Youth Development Research Articles

Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English

AbstractBackgroundIn Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text‐based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do.ObjectivesThe primary aim was to investigate how the digital commercial game Adventures with Anxiety was used during naturally occurring English teaching in four gendered vocational classes: one Technological and Industrial Production class (boys only) and three Healthcare, Childhood and Youth development classes (girls mainly).MethodsParticipants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022).Results and ConclusionsEnglish teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls‐mainly classes, while being used to help boys acknowledge anxiety in their own lives.

Online school sport club in South Korea: policy adaptation towards youth development through sport during touchless era

ABSTRACT Using Bronfenbrenner’s bioecological theory, this qualitative case study aimed to explore how the online school sport clubs (O-SSC) were developed and administered as a counteraction against the pandemic and the meanings of the O-SSC from stakeholders’ perspectives in South Korea. Data were collected from official and open-source O-SSC materials, working-level meeting logs, and in-depth interviews with six policy stakeholders that included superintendents and teachers in Seoul, South Korea. The findings revealed four themes regarding the development of the policy and perceived changes as a result of the implementation of O-SSC: (a) thinking outside the box beyond traditional sports, (b) melting the frozen gym, (c) setting the stage beyond stereotypes in sport and physical spaces, and (d) unlimited opportunities to challenge: ‘you can try it again tomorrow’. The discussion addressed the following: (a) O-SSC as a domino effect for youth development through sport and (b) balance between sportisation and healthisation. The O-SSC generated a transformative chain of changes, providing youths with a new sporting developmental asset and prioritising students’ basic psychological needs and motivation. Furthermore, it embraced the inclusiveness, a quality missing in traditional school sport, and integrated aspects of physical fitness to tackle the adolescents’ physical inactivity caused by COVID-19. To conclude, it is imperative to call for the development of school sport policy that is more adaptive, inclusive, and future-oriented, not just to prepare for future contingencies but to embrace new possibilities of school sport for the benefit of school-age adolescents.

Recovery and relaxation of the body after physical activity in sports

The article discusses varieties and variants of relaxation techniques that must be used after intense loads. The concept of "relaxation", the understanding of its role in physical education to support health, harmonious development of student youth, mental, mental and physical health has been extensively researched. Also presented are modern diagnostic systems and hardware for the recovery of athletes' bodies, which increase sports performance and maintain physical and mental health. The main direction of physical education is the formation of a healthy, mentally prepared, socially active, morally stable, physically improved and prepared person for the future profession. The human body is a complex system that monitors and regulates its own condition. At rest and during light loads, all processes take place at a normal pace. But the load that affects the body forces it to use reserve energy reserves, which ensures the normal functioning of the body during heavy exercises. After intense training, it is very important to give the body the opportunity to rest before the next exercise. Therefore, the use of various restorative means and modern methods of relaxation after training and competitive loads is considered as an integral part of physical activities. Recovery from exercise is important for improving athletic performance and preventing injury. Physical activity plays an important role in our lives. They help us strengthen muscles, increase endurance, and improve overall fitness. However, after intense training, our bodies need to recover. Insufficient rest can lead to fatigue, injury, and decreased training performance.

The mediational role of positive youth development in the relationship between physical activity and health-related quality of life in adolescents from urban and rural environments

ABSTRACT The aim of this study was to analyse the role of the 5Cs of Positive Youth Development (PYD) in the relationship between physical activity (PA) and health-related quality of life (HRQoL), in a sample of adolescents enrolled at public secondary schools in both rural and urban environments in Huelva (Spain). The sample comprised 418 adolescents (Mean age = 14.40; SD = 1.20; 53% boys). A cross-sectional design was employed. PA (PAQ-A), Adherence to the Mediterranean Diet (KIDMED), PYD and HRQoL (KIDSCREEN-27) were assessed using self-report questionnaires. The results indicated that adolescents from rural environments were more physically active and achieved higher scores in PYD and HRQoL dimensions compared to those from urban environments. Mediation analyses demonstrated that the competence dimension of PYD positively mediated the relationship between PA and HRQoL. Consequently, this study highlights the importance of implementing PA interventions considering PYD and its positive impact on HRQoL.

