
to conduct this study as we do not have a specific regulation law for such
studies in Kosovo. After getting the approval from the institutions, we then
informed school principals, teaching staff, parents, and students about the
purpose and methods of the study. Upon agreement by schools to take part
in the study, parental and student consent was obtained. After that, every
participant completed the study measures as an anonymous self-report
questionnaire at their schools, during their regular school hours. Two well-
trained psychologists administered data collection and informed/support-
ed students when the questionnaire was being filled out in a group setting.
Procedure of data collection per class took approximately 45 min.
Measures
The Developmental Assets Profile (DAP; Benson, 2007) was used to meas-
ure the developmental assets. The questionnaire examines the 40 develop-
mental assets through targeted items for external assets which measures
support (e.g. “I have a family that gives me love
and support”) empowerment (e.g. “I feel valued and appreciated by
others”) boundaries and expectations (e.g. “I have a family that knows
where I am and what I am doing”) and constructive use of time (e.g. “I am
involved in a sport, club, or other group”), and internal assets which meas-
ures commitment to learning (e.g. “I enjoy learning”) positive values (e.g. “I
think it is important to help other people”) social competencies (e.g. “I plan
ahead and make good choices”), and positive identity (e.g. “I feel I have con-
trol of my life and future”). Participants indicate their answers on a 4-point
Likert scale from 1 (not at all or rarely) to 4 (extremely or almost always).
44
