Positive Adolescent Development Research Articles

Volunteerism as adolescent health promotion asset: a scoping review.

The Aim of this scoping review was to explore the available literature on volunteerism in adolescence and the benefits that this activity may report in their healthy development, from a salutogenic perspective. Searches were conducted in Pubmed, Cinahl, PsycINFO and Cochrane Library home databases; 15 articles were selected. Almost all of the studies were conducted in the United States between 1990 and 2000, primarily developed by psychologists and sociologists. The impact of volunteering was reflected in aspects that can be classified based on Lerner's dimensions of the PYD model. Volunteer activities promote an Improved academic, social, cognitive, and vocational competence in adolescents. An increase in conflict resolution capacity, leadership and personal agency, as well as improved pro-social attitudes and relationships with adults and peers, all of which contributed to their self-identification with the community. Moreover, increased positive development of adolescents reduces the rates of risky behaviors. Volunteerism may represent an opportunity for health promotion in adolescence. The concept of volunteering as an asset for health promotion during adolescence evokes the need to adopt and favor this view with regard to key areas of study associated with this stage such as education and health. Teams that work in community health, especially those in primary care, should recognize and value existing volunteer groups as an asset to promote the healthy development of adolescents. Friendlier health services should be encouraged that include comprehensive services from within educational institutions to community actions.

Developmental Assets Predictors of Life Satisfaction in Adolescents.

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.

Family Functioning, Emotional Intelligence, and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents.

Aggressive behavior in adolescence is influenced by a diversity of individual, family, and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence, and personal values for development with different types of aggression, as well as to establish profiles with these variables according to the aggression. The study was carried out with a sample of 317 high school students aged 13 to 18 years old. The study showed that stress management (emotional intelligence), positive adolescent development, and family functioning predominated in nonaggressive subjects with higher scores than aggressors did. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values, and family functioning. In addition, two different profiles were found. The first profile had less family functioning, interpersonal emotional intelligence, stress management, and fewer personal and social values than the second profile.

The long-term effects of time use during high school on positive development

This longitudinal study examines how the time that youth spend in activities during high school may contribute to positive or negative development in adolescence and in early adulthood. We draw on data from 1103 participants in the longitudinal Youth Development Study, followed from entry to high school to their mid-twenties. Controlling demographic, socioeconomic, and psychological influences, we estimate the effects of average time spent on homework, in extracurricular activities, and with friends during the four years of high school on outcomes measured in the final year of high school and twelve years later. Our results suggest that policies surrounding the implementation and practice of homework may have long-term benefits for struggling students. In contrast, time spent with peers on weeknights was associated with both short- and long-term maladjustment.

Validez predictiva de las competencias socioemocionales sobre la resiliencia en adolescentes mexicanos

El objetivo de este estudio fue identificar el nivel predictivo de las competencias socioemocionales sobre la resiliencia, por lo que se aplicaron el Inventario de Competencias Socioemocionales (EQi-YV) y la Escala de Resiliencia para Adolescentes (READ) a una muestra de 840 adolescentes mexicanos. Los resultados obtenidos a través de un análisis de ecuaciones estructurales, señalan que las habilidades de adaptabilidad, así como el optimismo y el autoconcepto, favorecen la competencia personal. Mientras que las competencias interpersonales y la capacidad para generar emociones positivas, predicen las competencias sociales asociadas a la resiliencia. Destaca que el manejo de emociones negativas como el enojo, pierde significancia en el modelo. Los resultados se discuten a la luz de la importancia del desarrollo positivo del adolescente.

Facilitating Adolescent Well-Being: A Review of the Challenges and Opportunities and the Beneficial Roles of Parents, Schools, Neighborhoods, and Policymakers

Adolescents face exceptional challenges and opportunities that may have a lifelong impact on their consumption and personal and societal well-being. Parents, community members (schools, and neighborhoods), and policymakers play major roles in shaping adolescents and influencing their engagement in consumption behaviors that are either developmentally problematic (e.g., drug use and unhealthy eating) or developmentally constructive (e.g., academic pursuits and extracurricular activities). In this paper, we discuss two main topics: (1) the challenges and opportunities that characterize adolescence, based primarily on research in epidemiology and neuroscience, and (2) the ways that parents, community members, and policymakers can facilitate positive adolescent development, based on research from many disciplines including marketing, psychology, sociology, communications, public health and education. Our goal is to summarize the latest scientific findings that can be used by various stakeholders to help adolescents navigate this turbulent period and become well-adjusted, thriving adults.

