Abstract
The concept of Developmental Assets links positive features of developmental ecologies with personal skills, competences and values in order to further the understanding of optimal development. The purpose of this research was to explore the relationship between the experience of Developmental Assets and adolescent’s perception of Life Satisfaction. A convenience sample of 503 Portuguese students was evaluated, mean age of 15.92 years (SD = 1.17), 63% female gender. Findings revealed that both external and internal Developmental Assets are experienced differently across gender, grade and age. Results indicate that 74% of the adolescents report their Life Satisfaction to be in the positive range. Boys report significantly higher levels of Life Satisfaction than girls. Results show significant negative correlations between Life Satisfaction and age. The main effect of school grade on Life Satisfaction was not statistically significant. Findings revealed that 32 of the 40 Developmental Assets configured in the model showed a statistically significant positive relationship with Life Satisfaction. Also, results suggest that the greater the experience of Developmental Assets, the greater the Life Satisfaction. Stepwise regression was conducted to determine which Developmental Assets and demographic factors predict Life Satisfaction. Results suggest that the relationship between demographic variables and Life Satisfaction is weak, contributing modestly to the prediction of Life Satisfaction (2%). Nine Developmental Assets emerged as independent and significant predictors of Life Satisfaction: Overall Self-esteem made the largest contribution, with Family Support, Planning and decision Making, Sense of Purpose, Positive Family Communication, Positive Values of Caring, Youth as Resources, School Engagement and Other Adult Relationships also yield significant predictability. The total regression model (Developmental Assets and demographic variables) explained 54% of the variance in Life Satisfaction results. The present findings suggest the applicability and utility of the framework as a strategy to foster positive development in adolescence.
Highlights
IntroductionPositive Youth Development represents a sea change in psychological theory and research (Damon, 2004) that focuses on: a kind of development that fosters positive outcomes; the nature of the youth (with emphasis on the inherent capacity of all youth for positive growth and development) and the identification of his/her developmental strengths (i.e., positive attitudes, skills, competences, and values that enhance healthy developmental trajectories); and developmental contexts, i.e., interactions with family, school, neighborhood, and societal contexts that provides support, opportunities, and resources (Benson et al, 2006)
Positive Youth Development represents a sea change in psychological theory and research (Damon, 2004) that focuses on: a kind of development that fosters positive outcomes; the nature of the youth and the identification of his/her developmental strengths; and developmental contexts, i.e., interactions with family, school, neighborhood, and societal contexts that provides support, opportunities, and resources (Benson et al, 2006). In this field, increasing attention has been directed toward factors that benefit healthy youth development, which led to the emergence of models centering attention on the strengths, resources, and positive experiences of youth and their developmental contexts, seeking to conceptualize a positive development in adolescence (Eccles and Gootman, 2002; Damon, 2004; Hamilton et al, 2004; Small and Memmo, 2004; Lerner et al, 2006)
The Developmental Assets framework, which focuses on a Positive Youth Development approach, provides a holistic perspective that promotes a successful development in several psychological, physical and/or socio-emotional developmental domains, and includes key contexts of adolescent development, such as family, school and community, and contributes to the understanding of several positive developmental outcomes such as Life Satisfaction
Summary
Positive Youth Development represents a sea change in psychological theory and research (Damon, 2004) that focuses on: a kind of development that fosters positive outcomes; the nature of the youth (with emphasis on the inherent capacity of all youth for positive growth and development) and the identification of his/her developmental strengths (i.e., positive attitudes, skills, competences, and values that enhance healthy developmental trajectories); and developmental contexts, i.e., interactions with family, school, neighborhood, and societal contexts that provides support, opportunities, and resources (Benson et al, 2006) In this field, increasing attention has been directed toward factors that benefit healthy youth development, which led to the emergence of models centering attention on the strengths, resources, and positive experiences of youth and their developmental contexts, seeking to conceptualize a positive development in adolescence (Eccles and Gootman, 2002; Damon, 2004; Hamilton et al, 2004; Small and Memmo, 2004; Lerner et al, 2006). Developmental Assets are defined as a set of interrelated experiences, relationships, skills, and values suggested to enhance a broad range of positive youth outcomes and are assumed to operate for all youth (Benson et al, 1998; Scales and Leffert, 2004; Benson, 2006; Benson et al, 2011; Sesma et al, 2013)
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