Positive Youth Development Model Research Articles

Demographics and Fives Cs of PYD as Predictors of the Domains of Contribution among Youth in Nigeria

In recent times, research has focused on positive youth development (PYD) amidst the deficits of youth. However, little is known about PYD and its potential to predict social engagement. Thus, this study aimed to examine the presence of the 5Cs of PYD (competence, confidence, connection, character, and caring) and its difference in gender and prediction to contribution, specifically social engagement among family, peers, schools, and community. The sample size consisted of Nigerian youth in University (N = 394, Mage = 18.42, SD = 1.02). The PYD framework served as the theoretical perspective underpinning the study. Questionnaires were administered using the 5Cs model of PYD and contribution items. Data were analysed for descriptive, correlations, and hierarchical regression to examine the predictors of contribution while controlling for demographics. The results showed greater scores in competence, connection, and character for women. Competence and connection (β = 0.56, p < 0.05) specifically had significantly independent associations with community volunteerism. While the findings highlight the Cs experienced and predictive values among each variable in the Nigerian context, future research could consider how each domain of the 5Cs holistically promotes contribution equally in males and females among diverse Nigerian youth. The research has implications for research, policy, and practice.

Positive Youth Development Approach: a Model Specific to Türkiye

Positive Youth Development (PYD) has received increasing attention among researchers worldwide and has played an important role in the creation of youth development strategies and policies across many countries. However, previous research in the field of PYD has suggested that separate studies should be conducted for each different context (especially culture). As a result, the need to determine the positive development indicators of young people in their own context has emerged. There is currently a lack of scientific research focused on developing adapting the PYD model specifically to the context of Türkiye. This study aims to test a PYD model applied to Turkish contexts by benefiting from the insights of experts working in the field of youth development. Using the Delphi Method, we determined the indicators/attributes in two consecutive stages with a panel of youth development experts (Stage 1: n = 715 and Stage 2: n = 334). In the first Delphi phase, we collected the responses of the participants (3,724 meaningful words, phrases, or sentences) with an open-ended question. In the second Delphi phase, we presented the 17 indicators/attributes we created through the data to the approval of the participants using a 5-point Likert scale. In the second phase, participants reached consensus on all 17 indicators/attributes (over 80% for 5 features and over 90% for 12 features). 56.2% of the participants chose morality, 40.4% the desire to learn, 30.8% responsibility, and 30.2% honesty as the most important indicators. All but two of the 17 indicators in the model (respect and awareness/consciousness) overlapped with one indicator of at least one of the current models in the literature. The findings showed that when determining developmental indicators/attributes for the PYD in Türkiye, the contexts in which young people live (especially culture) should be taken into account. In addition, the findings suggest that trying to adapt only one of the models developed in different contexts directly to young people in other contexts may cause other indicators that are seen as important and needed in their own contexts to be overlooked.

A Scoping Review of the Evidence of the 5Cs Model of Positive Youth Development in Europe

In the last 20 years, evidence has been found that supports the “5Cs” of the Positive Youth Development (PYD) model developed by Lerner and his colleagues in the United States. This model considers adolescents as active elements who may acquire the resources and strengths to develop positive relationships with others. However, few studies have focused on its generalization to other contexts. Therefore, the aim of the present scoping review is to examine the evidence of the 5Cs model (Confidence, Competence, Caring, Connection and Character) in Europe. A search was carried out in the international Web of Science database for articles published in Europe between 2013 and June 2023, obtaining 123 articles. Subsequently, after applying the inclusion criteria, 23 articles were included. The findings agreed that men have higher levels of Competence and Confidence, while women scored higher in Connection, Caring and Character. Furthermore, many studies stated that higher scores in Connection, Competence, Character and Confidence are related to better mental health, higher academic performance and greater social and environmental contribution. Consequently, it is crucial to increase the number of interventions based on this model to result in future adults who are healthy, happy and engaged with society. Finally, future lines of research are discussed, as well as the importance of researchers carrying out more intervention programs.