Effect of HOBY Leadership Seminar on Self-Reported Psychosocial Outcomes in Adolescents

Civic engagement is important for the positive development of adolescents. As such, many youth development programs promote civic engagement, particularly community service and volunteerism. This report is a program evaluation of a youth leadership seminar that seeks to empower adolescents to engage in community service. Using a pre to post mixed-methods design, we evaluated 114 adolescent participants on several psychosocial outcomes. Findings indicated that participants experienced positive change that was consistent with program goals. Quantitative findings demonstrated self-reported increases in areas of cognitive autonomy, moral ideal and social responsibility. Qualitative findings included the important themes of an increased desire to volunteer, confidence, and positive feelings towards self. Implications of these findings and future directions are also discussed.

Profiles of adolescent leisure motivation and substance use in the HealthWise South Africa research trial: a person-centered approach

Engaging in intrinsically motivated behaviors, both within and outside of the leisure context, is associated with well-being. However, individuals can be driven by multiple types of motivation simultaneously, and the impact of constellations of leisure motivation is relatively unknown. The current study uses South African adolescents in the HealthWise South Africa efficacy trial (N = 2,204; Mage =14.0) to identify profiles of leisure motivation, examine the association between profiles and substance use, and evaluate the impact of HealthWise on changes in motivation profiles over time. Results indicate three distinct profiles: high consistent motivation, low consistent motivation, and high intrinsic motivation. Members of the high intrinsic profile had the lowest odds of substance use. Profiles were fairly stable across all time points except for females in a high-training intervention school. Results illustrate the importance of identifying and understanding typologies of leisure motivation and health across time, which can be used to promote positive development in adolescents.

The protective role of family structure for adolescent development in sub-Saharan Africa.

Several studies have focused on the risk factors associated with adolescent developmental outcomes, but the literature on the role of protective factors at the family and community level for positive adolescent development is scarce, especially in sub-Saharan Africa (SSA). We hypothesize that ensuring a supportive environment for adolescents may result in delayed sexual debut for adolescents in SSA. The relationship between family structure and positive adolescent sexual behaviour, measured as delay in sexual debut, was examined using the bioecological theory framed by a risk and resilience perspective. We used nationally representative data on female and male adolescents (aged 15–17 years) from 12 countries in SSA. We modelled logistic regressions to test for associations between family structure and delayed sexual debut while controlling for other covariates in SSA. The majority (90%) of the young adults delayed sexual debut, and this delay varied by family structure. After controlling for other covariates, adolescents living with neither parent had lower odds of delaying sexual debut although results were only significant for males. Interaction terms with community socio-economic status showed an interaction between community education and males living with neither parent. Future studies must investigate the gender differentials in the relationship between family structure and delayed sexual debut among adolescents in SSA.

Understanding internet gaming addiction among South Korean adolescents through photovoice

Internet gaming addiction is a serious problem for some adolescents in South Korea, although it has not yet been fully explored. The present study aims to explore adolescents' motivations for internet games, how their lives are affected, how they perceive internet games, what they gained and lost, and how they made sense of internet gaming addiction. Interviews, focus groups, and photovoice with a sample of ten adolescents at risk of internet addiction were conducted. The participants reported serious symptoms of internet game addiction, which negatively affected their psychological health and self-identity. They also reported that they were aware of how internet games negatively affected their daily lives, academic performance, and family relationships worsened once they became addicted to internet games. However, they also perceived internet games as avenues for entertainment, stress relief, and peer bonding. Understanding adolescents' perceptions and meaning of internet gaming addiction can facilitate the development of effective psychosocial intervention programs, which can subsequently contribute to healthy coping strategies and positive adolescent development and identity.

The intergenerational transmission of trait emotional intelligence: The mediating role of parental autonomy support and psychological control

IntroductionTrait emotional intelligence (trait EI) is a relevant construct that could promote positive development in adolescents and may predict a number of affect-related outcomes. However, studies focused on its antecedents are still scarce. The main aim of this study is to examine the intergenerational transmission of trait EI from parents to adolescents and the mediating role of parental autonomy support and psychological control. MethodsOur sample was comprised of 152 cohabiting families, with adolescents (75 males and 77 females) between 16 and 17 years old (M = 16.45; SD = 0.50). ResultsResults suggested that paternal and maternal trait EI positively predicted paternal and maternal autonomy support and psychological control, and adolescent trait EI was predicted by maternal trait EI, adolescent perception of parental autonomy support and adolescent perception of parental psychological control. Adolescent perception of parental autonomy support and adolescent perception of parental psychological control were shown to act as mediators between adolescents' trait EI and paternal and maternal trait EI. ConclusionsThe results extend the literature on the role of parents in the development of trait EI and confirm the relevance of trait EI for affect-related outcomes.

