Page 62 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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positive youth development in contexts
be the substrate which feeds the development of lifestyles that foster health
and well-being.
Methods
Participants
The sample comprised 768 youth (60.5% female), aged between 17 and 29
M(apMrayargategeie=cd=iup21c0a9a.n6.t5ti30so,,nwSSDe(D6r=e1=.9S1%2p.9.a,20n7M)),i,siahnagent(=dh95e1e8.8nr.e8%rg1o),i,loSlwenDdiot=ihfnA2ms.n2eov0dse)atnlaluinvisndiinasttgiihntwruestioeethusutfbnhooiervtruehnrpspSpiapteirareeisnsne(t.c3sM,8oo.n1on%dse-t,
parent, or other adults (90.4%). A convenient sampling procedure was fol-
lowed to reach a heterogenous sample, with schools of different ownership
(40% public, 60% private) and different habitats (40% rural, 60% urban).
Concerning the level of studies, 43.1% of the sample were in their first or
second year of a baccalaureate programme, 18.8% were enrolled in their
first or second year of vocational training, whereas 38.1% were in their first
two years of a university degree. In each educational centre, the participat-
ing classes were randomly selected.
Instrument and variables
The questionnaire included a scale on DAs and items for assessing lifestyles:
Developmental Assets. We used the Developmental Assets Profile val-
idated by the Search Institute (Scales, 2011), after a back-translation from
English to Spanish by native speakers with expertise in psychology. This
questionnaire is composed of 58 items, distributed in 8 related subscales,
4 internal assets and 4 external assets. The dimensions of external assets
were: support (7 items; e.g. “I have a family that gives me love and sup-
port”), empowerment (6 items; e.g. “I am given useful roles and responsi-
bilities”), boundaries and expectations (9 items; e.g. “I have parents who
urge me to do well at school/university”) and constructive use of time (4
items; e.g. “I am involved in creative things such as music, theatre or oth-
er arts”. Some statements were adapted to the academic level, depending
on enrolment in university or high school. The dimensions of internal as-
sets were: commitment to learning (7 items, e.g. “I am trying to learn new
things”), positive values (11 items; e.g. “I am developing respect for other
people”), social skills (8 items; e.g. “I am sensitive to the needs and feeling
of others”) and a positive identity (6 items; e.g. “I feel good about myself”).
62
be the substrate which feeds the development of lifestyles that foster health
and well-being.
Methods
Participants
The sample comprised 768 youth (60.5% female), aged between 17 and 29
M(apMrayargategeie=cd=iup21c0a9a.n6.t5ti30so,,nwSSDe(D6r=e1=.9S1%2p.9.a,20n7M)),i,siahnagent(=dh95e1e8.8nr.e8%rg1o),i,loSlwenDdiot=ihfnA2ms.n2eov0dse)atnlaluinvisndiinasttgiihntwruestioeethusutfbnhooiervtruehnrpspSpiapteirareeisnsne(t.c3sM,8oo.n1on%dse-t,
parent, or other adults (90.4%). A convenient sampling procedure was fol-
lowed to reach a heterogenous sample, with schools of different ownership
(40% public, 60% private) and different habitats (40% rural, 60% urban).
Concerning the level of studies, 43.1% of the sample were in their first or
second year of a baccalaureate programme, 18.8% were enrolled in their
first or second year of vocational training, whereas 38.1% were in their first
two years of a university degree. In each educational centre, the participat-
ing classes were randomly selected.
Instrument and variables
The questionnaire included a scale on DAs and items for assessing lifestyles:
Developmental Assets. We used the Developmental Assets Profile val-
idated by the Search Institute (Scales, 2011), after a back-translation from
English to Spanish by native speakers with expertise in psychology. This
questionnaire is composed of 58 items, distributed in 8 related subscales,
4 internal assets and 4 external assets. The dimensions of external assets
were: support (7 items; e.g. “I have a family that gives me love and sup-
port”), empowerment (6 items; e.g. “I am given useful roles and responsi-
bilities”), boundaries and expectations (9 items; e.g. “I have parents who
urge me to do well at school/university”) and constructive use of time (4
items; e.g. “I am involved in creative things such as music, theatre or oth-
er arts”. Some statements were adapted to the academic level, depending
on enrolment in university or high school. The dimensions of internal as-
sets were: commitment to learning (7 items, e.g. “I am trying to learn new
things”), positive values (11 items; e.g. “I am developing respect for other
people”), social skills (8 items; e.g. “I am sensitive to the needs and feeling
of others”) and a positive identity (6 items; e.g. “I feel good about myself”).
62