Socio-Demographic Differences in Positive Youth Development in Spanish Undergraduates

The positive youth development (PYD) model is a strength-based conceptualization of the transition to adulthood, in which the relationships that individuals establish within this context are essential. These adaptive contextual–individual interactions allow youths to acquire better psychological adjustment and greater social participation. The PYD model differentiates five areas to be nurtured (the 5Cs) in young people: confidence, competence, connection, caring, and character. The present work aimed to examine differences in overall PYD and its respective 5Cs among Spanish university students based on their socio-demographic characteristics. A cross-sectional study with 1038 students between 18 and 28 years old from 11 Spanish universities was conducted. In order to assess the 5Cs, the Spanish adaptation of the 5Cs of the PYD Short Form was used. When analyzing the variability of the 5Cs according to socio-demographic variables, some relevant differences were found, though with small effect sizes. Students with better scores on the 5Cs included those who were living in the countryside or big cities, studied Social Sciences, were enrolled in small universities, had parents with a high education level, and those who reported high socio-economic status. Women presented higher scores in terms of connection, caring, and character, whereas men reported more perceived competence and confidence, which may be due to gender socialization during adolescence and youth. Families with parents with a higher level of education and of a higher socio-economic level may offer more resources and support greater positive youth development. These social inequalities in PYD may suggest the need for the promotion of equal opportunities in education, health promotion, and social participation, which may allow young people from all backgrounds to develop their individual potential.

Factor Structure Validation and Measurement Invariance Testing of the Five C’s Model of Positive Youth Development among Emerging Adults in Malaysia

While validation of positive youth development (PYD) measures has increased considerably of late, validation of the Five C’s of PYD among emerging adults in non-WEIRD countries remains limited. The main objective of this study was to examine the factor structure, measurement invariance, and criterion-related validity of the Five C’s model of PYD through the use of the Positive Youth Development Inventory (PYDI). Data were collected from 436 university students in Malaysia, with a mean age of 21.19 ( SD = 1.19). The findings supported a modified bifactor model of the PYDI, which demonstrated strong measurement invariance across gender and race, but not across age categories. Connection showed the strongest latent factor correlations with the other four C’s. Criterion-related validity was supported through its association with psychological hardiness. The findings demonstrate adequate psychometric properties and cultural applicability of a modified bifactor model of the Five C’s model of PYD among emerging adults in Malaysia.

Positive Youth Development in Colombia: Reflections on a Cross-cultural Collaboration

This paper shares the story and reflections of an international collaboration aimed at cross-culturally adapting the United Future Leaders (UFL) program, originally developed in the United States (U.S.), for Colombian youth. The paper provides a comprehensive description of how the collaboration has unfolded from three perspectives: Conceptual (theoretical), functional (program adaptation), and reflective (insights from the collaboration team). Rooted in Lerner’s and Lerner’s Positive Youth Development model, UFL provides participants with an active learning experience focused on developing leadership competencies that promote the development of character, ethics, and civility. For the adaptation study, two schools (one public and one private) were chosen to represent the general population of the city of Medellín (Colombia). The paper describes how UFL is delivered in the U.S., the research activities that were undertaken to ensure methodological rigor for the adaptation process and the content and implementation of the pilot activities. Subsequently, the collaboration team reflects on the different perceptions and understandings of what it means to establish a PYD program such as UFL in Medellin, Colombia. Finally, it is discussed how adapting and implementing programs guided by PYD principles is a promising approach for Colombian youth.

Ethnic pride and cultural values promote positive youth development in a conceptual replication of the Five Cs model.

The current study examined the Five Cs model of positive youth development (PYD; Lerner et al., 2005) in U.S. Mexican-origin youth (N = 674, 50% female) and tested the extent to which ethnic pride, familismo, and respeto, as an index of cultural orientation, predicted PYD across midadolescence. PYD was modeled using a bifactor structure, which defined global PYD and the Five Cs (Caring, Character, Competence, Confidence, and Connection) using theoretically similar measures matched to the conceptual definitions of the Cs. Tests of longitudinal invariance of the bifactor model at ages 14 and 16 established scalar invariance, providing support for the structure and stability of the Five Cs and global PYD using the theoretically similar measures across time. Adolescents' cultural orientation (latent factor incorporating familismo, respeto, and ethnic pride) at age 14 was positively associated with the Five Cs within and across time. Greater cultural orientation at age 14 predicted increased global PYD across ages 14 and 16. The contribution of cultural orientation to the PYD across midadolescence did not differ by adolescent gender or nativity. These findings demonstrate the robust nature and stability of the Five Cs model of PYD and provide novel evidence that ethnic pride, familismo, and respeto promote greater PYD in Mexican-origin youth during midadolescence. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Structural model of 5Cs of positive youth development in Croatia: relations with mental distress and mental well-being

