Page 93 - 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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measuring positive youth development in slovenia
Regarding school level, the configural, metric and scalar invariance mod-
els showed an adequate fit.
Table 3. Measurement invariance models and goodness-of-fit indexes of multigroup analyses of the 5Cs
across gender and school types
Model Model fit indices
Gender χ2(df ) RMSEA 90% CI RMSEA CFI
Configural invariance
Metric invariance 3881.53 (1006) .054 .052–.056 .907
Scalar invariance 3989.11 (1035) .054 .052–.056 .905
Partial scalar 4398.45 (1064) .056 .055–.058 .893
invariance 3939.14 (1061) .907
.052 .051–.054
School type 3406.22 (1006) .908
Configural invariance 3465.98 (1035) .050 .048–.051 .907
Metric invariance 3583.70 (1064) .049 .047–.051 .903
Scalar invariance .049 .048–.051
Notes. χ2 = Chi-square; df = degrees of freedom; CFI – Comparative Fit Index; RMSEA = root mean
square error of approximation; CI = confidence interval
Differences in gender and school level
In this section, differences in DA and the 5Cs across gender and school type
are presented. To examine these differences, MANOVA was employed.
Regarding gender, MANOVA revealed some significant differenc-
es among the constructs (Λ = 0.76; F = 48.51; p < .001; partial ŋ2 = 0.24).
Means and standard deviations are presented in Table 4. Pairwise compar-
isons with a Bonferroni adjustment for multiple comparisons (mean differ-
ences were significant at the .05 level) were applied to examine differenc-
es across gender. Males reported higher Support (p < .001), Empowerment
(p < .05) and a Positive identity (p < .001) whereas females reported high-
er Commitment to learning (p < .001), Positive values (p < .001) and Social
competencies (p < .001). There were no gender differences in Boundaries
and expectations and Constructive use of time. As for the 5Cs, males re-
ported higher Competence (p < .001), higher Confidence (p < .001) and
a higher Connection (p < .05) than females. On the other hand, females
scored higher for Character (p < .001) and Caring (p < .001).
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Regarding school level, the configural, metric and scalar invariance mod-
els showed an adequate fit.
Table 3. Measurement invariance models and goodness-of-fit indexes of multigroup analyses of the 5Cs
across gender and school types
Model Model fit indices
Gender χ2(df ) RMSEA 90% CI RMSEA CFI
Configural invariance
Metric invariance 3881.53 (1006) .054 .052–.056 .907
Scalar invariance 3989.11 (1035) .054 .052–.056 .905
Partial scalar 4398.45 (1064) .056 .055–.058 .893
invariance 3939.14 (1061) .907
.052 .051–.054
School type 3406.22 (1006) .908
Configural invariance 3465.98 (1035) .050 .048–.051 .907
Metric invariance 3583.70 (1064) .049 .047–.051 .903
Scalar invariance .049 .048–.051
Notes. χ2 = Chi-square; df = degrees of freedom; CFI – Comparative Fit Index; RMSEA = root mean
square error of approximation; CI = confidence interval
Differences in gender and school level
In this section, differences in DA and the 5Cs across gender and school type
are presented. To examine these differences, MANOVA was employed.
Regarding gender, MANOVA revealed some significant differenc-
es among the constructs (Λ = 0.76; F = 48.51; p < .001; partial ŋ2 = 0.24).
Means and standard deviations are presented in Table 4. Pairwise compar-
isons with a Bonferroni adjustment for multiple comparisons (mean differ-
ences were significant at the .05 level) were applied to examine differenc-
es across gender. Males reported higher Support (p < .001), Empowerment
(p < .05) and a Positive identity (p < .001) whereas females reported high-
er Commitment to learning (p < .001), Positive values (p < .001) and Social
competencies (p < .001). There were no gender differences in Boundaries
and expectations and Constructive use of time. As for the 5Cs, males re-
ported higher Competence (p < .001), higher Confidence (p < .001) and
a higher Connection (p < .05) than females. On the other hand, females
scored higher for Character (p < .001) and Caring (p < .001).
93
