Page 99 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 99
measuring positive youth development in slovenia
Strengths and Limitations
Our study relied a large sample of Slovenian adolescents from various low-
er or upper secondary schools, which enabled us to carefully examine PYD
constructs transferred to the Slovenian context. On the other hand, our
study has some limitations. It merely only involved DA and the 5Cs, there-
fore only structural validity was examined. Further, just one wave of the
research project was included in the analysis, hence we were unable to fo-
cus on the longitudinal pathways of PYD constructs. Some constructs (i.e.
Boundaries and expectations, Constructive use of time, Social competen-
cies) should be examined with extra care due to their low reliability or fac-
tor loadings.
Implications for future research and practice
Based on our limitations, we suggest that additional variables (e.g. proso-
cial behaviour, risky behaviour, anxiety) be included in future analysis to
ensure the convergent validity of both instruments. In addition, the re-
vised version of the Developmental Assets Profile (Syvertsen et al., 2019)
could be tested in the Slovenian context or the short 13-item version of the
Developmental Assets Profile designed for emergencies could be applied
(Scales et al., 2015). Since we did not concentrate on the connection be-
tween DA and the 5Cs, future studies should consider this relationship as
well. Future studies should also apply person-centred methods to compare
different profiles of PYD constructs and examine differences among them.
Finally, one aim of this study was to examine gender and school-lev-
el differences to enable us to prepare efficient and tailored prevention or in-
tervention programmes. In particular, the findings reveal gender differenc-
es and thus some gender-specific prevention or intervention programmes
should be applied. Since Benson et al. (2011) suggested that assets can be
used to foster PYD outcomes (e.g. the 5Cs) and reduce risk behaviours,
we will combine DA and the 5Cs in order to suggest effective interven-
tions. Males reported higher Support and Connection, which might indi-
cate that family, peer or teacher support is needed for females. Higher peer
and teacher support can be achieved through social games in the case of
peers and additional time for personal communication with the teachers.
Moreover, females scored high for Character but low for Empowerment,
which may indicate they need extra opportunities to help others as can be
gained by tutoring others, several voluntary practices and so on. Further,
a Positive identity and Confidence may go hand in hand for females too,
99
Strengths and Limitations
Our study relied a large sample of Slovenian adolescents from various low-
er or upper secondary schools, which enabled us to carefully examine PYD
constructs transferred to the Slovenian context. On the other hand, our
study has some limitations. It merely only involved DA and the 5Cs, there-
fore only structural validity was examined. Further, just one wave of the
research project was included in the analysis, hence we were unable to fo-
cus on the longitudinal pathways of PYD constructs. Some constructs (i.e.
Boundaries and expectations, Constructive use of time, Social competen-
cies) should be examined with extra care due to their low reliability or fac-
tor loadings.
Implications for future research and practice
Based on our limitations, we suggest that additional variables (e.g. proso-
cial behaviour, risky behaviour, anxiety) be included in future analysis to
ensure the convergent validity of both instruments. In addition, the re-
vised version of the Developmental Assets Profile (Syvertsen et al., 2019)
could be tested in the Slovenian context or the short 13-item version of the
Developmental Assets Profile designed for emergencies could be applied
(Scales et al., 2015). Since we did not concentrate on the connection be-
tween DA and the 5Cs, future studies should consider this relationship as
well. Future studies should also apply person-centred methods to compare
different profiles of PYD constructs and examine differences among them.
Finally, one aim of this study was to examine gender and school-lev-
el differences to enable us to prepare efficient and tailored prevention or in-
tervention programmes. In particular, the findings reveal gender differenc-
es and thus some gender-specific prevention or intervention programmes
should be applied. Since Benson et al. (2011) suggested that assets can be
used to foster PYD outcomes (e.g. the 5Cs) and reduce risk behaviours,
we will combine DA and the 5Cs in order to suggest effective interven-
tions. Males reported higher Support and Connection, which might indi-
cate that family, peer or teacher support is needed for females. Higher peer
and teacher support can be achieved through social games in the case of
peers and additional time for personal communication with the teachers.
Moreover, females scored high for Character but low for Empowerment,
which may indicate they need extra opportunities to help others as can be
gained by tutoring others, several voluntary practices and so on. Further,
a Positive identity and Confidence may go hand in hand for females too,
99