Student Perceptions of Strengthening and Instilling Character Education Based on the Noble Values of the Indonesian Nation in SB KAMUS Gombok Utara

This study investigates the perceptions of SB KAMUS Gombok Utara students regarding the school's efforts to promote character education rooted in the noble values of the Indonesian nation. The effectiveness of character education hinges on students experiencing firsthand the significance of humanism. This research explores how students perceive character education integration with Indonesian national values within their school context. Employing a quantitative approach grounded in descriptive statistics, data was collected through observation, interviews, documentation, and questionnaires. The findings reveal that 62.96% of the 27 participating students felt adequately prepared regarding strengthening character education, while 37.04% were somewhat prepared. Furthermore, 59.26% of the students felt ready regarding the cultivation of character education content based on noble values, while 40.74% were very prepared. Various factors were identified to influence the educational environment, including teacher and parental awareness, consistency in applying noble values, resource limitations, evolving social values, challenges in progress measurement, shifting priorities, and cultural diversity. Despite these challenges, concerted efforts from stakeholders—comprising families, schools, and communities—can surmount obstacles and fortify the youth's development of positive character traits.

Внимательность, академическая компетентность и академическая самоэффективность: перекрестное исследование

<p>This cross-sectional study aimed to investigate the relationship between mindfulness and academic competency among International students in China, as well as the potential mediating role of academic self-efficacy in this association. International students in China (n=476) were recruited to complete the Mindful Attention Awareness Scale (MAAS), the Academic Self-efficacy Scale (ASES), and the competence subscale of the Positive Youth Development Inventory (PYDI). The results found that mindfulness correlated positively with academic self-efficacy and academic competency. Furthermore, the results revealed that the mediation model fit the data well; academic self-efficacy partly mediated the association of mindfulness with academic competency. We concluded that this insight contributes to a better understanding of the interplay between mindfulness, academic competency, and the psychological aspects of academic self-efficacy, providing valuable implications for interventions and strategies to promote academic performance among the target population.</p>

Implementasi Program Pertukaran Pemuda Antar Negara Pada Dispora Sumsel dalam Pengembangan Sumber Daya Manusia Tahun 2020-2021

Based on Law Number 40 of 2009 concerning Youth, the youth category is 16 to 30 years old. In the 2021 BPS, the number of youths in South Sumatra reached 359,151. Youth development is carried out in order to improve the spirit of leadership, entrepreneurship, and youth pioneering so that, in the end, it can produce advanced youth, namely youth with character, capacity, and competitiveness (Heri, 2015). The purpose of this research is to explain the Implementation of the Inter-Country Youth Exchange Program at the South Sumatra Dispora related to HR Development as an effort to Build Youth Character in South Sumatra. The results showed that participants who received program benefits admitted that they did not receive optimal benefits. In addition, some parts of the activity did not run optimally because they were only virtual. The beneficiaries also stated that they could not accept the opportunity for internships. This is different from the beneficiaries of the program in the normal era. Another finding is that the PPAN program has not been optimally socialized in all districts and cities. A letter of notification regarding the PPAN program from the Ministry of Youth and Sports addressed to the Provincial Dispora, which was then forwarded to the district or city Dispora regarding the selection of the PPAN program, did not reach the sub district, village, or kelurahan. Because the district or city Dispora has not optimally escorted it to the sub-districts because there is no socialization budget yet.

Interrelationships of Quality of Parental Relationship, Self-esteem, and Relational Skills among 4Ps Teenage Beneficiaries in Iligan City, Philippines

Understanding how family dynamics and self-esteem impact the social development of teenagers from low-income backgrounds is crucial for designing effective youth development programs. This study investigates the relationship between parental relationships, self-esteem, and relational skills among senior high school students who are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps) in Mindanao, Philippines. Utilizing a descriptive-correlational design and simple random sampling, the study surveyed 171 students using standardized questionnaires. Data analysis included mean, standard deviation, Pearson correlation, and linear regression. Participants reported high parental relationship quality, self-esteem, and relational skills components such as bi-directional communication, disclosure and interpersonal closeness, and emotional experience and expression. However, assertion and conflict resolution skills were rated moderately. Parental relationships significantly correlated with self-esteem, particularly with mothers (p<0.05). Both factors significantly influenced relational skills (p<0.05). These findings suggest that while the 4Ps program may positively impact family relationships and self-esteem, additional support might be beneficial for developing stronger assertion and conflict resolution skills among beneficiaries, potentially leading to improved overall social development.