Eskola-doikuntza: kontzeptua, adierazleak, ereduak, neurketa, aldakortasuna eta hari lotutako aldagaiak

School adjustment is a significant factor for positive development in adolescence and youth. In this study, an updated theoretical revision on the previous research is conducted about school adjustment ́s concept, indicators, explanatory models and measures. Besides, variability in school adjustment is analysed according to sex and age as well as its relationship with contextual variables of students. Despite a lack ofagreement regarding the conceptualization of the construct, a multifactorial structureis currently accepted. The indicators analysed include: academic performance, expectations and social integration. Although differences between sex and age are not decisive, results, in general, tend to be favourable to girls and early adolescence. Likewise, the influence of contextual variables onschool adjustment is confirmed, such as perceived support from teachers, family and peers. Finally, conclusions are developed.Key words: school adjustment, academic performance, school integration, academic expectations, adolescence, revision.

The impact of an outdoor adventure program on positive adolescent development: a controlled crossover trial

This paper describes a quasi-experimental crossover trial of an outdoor adventure program for Year 9 school students in Australia. Previous studies have reported a range of positive outcomes of outdoor camps and adventure programs, but cautious interpretation of some claims may be warranted due to limitations in research methods. This study examines a purpose-designed, seven-day outdoor adventure program intended to promote positive adjustment in young people. A total of 335 participants (aged 14–16 years) were recruited from across two Victorian secondary schools. In year 1 (2015), students from school A were recruited to the outdoor program while students from school B were recruited to a control group. In the second year (2016) the roles of each school were switched (crossed over). Outcome measures assessed on five occasions included a range of self-reported social and emotional health indicators. While quantitative analyses did not find support for positive, universal effects of our program, qualitative information gathered across the course of the study suggested that the outdoor program may have been both impactful and positive for some students. This complex picture suggests that effects of the outdoor adventure experience were quite variable amongst participants. Reasons for this pattern of findings are discussed, including the possibility that our quantitative measures may have been insensitive to some benefits. Future work should examine salient moderators of the beneficial effects of outdoor adventure experiences.

Supporting positive development in early adolescence: A school-based intervention in Turkey

ABSTRACTWe present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. The intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (Mage = 11.8, 49% female). A comparable group with 417 sixth graders in five public schools served as the control group (Mage = 11.7, 47% female). All students came from families of low to middle socioeconomic status. The evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. In concordance with previous research on early adolescents, a general decline in positive adaptation was observed in the control group between pre- and posttests.

Changes in the Participants in a Community-Based Positive Youth Development Program in Hong Kong: Objective Outcome Evaluation Using a One-Group Pretest-Posttest Design

Project “P.A.T.H.S.” has been shown to be effective in promoting positive development outcomes among Chinese adolescents in the school context. However, little is known whether the benefits can also be found in other settings. The purposes of the study was to investigate the changes in psychosocial outcomes among Hong Kong Chinese adolescents after participating in a community-based positive youth development (PYD) program. Using a one-group pretest-posttest design, junior high school students (N = 17,544) were invited to join the universal prevention program (the Tier 1 Program) and/or the selective prevention program (the Tier 2 Program). 10,807 students whose pre-and post-test data were successfully matched. The students responded to validated outcome measures assessing PYD outcomes, life satisfaction and thriving at pretest and posttest. Consistent with the hypotheses, students showed positive change on different developmental outcomes after joining the program. Amongst the different programs, students in the Tier 2 Program had significant improvement in all developmental outcome indicators. While limitations of the one-group pretest-posttest design and the alternative explanations are duly acknowledged, the present study suggests that the community-based Project P.A.T.H.S. is a promising approach to promote positive youth development, life satisfaction and thriving of adolescents, a conclusion which is consistent with the existing evaluation findings of the project. Building from previous school-based research, the present study extends the literature by showing the effectiveness of a positive youth prevention program in a community context. Limitations of the study design (e.g., an absence of a control group) are discussed.

