Page 51 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 51
the effects of 5cs and developmental assets on well-being among youth in kosovo
the stability or changeability of the relations between PYD, well-being and
life satisfaction.
Practical Implications
Despite the limitations, these are fundamental findings to design inter-
vention and educational programs, which promote better life satisfaction
and well-being. As we argued that context is important, such programs in
Kosovo are yet to be developed. To our knowledge, educational and other
learning enhancing programs are not based on PYD or any similar frame-
work. Therefore, based on our findings, we believe that programs for at
least two target groups can be designed. First, we can promote 5Cs for stu-
dents which in turn may lead to an increase in wellbeing and life satis-
faction. Specifically, we propose to promote students’ competence, con-
nection, and confidence as these factors showed clearly bigger significant
effects on well-being and satisfaction with life. Second, such programs can
also be designed for teachers. As we already know, teachers play a crucial
role in education. We believe that by promoting their internal and external
assets, as well as their 5Cs, we can contribute to teachers’ well-being and
satisfaction with life. That can further lead to a sustainable educational sys-
tem in which both students and teachers are more satisfied.
Conclusion
Based on this study findings, we conclude that both external and inter-
nal assets, as well as 5Cs play an important role in students‘ well-being and
their satisfaction with life. Although these are cross-sectional findings and
should be interpreted with caution, they showed that three out of 5Cs (con-
fidence, competence, and connection) positively affected well-being and
satisfaction with life. Further, both internal and external assets showed
similar positive results. In conclusion, promising findings which can lead
to practical implications were found.
References
Årdal, E., Holsen, I., Diseth, Å., & Larsen, T. (2017). The Five Cs of Positive
Youth Development in a school context; gender and mediator ef-
fects. School Psychology International, 014303431773441. https://doi.
org/10.1177/0143034317734416
51
the stability or changeability of the relations between PYD, well-being and
life satisfaction.
Practical Implications
Despite the limitations, these are fundamental findings to design inter-
vention and educational programs, which promote better life satisfaction
and well-being. As we argued that context is important, such programs in
Kosovo are yet to be developed. To our knowledge, educational and other
learning enhancing programs are not based on PYD or any similar frame-
work. Therefore, based on our findings, we believe that programs for at
least two target groups can be designed. First, we can promote 5Cs for stu-
dents which in turn may lead to an increase in wellbeing and life satis-
faction. Specifically, we propose to promote students’ competence, con-
nection, and confidence as these factors showed clearly bigger significant
effects on well-being and satisfaction with life. Second, such programs can
also be designed for teachers. As we already know, teachers play a crucial
role in education. We believe that by promoting their internal and external
assets, as well as their 5Cs, we can contribute to teachers’ well-being and
satisfaction with life. That can further lead to a sustainable educational sys-
tem in which both students and teachers are more satisfied.
Conclusion
Based on this study findings, we conclude that both external and inter-
nal assets, as well as 5Cs play an important role in students‘ well-being and
their satisfaction with life. Although these are cross-sectional findings and
should be interpreted with caution, they showed that three out of 5Cs (con-
fidence, competence, and connection) positively affected well-being and
satisfaction with life. Further, both internal and external assets showed
similar positive results. In conclusion, promising findings which can lead
to practical implications were found.
References
Årdal, E., Holsen, I., Diseth, Å., & Larsen, T. (2017). The Five Cs of Positive
Youth Development in a school context; gender and mediator ef-
fects. School Psychology International, 014303431773441. https://doi.
org/10.1177/0143034317734416
51