ABSTRACT The 5C model of Positive Youth Development has widely been researched in the last decade yielding inconsistent structural solutions in different cultural settings. This paper seeks to examine the structure of the 5C model in the Croatian context. The internal structure and criterion validity of the model were examined on a sample of 3559 1st grade high school students (M = 15.12 years; 53.5% female). The item-based structural equation analyses showed that the ESEM model provides a better fit to the five-factor structure than the CFA and bifactor models. Facet-based bifactor and bifactor (S·I-1) analyses confirmed general construct, positive youth development. Higher competence, confidence, and connection predicted less while higher character and caring predicted more mental distress in youth. Full SEM model showed that competence, character, confidence, and connection, four of the 5Cs, were associated with positive mental health. The results support the 5C model and suggest specifics of the local context.

146 The Nebraska 4-H Equine Advancement Level program's role in positive youth development using the five C's model: An exploratory study

Positive youth development (PYD) focuses on developing the strengths of youth through positive activities and behaviors rather than reducing negative tendencies. A well-researched model of PYD is the 5 C's model that is currently used in youth development organizations such as 4-H. The 5 C's model consists of caring, competence, confidence, character, and connection. An additional sixth c is labeled as contribution. The Nebraska 4-H Equine Advancement Level (NEAL) program was intended to serve as a guidebook for instruction and assessment of youth as they learn more about horses and horsemanship skills. The NEAL program has 4 levels with each having an emphasis on developing a member's responsibility, self-discipline, self-reliance, patience, and pride of accomplishments. The program was started over 30 years ago but has not been evaluated for PYD. This study aims to evaluate the impacts of and identify relationships between students’ involvement in the NEAL program and the 6 C's of PYD. A survey was developed and administered through Qualtrics using multiple choice and modified Likert scale questions. Response options to questions were geared toward topics or scenarios specific to the NEAL program. Respondents were between the ages of 10 to 18 years old and were enrolled in the Nebraska 4-H Horse project. A total of 55responses (6 male; 49 female) were collected. The study used measures of numerical values set for each question option (0 point or 1 point) and applied the points to survey responses to receive total scores. Scores were analyzed using SPSS 29.0 (SPSS Inc., Chicago, IL) including inter item correlation matrix, Pearson correlation, and ANOVA. Results indicated significant positive correlations between constructs (P < 0.05), specifically competence and contribution (r = 0.277) and connection with caring (r = 0.380), contribution r = 0.511), competence (r = 0.439), and character (r = 0.345). Additionally, youth responded with answers that indicated they showed PYD traits as they progress through advancement levels and developed in 5 of the constructs. When moving through the levels, scores were significantly increased for youth in level 2 and 3 compared with level 1 for competence (Level 2: P = 0.038, Level 3: P = 0.006) and character (Level 2: P = 0.006, Level 3: P = 0.003) predicting that youth develop these traits through the program. The (NEAL) program provides opportunities for youth to become engaged in youth development activities and experiences which lead to positive youth outcomes.