Teen Staff Perceptions of Their Development in Camp: Insights for Theory and Practice

For 15 years, the California 4-H Camping Advisory Committee has studied the experience of campers and teen staff at 4-H camps across the state. The 4-H Youth Development Program has a strong commitment to youth empowerment and embraces a model of youth-adult partnership across all programs. As such, teenagers, with adult support, plan camp programs and serve as staff for younger youth at California 4‑H camps. Although program evaluations point to positive experiences for all youth, the high school students who plan and deliver these programs consistently report stronger relationships, greater engagement, and more robust outcomes than campers. In this paper, we review archived qualitative data from two previous California 4-H camp studies to examine, from the perspective of teen camp staff members, the components of the program that may lead to such positive experiences for young teenagers serving in leadership roles. Our findings align with prior research about the benefits of teen leadership at camp, and reinforce that research-based concepts, such as youth-adult partnership and opportunities for meaningful contribution, create an environment that fosters positive development in adolescents.

Challenge: To Be+. A group intervention program to promote the positive development of adolescents

In the last decades, research has focused on the promotion of positive youth development by creating, implementing and assessing positive youth interventions programs. This study analyzes the effectiveness of a group intervention program, titled “Challenge: To Be+”, aimed to promote positive development of adolescents, focusing on positive emotions, character strengths, and optimal experiences. We assessed its impact on positive developmental dimensions (self-esteem, self-concept, psychological well-being and satisfaction with life) and tested gender as a predictor of program impact in the experimental group. Furthermore, we explored the perceptions and the evaluation of adolescents regarding the program and its contents, using quantitative and qualitative methodologies. Participated 99 adolescents (55 girls and 44 boys) from the ninth grade, divided into experimental (n = 74) and comparison (n = 25) groups. Results showed higher levels of self-esteem and satisfaction with life at posttest in the experimental group when compared to the comparison group, after controlling for the pretest. Taking in consideration the experimental group, gender was a predictor of program improvement on positive developmental dimensions, indicating a stronger effect on girls. Qualitative and quantitative results showed a positive appraisal of the program, with no gender differences in this appreciation. Findings support the importance of this program for the promotion of positive youth development.

Classroom relationships, sense of community, perceptions of justice, and collective efficacy for students’ social well‐being

AbstractA review of literature suggests a lack of studies analyzing the correlates of school context to social well‐being (SWB). By integrating the perspective of community psychology and social cognition, this study uses structural equation model to examine the effect of classroom climate, classroom sense of community, collective efficacy, and justice beliefs on students SWB. The study involves 390 high school students (58.6% females) between the ages of 13 and 20 years. The results show that classroom relationships as indicator of classroom climate and sense of community are associated with collective efficacy. Furthermore, collective efficacy, sense of community, and relational and procedural justice correlate with SWB. We discuss the implications of this finding for the positive development of adolescents and school‐based intervention programs.

The impact of outdoor youth programs on positive adolescent development: Study protocol for a controlled crossover trial

This paper presents a research protocol for a quasi-experimental crossover trial of an outdoor adventure program for Year 9 school students in Australia. Previous studies have reported a range of positive outcomes of outdoor camps and adventure programs but warrant cautious interpretation due to limitations in research methods typically employed. This study takes place over a period of 36 months and examines a purpose-designed, seven-day outdoor program (camp) intended to promote positive adjustment in young people. Up to 400 participants (ages 14–16 years) will be recruited from across two Victorian secondary schools. Outcome measures include self-reported social and emotional health, and teacher-reported ratings of academic performance and school conduct. Results will be of interest to educators internationally and those involved in improving social and emotional health in adolescents.

Maternal Monitoring Knowledge Change and Adolescent Externalizing Behaviors in Low-Income African American and Latino Families.

Drawing on a sample of 318 African American and 354 Latino urban, low-income families, we identify maternal monitoring knowledge trajectories and examine which trajectory predicts fewer late-adolescent externalizing problems and which family and neighborhood factors predict trajectories with positive implications for late-adolescent externalizing behaviors. The majority of adolescents in both groups perceived long-term high levels of maternal monitoring knowledge throughout adolescence-stably high for the African American sample and high for the Latino sample. Long-term high levels of knowledge predicted fewer general late-adolescent externalizing problems for both groups and fewer late-adolescent delinquent behaviors for the African American sample. Family routine and mother-adolescent trust predicted long-term high levels of knowledge for both groups. For the African American sample, family routine and neighborhood cohesion predicted stably high levels of knowledge via the mediation of mother-adolescent trust. We discuss implications for improving positive adolescent development and family environments for both groups.