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.

The Role of Organized Activities in Supporting Youth Social Capital Development: A Qualitative Meta-Synthesis

AbstractSocial capital provides young people with a web of supportive relationships that can be leveraged in pursuit of education, career, and life goals. Organized activities, an umbrella term for extracurricular activities, after-school programs, and youth development programs, are important developmental contexts for building social capital. The purpose of this study was to illuminate the developmental pathway through which social capital development occurs in organized activities. A qualitative meta-synthesis was conducted using 33 articles that met inclusion criteria across five databases (e.g., ERIC, PsycINFO) between June 2022 and May 2023. Thematic analysis was used to identify malleable organized activity features that act as levers for social capital promotion. Seven thematically aligned features were identified, including (1) organizational partnerships, (2) organizational supporting structures, (3) relationally strong climate, (4) staff mindsets and skills, (5) youth mindsets and skills, (6) increased social capital opportunities, and (7) increased social capital activation. These seven themes were used to construct an empirically-grounded model that posits a process through which organized activities support youth social capital development. Implications for intentionally strengthening organized activities’ capacity to support youth social capital are discussed.

Develop Positively. Introducing a New Concept for the Prevention of Childhood and Adolescent Adversity

Focusing on the strengths, potential, and capabilities of adolescents and youth, rather than on mitigating the consequences of challenging behavior, encapsulates the principal notion of positive youth development. The concept began to gain momentum in the world in the 1990s. In Russia as well, there are examples of non-governmental organizations that embrace and implement the principles of this approach in practice. The specifics of this concept, and how its application aids in the prevention of child and adolescent adversity, are explained by the expert from the Victoria Charitable Children’s Fund.1

Validation of a youth social capital scale Informed by positive youth development

Informed by a positive youth development perspective, the current study develops and validates a brief social capital scale for adolescents and emerging adults from racially and ethnically diverse backgrounds. We first detail the development of the scale and examine its factor structure using exploratory factor analysis. Second, using a new and independent sample, we use confirmatory factor analysis to replicate and confirm the factor structure of the scale. Finally, we conduct measurement invariance by gender, age, and race-ethnicity to determine if the scale held similar meaning for participants from different groups. Findings support a multidimensional scale of youth social capital that captures three important elements: network strength, network diversity, and network mobilization. The creation of this scale expands possibilities for researchers and practitioners by providing a comprehensive and actionable measure for empirically assessing youth social capital, which can be leveraged to support positive youth development.

EXAMINING THE CRITICAL ROLE OF YOUTH'S PARTICIPATION AS CATALYSTS FOR SUSTAINABLE SOCIAL AND ECONOMIC DRIVERS OF DEVELOPMENT

Purpose: The purpose of the study was to examine the critical role of youth participation as catalysts for sustainable social and economic drivers of development in Africa. Theoretical Reference: The study adopted the theory of Positive Youth Development to contexualise the aim of the study. The study argues that, youth workers and other service providers using a youth development approach would be able to analyze the theories in this study and determine what influences their practice, anticipate the results of their interventions, choose the best course of action at each stage of the process, and explain their actions when working with young people. Method: Through the application of qualitative research techniques, the study primarily used peer-reviewed secondary sources available within the public domain. Since they provided the researchers with a great opportunity to connect with the body of knowledge already in existence and allowed the researchers to gain insight into the thoughts and experiences of other scholars regarding the area of study. Hence advanced searches of baseline literature were used to collect qualitative data. Results and Conclusions: The literature review examined the vital role that young people play as engines for long-term social and economic development in several African. The study argued that youth involvement promotes project ownership and sustainability and increases young people's ability to meet their basic needs. Implications of Research: Unemployment has caused Africa a lot of woes as youths embrace violence rather than embarking on projects that would benefit the continent. The paper concluded that unless impediments to the actualisation are expunged, the African continent will still take its back seat in this era of unprecedented development. Originality/ Value: The study made the case that young people must be involved as advisors, collaborators, and stakeholders if development initiatives are to be effective and representative. To guarantee that young people are engaged, it is not enough to rely just on one-time conversations; there needs to be an ongoing process.