Investigating identity‐related weak developmental assets and their barriers in Iranian female adolescents: Self‐worth, self‐efficacy, and personal power

AbstractAchievement of a positive identity and its transition to adulthood is the most important task of the adolescent era. This cross‐sectional explanatory mixed‐method study sought to better understand barriers to identity development in female adolescents in Iran by explaining their own experiences and using a Positive Youth Development model as a framework. A total of 573 female secondary‐school students were recruited through multistage sampling and were asked to complete the questionnaire of Developmental Assets Profile (DAP). Positive identity in DAP consists of four assets (personal power, self‐esteem, a positive view of the personal future, and sense of purpose). Quantitative data analysis showed that among above mentioned four assets, personal power and self‐esteem gained lower scores. A qualitative study held six individual interviews and two focused‐group discussions were conducted to explain the barriers to personal power and self‐esteem. Results showed that considering personal power, there were two categories as follows: (1) barriers to a sense of control over life and future (subcategories: being limited by failures, deprivation of liberty, and dissatisfaction from being excessively controlled by parents). (2) Barriers to adequately dealing with the challenges and problems (subcategories: expressing feelings inappropriately, isolation, and blaming). Barriers to self‐esteem included categories of negative emotions due to weak academic performance, weak religious performance, weak communication with parents, and previous mistakes. The results of the present study highlighted the areas that need intervention in the field of promoting positive identity in adolescent girls and their parents.

Role of father’s engagement in youth recreation programs

Fathers can play an essential role in their children’s development, including their physical, emotional, and social health, self-esteem, academic achievement, and resilience. Thus, fathers’ involvement with youth programs may play a significant role in a child’s life. The objectives of this study were to explore: (a) fathers’ perceptions of their role when it comes to their children’s participation in youth programs; and (b) youth program practitioners’ perceptions of roles that fathers play in youth’s engagement in youth programs. Employing the Big Three Model of positive youth development, semi-structured interviews were conducted with 10 fathers of youth (ages 7–14) participating in youth programs and six youth program practitioners. Several themes emerged from the data, including fathers as providers of love and support, fathers as role models of active lifestyle, fathers as builders of well-rounded children, fathers as resource providers, and fathers as distractors.

The five C-S of positive youth development and life purpose among Roma and Egyptian minority adolescents in Albania

The 5Cs model of Positive Youth Development focuses on thriving adolescents who develop positivequalities, which are known to help them deal with challenges, tasks, and psychological concerns. LifePurpose acts as a protective factor in relation to the general well-being of adolescents and supports the5Cs through this process of growth. The aim of this study is to examine the role of the 5Cs of PYD, namelyCompetence, Confidence, Connection, Caring, and Character, and how Life Purpose is explained by the 5Cs. There is no precedent study on the 5Cs model of positive youth development in Albania. In specific, this study investigated the 5Cs of PYD for the two most marginalized minority groups in Albania, the Roma, and Egyptian communities. Data were collected from 201 participants from the three most populated cities with Roma minority (N=100) and Egyptian minority (N=101), aged between 14-20 years old. Association between the 5Cs and purpose in life was found. Life Purpose has an association with Character, Caring, and Connection. In interaction with 5Cs, Life Purpose provides a framework for systematic behavior in life by motivating adolescents to plan and make efforts to achieve in decision-making and performance.

Measuring Youth Perceptions of Being Known and Loved and Positive Youth Development: Cross-National Findings from Rwanda and El Salvador.

Dynamic, relational developmental systems-based models of development emphasize that developmentally-nurturant youth-adult relationships elicit in youth perceptions of being known and loved. Although such perceptions are foundations of positive youth development (PYD), such measures do not exist. We sought to create a theoretically-predicated measure of youth perceptions of being known and loved by capitalizing on data sets in two countries (Rwanda and El Salvador) wherein a multi-national study of PYD was being conducted by Compassion International (CI). With Rwanda data (n = 1,204, M age = 11.84, 50% CI-supported), exploratory and confirmatory factor analyses enabled refining the measure for robustness and parsimony. Measures of intentional self-regulation, hopeful future expectations, transcendence, and contribution were used for validation of the known and loved measure within the nomological net of constructs proposed in the Lerner and Lerner PYD model. Confirmatory factor analyses supported the use of the model within the El Salvador data set (n = 1,205, M age = 13.03, 51% CI-supported). Robust psychometric properties were established in both national settings. Measurement invariance was found across age, gender, urban-rural location, CI-enrollment status, and nations, and involved both mean differences and correlations among latent factors. The results provide evidence for a theory-predicated measure of youth perceptions of being known and loved and that scores for this construct covary within a nomological net specified in the Lerner and Lerner model of PYD. These findings serve international development organizations seeking theory-predicated measures for use in evaluating PYD programs in low- and middle-income countries. The online version contains supplementary material available at 10.1007/s10566-022-09725-6.

