Youth Development Research Articles

Effects of Sports Participation on Academic Performance in Adolescents

Purpose: The aim of the study was to assess the effects of sports participation on academic performance in adolescents. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate a positive correlation between sports involvement and academic achievement, others highlight potential drawbacks such as time constraints and fatigue. Sports participation has been associated with improved cognitive function, time management skills, and self-discipline, which can positively impact academic performance. However, excessive commitment to sports may lead to neglect of academic responsibilities and increased stress. Furthermore, the influence of sports on academic performance can vary depending on factors such as the type of sport, level of competition, and individual characteristics of the student. Overall, while sports participation can offer various benefits for adolescents, striking a balance between athletic and academic pursuits is crucial for maximizing overall development and success. Implications to Theory, Practice and Policy: Self-determination theory, social learning theory and achievement goal theory may be used to anchor future studies on assessing effects of sports participation on academic performance in adolescents. Educators and school administrators should prioritize the integration of physical activity and sports programs within school curricula to support academic success. Policymakers should recognize the importance of sports participation in promoting holistic youth development and academic success.

The association between family dynamics and Positive Youth Development in secondary education students.

The Positive Youth Development (PYD) framework is a strengths-based approach to adolescence that states that adolescents will thrive if nurtured by the right developmental assets. The family is one of the most important developmental assets, but studies about the relationship between family dynamics and the overall PYD of adolescents are scarce. The present study aims to examine the associations between five family dynamics indicators and PYD, while taking into account the role of gender. A cross-sectional study was carried out with a representative sample of adolescents from the city of Huelva, Spain (n = 1,036). Data were collected in 14 randomly selected secondary education schools. A Structural Equation Model (SEM) was tested to determine the effect of family dynamics on PYD, both for the whole sample and within each gender. The SEM for the whole sample showed a positive effect of the family dynamics factor on the PYD factor, explaining 51.8% of its variance. The indicators of satisfaction with the relationship with the mother, satisfaction with the relationship with the father, frequency of engaging in joint family activities on weekends, and frequency of sharing daily occurrences at home showed factor loadings over 0.50, while the indicator of frequency of contribution to household chores had the lowest loading. The family dynamics factor in the model with the subsample of girls explained 54.8% of the variance in PYD, while in the SEM with the subsample of boys this factor explained 47.6% of it. Additionally, among girls, the relative influence of satisfaction in the relationship with the parents, as well as of frequently discussing the day at home, is higher than among boys. These results highlight a strong association between family dynamics indicators and PYD among adolescents and indicate that this relationship is stronger for girls than for boys. Intersectoral policies enhancing improvements in family dynamics (e.g., facilitating the practice of joint family activities on weekends) may have a relevant impact on PYD.

Project Management Strategies and Implementation of Youth Development Projects Funded by Business Development Fund (BDF), Rwanda: A Case of Gasabo District

Project Management Strategies and Implementation of Youth Development Projects Funded by Business Development Fund (BDF), Rwanda: A Case of Gasabo District

Transactional Linkages Between Parenting Behaviors and Child Executive Functions and Self-Regulation from Early Childhood to Adolescence.

Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children's outcomes.

THINKING STYLES INVENTORY ADAPTATION AND STANDARDIZATION IN LATVIAN

Thinking styles are defined as consistent individual differences in preferred ways of organizing and processing information and experience, thus bridging the gap between personality traits and cognitive processes, meaning, it is more important to understand what abilities people prefer to develop and use, rather than what abilities they have. Thinking styles remain an ongoing area of research in education and psychology, providing insights into students’ experiences and informing educational practices. Latvia still faces a shortage of validated and standardized tests, thus to determine thinking styles, a questionnaire titled “Thinking Style Inventory – Revised II” was selected. This research is a part of a much wider study, which is based on the idea that nowadays the use of the internet and technology form and develop young people’s habits of mind that have not yet been explored. Based on this idea, a research project was established whose overall goal is to discover the impact of young people’s (age 16-25) internet use patterns on cognitive functioning (The impact of internet usage patterns on the development of youth’s cognitive styles, No.: lzp-2021/1-0357). The goal of the specific stage of the study and thus this article is to adapt and standardize the Thinking Style Inventory–Revised II in Latvian. To reach the goal, the questionnaire underwent back and forth translation, then was piloted (n=30), checked for internal consistency, thus concluding the first stage of adaptation. For standardization (n=2169) factoranalysis, discrimination indexes and norms were determined. The results show an overall good internal consistency and the factoranalysis shows similar structure to the original questionnaire. The obtained results indicate that Thinking Style Inventory – Revised II Latvian version can be successfully used to determine thinking styles in Latvia.

Based on the Use of Education-related Knowledge to Promote Youth Development Strategy

The Compulsory Education Curriculum Program and Curriculum Standards ( 2022 Edition ) issued by the Ministry of Education emphasizes the importance of core literacy and knowledge application from the aspects of curriculum construction, curriculum content and academic quality standards. As a qualified educator, on the basis of deepening the understanding of the original theoretical knowledge, we should further learn and grasp the new theoretical knowledge, and strengthen the basic literacy of constantly improving the theory and teaching practice. This paper analyzes the relevant knowledge of education, and demonstrates how to use it in the actual teaching process to effectively improve the teaching effect and improve students learning initiative.

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.

The Educator as a Subject of the Spiritual Development of Student Youth

The Educator as a Subject of the Spiritual Development of Student Youth

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>

4-H Volunteer Training Series: Recognizing Young People

Developing a sense of belonging is one of the Essential Elements of a positive youth development experience. Creating an inclusive environment in your 4-H club programs and activities can help you achieve this goal. Providing many forms of recognition for all, not just for those who excel in competition with other youth, supports this sense of belonging.

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 Five 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.

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.