Page 96 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 96
positive youth development in contexts
The reason for the lower factor loadings in our study may lie in the
breadth of the DA constructs, for instance, support from neighbours is in-
cluded under Support and is mixed with Support from parents, family and
school. Support from neighbours in Slovenia may be perceived differently
than in the USA, especially in larger cities where most young people do not
know their neighbours. We suggest that in the future general support be
divided into sub-categories that include family support and support from
the community. Further, among other external assets, Boundaries and ex-
pectations and Constructive use of time were the most problematic con-
structs and should therefore be observed with extra care or differentially
included in future studies. Boundaries and expectations refer to two dif-
ferent important things: to various agents who serve as role models or care
providers (i.e. friends, teachers, neighbours) and established rules on vari-
ous occasions (i.e. at home, in the school). We believe these items should be
divided into two different categories of boundaries and expectations, and
not considered as one factor. In addition, Constructive use of time seems
to be questionable, as reported in other studies as well (Wiium et al., 2019)
since items measuring several extracurricular activities, spending time
with friends and parents are combined in this construct. We suggest that in
the future these items be considered separately as they refer to specific ac-
tivities and not to a psychological construct.
Among internal assets, the items Social competencies and Positive val-
ues did not meet the desired criteria, indicating these two constructs should
be examined with particular care. As for Positive values, the items can be
divided into three different categories: helping others in society or the com-
munity, being responsible for oneself, and showing respect for other peo-
ple. Including several positive values in a single construct seriously affected
the factor loadings and we therefore suggest that the three mentioned di-
mensions be studied separately in the future. Moreover, Social competen-
cies also included different values and competencies. Especially problem-
atic are three items that refer to avoiding bad habits or the bad influence
of other people and making good decisions. These items may be includ-
ed in a sub-category of Positive values that indicates responsibility for one-
self. Further, other items of Social competencies comprised accepting oth-
er people, being sensitive to their needs and feelings, expressing emotions
appropriately, and solving conflicts with others without causing harm. All
of these items could be included in a single category – Social competencies.
96
The reason for the lower factor loadings in our study may lie in the
breadth of the DA constructs, for instance, support from neighbours is in-
cluded under Support and is mixed with Support from parents, family and
school. Support from neighbours in Slovenia may be perceived differently
than in the USA, especially in larger cities where most young people do not
know their neighbours. We suggest that in the future general support be
divided into sub-categories that include family support and support from
the community. Further, among other external assets, Boundaries and ex-
pectations and Constructive use of time were the most problematic con-
structs and should therefore be observed with extra care or differentially
included in future studies. Boundaries and expectations refer to two dif-
ferent important things: to various agents who serve as role models or care
providers (i.e. friends, teachers, neighbours) and established rules on vari-
ous occasions (i.e. at home, in the school). We believe these items should be
divided into two different categories of boundaries and expectations, and
not considered as one factor. In addition, Constructive use of time seems
to be questionable, as reported in other studies as well (Wiium et al., 2019)
since items measuring several extracurricular activities, spending time
with friends and parents are combined in this construct. We suggest that in
the future these items be considered separately as they refer to specific ac-
tivities and not to a psychological construct.
Among internal assets, the items Social competencies and Positive val-
ues did not meet the desired criteria, indicating these two constructs should
be examined with particular care. As for Positive values, the items can be
divided into three different categories: helping others in society or the com-
munity, being responsible for oneself, and showing respect for other peo-
ple. Including several positive values in a single construct seriously affected
the factor loadings and we therefore suggest that the three mentioned di-
mensions be studied separately in the future. Moreover, Social competen-
cies also included different values and competencies. Especially problem-
atic are three items that refer to avoiding bad habits or the bad influence
of other people and making good decisions. These items may be includ-
ed in a sub-category of Positive values that indicates responsibility for one-
self. Further, other items of Social competencies comprised accepting oth-
er people, being sensitive to their needs and feelings, expressing emotions
appropriately, and solving conflicts with others without causing harm. All
of these items could be included in a single category – Social competencies.
96