A Positive-Psychology-based Multiple Regression model predicting Wellbeing in Chilean Youth

Positive Youth Development (PYD) addresses young people from their potential, strengths, and assets, in contrast to the deficit view that focuses on their weaknesses. The PYD model promotes constructive behaviours in youth by underscoring positive attributes usually found during the transition from childhood to adulthood in order to foster healthy development. In a nutshell, PYD comprises five key competence (5C), forty developmental assets, and the flourishing model. In the present study, 261 participants were approached by an online survey (nWomen= 189, nMen = 72, MeanAge= 22 years old), as part of the Cross-national project on PYD (CN-PYD), which included several measures, among which those included in the research were: The Developmental assets Scale, the Short-form of the Five Cs, and the Mental Health Continuum Short-Form (MHC-SF). Emotional, Social, Psychological and General Wellbeing scores were tested on the premise that females would score significantly lower than male participants (H1). In addition, two multiple regression models were tested with the first wave of the Chilean PYD project on the premise that Positive Identity, Confidence, Character, and Connection would predict the variance of General Wellbeing (H2), and Psychological Wellbeing (H3). The findings provided total support for H1 and H2, and partial support for H3. Overall, the research complements previous investigations conducted with Latin American and Chilean Youth, stressing the importance of researching Latin-American adolescents’ developmental assets, PYD competence, and the varieties of subjective wellbeing.

Positive identity predicts psychological wellbeing in Chilean youth: A double-mediation model.

Positive youth development (PYD) allows the youth to be comprehended from their potential, strengths and assets, in contrast to the traditional deficit view that focuses on their weaknesses. The PYD model promotes constructive behaviours in youth by highlighting the positive attributes usually found during the transition from childhood to adulthood to achieve healthy and optimal development in later life. Overall, PYD comprises five key competence (5C), the flourishing models and forty developmental assets. In the present study, a structural equation model is tested with the Chilean dataset of the PYD project on the premise that Positive Identity is the core internal developmental asset explaining Psychological wellbeing and that Confidence and Character are mediators of the relationship between Positive Identity and Psychological Wellbeing. The sample comprised 261 participants (n Women = 189, n Men = 72), Mean Age = 22 years old, who were approached by an online survey uploaded to Qualtrics. The measures of the study included: The Developmental assets Scale, the Short-form of the Five Cs included in the PYD and the Mental Health Continuum Short-Form. The results indicated a good model fit (β = 1.74, Z total = 10.63, χ 2 = 424.95, df = 277, χ2/df = 1.53, p < 0.001, Robust CFI = 0.945, Robust RMSEA = 0.049, 90% CI (0.040, 0.058), AIC = 17689.91, saBIC = 17719.08 and SRMR = 0.061), highlighting the relevance of studying Latin-American adolescents and young 's wellbeing in times of COVID-19, as the participants' Positive Identity significantly predicted their Psychological Wellbeing, and simultaneously, this relationship was mediated by both their level of Confidence and Character.

The Five Cs of Positive Youth Development: Configurations of Thriving in Four U.S. Adolescent Samples.

Positive youth development (PYD) models are widespread, but the empirical evidence for them is primarily nomothetic (i.e., investigations of universal patterns). Contemporary developmental theory suggests that concepts and processes within PYD models should also be explored with respect to specificity. This study demonstrates how the Five Cs Model, a predominant PYD model, can be advanced using group-differential methods. Secondary data from four studies of adolescents were used to test: (1) Whether there were subgroups who varied in their patterns of scores across the Five Cs, and (2) Whether subgroups also varied in Contribution behaviors. Unexpectedly, the four data sets used could not be combined, yielding an opportunity to discuss consistencies and inconsistencies in findings across the four data sets through contextual and sample differences. Findings demonstrate how understanding specificity in theorized concepts and processes in PYD models can complement studies of universal patterns, which are both necessary to advance PYD research and practice.