Disentangling Support for Violent and Non-violent Radicalization among Adolescents: A Latent Profile Analysis.

Although support for violent and non-violent radicalization can co-occur, only a few adolescents who support non-violent radicalization also support or engage in violent acts. Yet, little is known about what factors are associated with adolescents' paths towards or away from violent and/or non-violent radicalization. Within a socio-ecological and positive youth development framework, this study investigates profiles of support for violent and non-violent radicalization among adolescents attending high schools in Quebec (Canada) and whether such profiles are differently associated with experiences of social adversity, school-, family- and peer-related factors and psychological distress. Adolescents (N = 1911; Mage = 15.7; SDage = 0.98; 48.7% girls) completed an online survey during school hours. A Latent Profile Analysis on scores of support for violent and non-violent radicalization was conducted. A multinomial logistic regression was used to explore the associations between profiles and variables of interest. We identified six profiles of adolescents. The heterogeneity of profiles suggested multiple and complex combinations of support for violent and non-violent radicalization as well as their co-existence in some but not all profiles. Adolescents who reported less discrimination, more positive school experiences and more family support were less likely to belong to profiles that supported violence. Primary prevention efforts in the field of support for violent radicalization must adopt a socio-ecological and social justice approach and consider the diversity of adolescents' profiles, attitudes and experiences.

Supporting the Wellbeing of Those Left Behind: The Impact of Youth Development Programmes on Children in Highly Transient Schools

AbstractSchools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on non-mobile students is not as well-known. The current study explored the impact of values and life skill-based programme, Kiwi Can, on social development and the classroom climate for non-mobile children. Researchers administered surveys to students attending 15 intervention (i.e. Kiwi Can programme; n = 763) and 9 control (n = 456) schools in Aotearoa New Zealand. We examined the impact of programme participation by school transience level (high, middle, low) and length of school participation (new, experienced). The results indicate that students attending highly transient schools struggled to build social relationships, feel connected, demonstrate care and compassion to others, and behave in prosocial ways. They also felt less safe at their schools. Students participating in Kiwi Can for more than two years (experienced schools) showed fewer negative effects of transience on social development than less experienced schools. This research highlights the plight of students who are ‘left behind.’

Creating Sport Settings for Positive Development of Socially Vulnerable Youth

Considering the growing social and emotional pressures among young people in today’s society, it is crucial to provide them with meaningful developmental programs. For many years, sport settings have been considered beneficial platforms for counteracting the adverse influences on socially vulnerable youths. Utilizing sport in youth development programs can create meaningful experiences that are highly productive for the personal and social growth of socially vulnerable youths. Yet, just participating in sport-based programs does not guarantee positive outcomes. Thus, this article provides some useful strategies that practitioners (e.g., coaches, teachers, and/or community program leaders) should consider when they develop and apply sport-based development programs for socially vulnerable youths.

“Tell me who your friends are, and I will tell you who you are:” The contribution of peers to adolescents' values

AbstractValues serve as guiding principles, motivating specific behaviors, and actions. Peers spend a considerable amount of time together, thus offering a unique platform for the acquisition and development of values. During adolescence, a stage of life when youth are actively defining their identities, peers emerge as vital social agents, contributing significantly to the process of value formation. In this article, I examine the ways peers contribute to the development of youth's values, with a focus on basic personal values theory. This theory sheds light on how and why peers play a role in shaping the values of adolescents. It examines the phenomenon of similarity in peer values (values similarity) and explores how factors such as gender, age, and culture act as potential moderators in the relation between peers' and youth's values similarity. I conclude by summarizing key insights and proposing directions for research.

