Page 82 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 82
positive youth development in contexts
were conducted in the US context. Recently, the psychometric properties of
the 5Cs were examined in European countries. In Ireland (Conway et al.,
2015) and Spain (Gomez-Baya et al., 2021), a five-factor model provided a
good fit to the data while in Norway (Årdal et al., 2018) the Cs were separat-
ed into two constructs: the efficacious Cs (consisting of competence, confi-
dence, connection) and socio-emotional Cs (comprising caring and char-
acter). It is important to note that only in Spain has the short version of
the PYD questionnaire (Geldhof et al., 2014b) been applied, suggesting that
more research is needed to determine whether the questionnaire is appli-
cable in Europe.
Measurement invariance testing was considered for the 5Cs in several
studies, although no study included the short version of the PYD question-
naire (Geldhof et al., 2014b). In a European context but with a previous ver-
sion of the PYD questionnaire (Lerner et al., 2005), Conway and colleagues
(2015) examined measurement invariance for gender and age (early vs. late
adolescence). They established partial scalar invariance for gender and sca-
lar invariance for age.
Gender and school-level differences
PYD can serve as a useful framework for designing prevention and inter-
vention programmes. To be able to do that, more needs to be known about
possible differences between individuals and different contexts. Therefore,
gender and school-level differences will be examined in this study to en-
sure that PYD principles are distributed properly. Still, current interna-
tional gender, age or school-level comparisons regarding DA or the 5Cs are
limited.
Existing studies of DA (Gomez-Baya et al., 2021; Leffert et al., 1998;
Soares et al., 2019) reveal some gender differences in either 4 internal and 4
external assets or 40 DA overall. Gomez-Baya and colleagues (2021) show
that females reported higher support, empowerment, boundaries and ex-
pectations, commitment to learning, positive values, and social competen-
cies while males reported a higher positive identity. There were no differenc-
es in constructive use of time. Even less is known about age or school-level
differences in DA. Soares and colleagues (2019) confirmed that certain age
and grade-related differences exist. The lower the school grade, the higher
overall DA that were reported, while another study suggested that DA tend-
ed to decrease during lower secondary school and stabilised during upper
secondary school (Leffert et al., 1998).
82
were conducted in the US context. Recently, the psychometric properties of
the 5Cs were examined in European countries. In Ireland (Conway et al.,
2015) and Spain (Gomez-Baya et al., 2021), a five-factor model provided a
good fit to the data while in Norway (Årdal et al., 2018) the Cs were separat-
ed into two constructs: the efficacious Cs (consisting of competence, confi-
dence, connection) and socio-emotional Cs (comprising caring and char-
acter). It is important to note that only in Spain has the short version of
the PYD questionnaire (Geldhof et al., 2014b) been applied, suggesting that
more research is needed to determine whether the questionnaire is appli-
cable in Europe.
Measurement invariance testing was considered for the 5Cs in several
studies, although no study included the short version of the PYD question-
naire (Geldhof et al., 2014b). In a European context but with a previous ver-
sion of the PYD questionnaire (Lerner et al., 2005), Conway and colleagues
(2015) examined measurement invariance for gender and age (early vs. late
adolescence). They established partial scalar invariance for gender and sca-
lar invariance for age.
Gender and school-level differences
PYD can serve as a useful framework for designing prevention and inter-
vention programmes. To be able to do that, more needs to be known about
possible differences between individuals and different contexts. Therefore,
gender and school-level differences will be examined in this study to en-
sure that PYD principles are distributed properly. Still, current interna-
tional gender, age or school-level comparisons regarding DA or the 5Cs are
limited.
Existing studies of DA (Gomez-Baya et al., 2021; Leffert et al., 1998;
Soares et al., 2019) reveal some gender differences in either 4 internal and 4
external assets or 40 DA overall. Gomez-Baya and colleagues (2021) show
that females reported higher support, empowerment, boundaries and ex-
pectations, commitment to learning, positive values, and social competen-
cies while males reported a higher positive identity. There were no differenc-
es in constructive use of time. Even less is known about age or school-level
differences in DA. Soares and colleagues (2019) confirmed that certain age
and grade-related differences exist. The lower the school grade, the higher
overall DA that were reported, while another study suggested that DA tend-
ed to decrease during lower secondary school and stabilised during upper
secondary school (Leffert et al., 1998).
82