Toward an Integrative Paradigm of Positive Youth Development: Implications for Research, Practice, and Policy

Positive youth development (PYD) has gained considerable traction among researchers and practitioners in promoting adolescent well-being and mental health. Several models have also been proposed in conceptualizing and measuring PYD, almost all of which were developed in individualistic and Western contexts. The abundance of overlapping PYD indicators from different models poses a challenge in further expanding the applicability of PYD in diverse cultural settings. Based on a review of major PYD paradigms (i.e., five/six/seven Cs model, 15 PYD constructs, and the 40 developmental assets framework), we propose an integrative paradigm of PYD, which organizes the different indicators of adolescent thriving into three clusters: (a) intrapersonal-immediate, (b) interpersonal-proximal, and (c) ecological-distal indicators. Building on prior empirically supported models of PYD, this paradigm aims to provide a common and unifying taxonomy among developmental scientists in conceptualizing and measuring adolescent thriving without neglecting the specificity of adolescent development in various ecologies. Future directions for PYD researchers, practitioners, and policymakers to advance the field are discussed.

Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study

This quasi-experimental study examines the impact on emotional/behavioral functioning (hyperactivity-inattention and internalizing symptoms) and school experiences (school engagement, positive experience in school) ofLa classe enchantée, a high-quality, non-selective extracurricular music program. Based on the program’s objectives and on the positive youth development model, it was anticipated that elementary school students participating inLa classe enchantéewould evolve more favorably in terms of these outcomes over the 2-year duration of the program spanning Grades 4 and 5, compared to non-participating schoolmates. The sample includes 72 children (25% in the intervention group, 47% girls, 93% first/second generation immigrants) from one low-income school, followed over 2 years starting in grade four (Mage= 9.30,SD= 0.49). Latent Growth Curve models show that, compared to classmates not in the program, children inLa classe enchantéeprogressed more favorably over time on self-reported measures of internalizing symptoms and positive experiences in school. For teacher-rated hyperactivity-inattention and school engagement, the slopes indicated stability over time in both groups, although hyperactivity-inattention tended to improve among those with relatively high initial levels in the intervention group. These results suggest that engagement in quality musical extracurricular activities might boost emotional and school well-being and potentially reduce hyperactivity-inattention among a specific subgroup of children from immigrant families.

Preliminary development of a multidimensional positive youth development scale for young rural and urban adolescents in China

This study examined the dimensionality, reliability, and validity of a Chinese version of the 5-C Model of positive youth development (PYD), originally developed in the U.S., with a sample of rural and urban young adolescents in China. The Cs represent five youth strengths: competence, confidence, character, caring, and connection. The results of the exploratory factor analyses showed a reasonable data fit with the 5-C Model. The total and subscale scores evinced good internal reliability (α = .7 to .9) and the confirmatory factor analyses confirmed the convergence of the five Cs on a second-order latent factor of PYD, showing adequate goodness of fit (CFI = 0.94; TLI = 0.93; RMSEA = 0.04). Metric and scalar invariance were found across gender. Metric and partial scalar invariance were found for rural-urban groups. Supportive evidence on convergent and discriminatory validity was also found. We conclude that the Chinese version of the 5-C PYD Scale is a reliable and valid instrument, with good construct validity for Chinese young adolescents.

Social Media Friends From Afterschool are Associated With Positive Youth Development in Digital Settings.

Positive youth development has been extensively documented in contexts such as the family, school, and afterschool. Emerging theory and research indicate that digital contexts such as social media may also be venues through which young people develop skills and attributes associated with the 5 Cs model of positive youth development and thriving. This research attempted to understand if and how middle school youth's in-person and online networks connect, and if they do connect, do these connections relate to engaging in beliefs and behaviors associated with PYD. Results suggest that in this sample, middle school youth include peers from afterschool in their online networks, and those who have friends from afterschool and school engaged in PYD- related social media behaviors at higher rates than those who were not connected to in-person networks. No association was found between the amount of time spent in after-school contexts and any of the positive or problematic social media outcomes in this study. Implications for youth development professionals considering the influence of social media on youth, and next steps for research on after-school activities and social media use of middle school youth are discussed.