Longitudinal associations between attachment representations coded in the adult attachment interview in late adolescence and perceptions of romantic relationship adjustment in adulthood

AbstractIncreasingly, researchers have operationalized Adult Attachment Interview (AAI)‐derived attachment representations as reflecting individual differences in secure base script knowledge (AAIsbs) – the degree to which individuals show awareness of the temporal‐causal schema that summarizes the basic features of seeking and receiving effective support from caregivers when in distress. In a series of pre‐registered analyses, we used AAI transcripts recently re‐coded for AAIsbs and leveraged a new follow‐up assessment of the NICHD Study of Early Child Care and Youth Development cohort at around age 30 years (479 currently partnered participants; 59% female; 82% White/non‐Hispanic) to assess and compare the links between AAIsbs and traditional AAI coding measures at around age 18 years and self‐reported romantic relationship quality in adulthood. Higher AAIsbs predicted better dyadic adjustment scores in adulthood (r = 0.17) and this association remained significant controlling for other AAI‐derived coding measures, as well as sociodemographic and cognitive functioning covariates. Findings extend previous evidence pointing to the predictive significance of AAIsbs for multiple adult functioning domains.

Evaluating a Future-Oriented Positive Youth Development Intervention to Reduce Sexual Risk Among Highly Mobile Youth: Results and Challenges

PurposeYouth experiencing or at risk of experiencing homelessness need tailored prevention programming to prevent unplanned pregnancy and sexually transmitted infections. This study evaluated the efficacy of a small-group, future-oriented positive youth development (PYD) intervention to reduce sexual risk behaviors. MethodYouth aged 14–19 (n = 483) experiencing or at risk of experiencing homelessness were recruited at youth-serving agencies and in alternative schools. Each cohort enrolled was randomized either to a 10-session, 5-week group future-oriented intervention to support them in adopting health-promoting behaviors such as using contraception, including condom use (n = 244) or to a no-treatment condition where they received usual services/schooling (n = 239). We assessed at baseline and 3-month and 9-month follow-up (1) vaginal intercourse without consistent contraception use, (2) vaginal and anal intercourse without consistent condom use, and (3) sexual risk behaviors, including current (last 3 months) effective contraception use by females who did not report current use at baseline. ResultsThere was no significant difference between treatment and control conditions for most outcomes. However, among females not currently using contraception at baseline, 34% in the treatment condition compared to 12.9% in the control condition reported using contraception in the 3 months before the 9-month survey, a statistically significant difference. DiscussionThis sexual risk reduction intervention, grounded in PYD theory and tailored to address the needs of marginalized groups of youth, demonstrated efficacy at increasing contraceptive uptake among females. The need for PYD interventions that can be delivered in a variety of nontraditional school and service settings are discussed.

'Tausi Feagaiga: A Project to Train Caregivers and Empower the American Samoan Community.

The 'Tausi Feagaiga (Covenant Keeper) project was a partnership to support the traditional values of tausi matua (caring for one's elders). The partners included a non-governmental organization (Pacific Youth and Community Development), a faith-based organization (Roman Catholic Diocese of Samoa-Pago Pago), and an institute of higher education (University of Hawai'i John A. Burns School of Medicine). The project was created to address the lack of community-based health care such as home health or hospice, and families needing to work outside the home. A culturally based caregiving curriculum was developed to educate caregivers and improve their knowledge and skills. Using a train-the-trainer model, 125 caregivers were trained in family caregiving from 2016-2020. Training was conducted through an intensive workshop followed by practicum at Hope House, the Catholic Diocese home for the aged. Participants who expressed a willingness and competency were mentored to be trainers to continue the 'Tausi Feagaiga project. The mean self-rated confidence in caregiving improved significantly from 3.17 ± 1.02 (mean SD) pre workshop to 3.53 ± 0.71 post workshop (P = .001). Competence in geriatric syndromes was improved from 18.04 ± 4.27 to 21.31 ± 4.30 after attending the workshop (P < .001) and the feedback was extremely positive. Technical assistance was provided to obtain funding through American Samoa Medicaid State Agency to improve the existing infrastructure of Hope House, obtain much needed supplies, and increase ability to hire the participants. 'Tausi Feagaiga positively impacted the lives of the residents of Hope House, the course participants, the elders in the community, and those who care for them.