Page 86 - 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
Social competencies and .79 for Positive identity (Search Institute, 2005).
The scales’ reliabilities are presented in the Results section.
The 5Cs. The short form of the PYD questionnaire (Geldhof et
al., 2014b) was used to measure the 5Cs (i.e. Competence, Confidence,
Character, Caring, Connection). It contains 34 items with responses ac-
cording to a 5-point Likert scale (ranging from 1 = strongly disagree to
5 = strongly agree, for example). Sample items that measure the 5Cs are
Competence (e.g. “I do very well in my classwork at school”); Confidence
(e.g. “All in all, I am glad I am me”); Character (e.g. “I hardly ever do things
I know I shouldn’t do”); Connection (e.g. “My friends care about me”); and
Caring (e.g. “When I see another person who is hurt or upset, I feel sorry
for them”). The original reliabilities of the constructs were as follows: .73–
.76 for Competence, .75–.82 for Confidence, .78–.82 for Character, .87–.90
for Caring, and .79–.83 for Connection (Geldhof et al., 2014b). The scales’
reliabilities for the sample considered are presented in the Results section.
Procedure
The data were collected during the first wave of the following research pro-
ject, which aims to investigate longitudinal pathways for positive youth
development: Positive Youth Development in Slovenia: Developmental
Pathways in the Context of Migration. Before the data collection began,
the research was approved by the Committee for Ethical Research at the
Faculty of Arts of the University of Maribor and sampling was applied (all
high school types were included according to the proportion of students
that attend each type). All lower and upper secondary schools in Slovenia
were then divided into two groups according to the number of addition-
al hours of Slovenian language being offered to migrant students. Lower
and upper secondary schools with the highest number of additional hours
of Slovenian language for migrant students were invited to participate in
the study. In the meantime, another group of lower and upper secondary
schools that did not have any additional hours of Slovenian language for
migrant students was randomly sampled and invited to participate in the
study. When schools agreed to participate, additional sampling of the class-
es of upper secondary schools was performed. We randomly assigned the
two classes per year that were to participate in the study. All classes from
each participating lower secondary school were included in the study. After
obtaining informed consent from their parents, the students responded ei-
ther online or on paper due to the COVID-19 situation. The time was not
86
Social competencies and .79 for Positive identity (Search Institute, 2005).
The scales’ reliabilities are presented in the Results section.
The 5Cs. The short form of the PYD questionnaire (Geldhof et
al., 2014b) was used to measure the 5Cs (i.e. Competence, Confidence,
Character, Caring, Connection). It contains 34 items with responses ac-
cording to a 5-point Likert scale (ranging from 1 = strongly disagree to
5 = strongly agree, for example). Sample items that measure the 5Cs are
Competence (e.g. “I do very well in my classwork at school”); Confidence
(e.g. “All in all, I am glad I am me”); Character (e.g. “I hardly ever do things
I know I shouldn’t do”); Connection (e.g. “My friends care about me”); and
Caring (e.g. “When I see another person who is hurt or upset, I feel sorry
for them”). The original reliabilities of the constructs were as follows: .73–
.76 for Competence, .75–.82 for Confidence, .78–.82 for Character, .87–.90
for Caring, and .79–.83 for Connection (Geldhof et al., 2014b). The scales’
reliabilities for the sample considered are presented in the Results section.
Procedure
The data were collected during the first wave of the following research pro-
ject, which aims to investigate longitudinal pathways for positive youth
development: Positive Youth Development in Slovenia: Developmental
Pathways in the Context of Migration. Before the data collection began,
the research was approved by the Committee for Ethical Research at the
Faculty of Arts of the University of Maribor and sampling was applied (all
high school types were included according to the proportion of students
that attend each type). All lower and upper secondary schools in Slovenia
were then divided into two groups according to the number of addition-
al hours of Slovenian language being offered to migrant students. Lower
and upper secondary schools with the highest number of additional hours
of Slovenian language for migrant students were invited to participate in
the study. In the meantime, another group of lower and upper secondary
schools that did not have any additional hours of Slovenian language for
migrant students was randomly sampled and invited to participate in the
study. When schools agreed to participate, additional sampling of the class-
es of upper secondary schools was performed. We randomly assigned the
two classes per year that were to participate in the study. All classes from
each participating lower secondary school were included in the study. After
obtaining informed consent from their parents, the students responded ei-
ther online or on paper due to the COVID-19 situation. The time was not
86
