Role In Positive Youth Development Research Articles

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.

The Role of Positive Youth Development as a Mediator of the Relationship between Family Function and Lecturer-Student Relationship

The final project is a graduation requirement for students and the quality of the lecturer-student relationship significantly impacts its successful completion. Several studies have shown that the satisfaction of students in their relationship with lecturers is majorly influenced by family function, but there is limited data on this association.. Therefore, this study aims to examine the mediating role of positive youth development in the effect of family function on the lecturer-student relationship. A quantitative explanatory approach was used and the sample population consisted of 171 active students in the 8th to 14th semester of the undergraduate program at University X. The instruments used included the Positive Youth Development (PYD), family function, and lecturer-student relationship scales. The hypothesis was tested with the mediation analysis model 4 using the SPSS Process Hayes V.4 program. The results showed that PYD partially mediated the effect of family function on the lecturer-student relationship. Furthermore, the indirect effect of family function was only significant through the mediation of prosocial norm, belief in future, and recognition for positive behavior.

Positive youth development attributes, mental disorder, and problematic online behaviors in adolescents: a longitudinal study amidst the COVID-19 pandemic.

During the COVID-19 pandemic, adolescents have increasingly suffered from online problem behaviors and mental disorders. But little research has paid attention to the protective factors among adolescents. Therefore, the present study attempted to investigate the role of positive youth development (PYD) attributes in adolescents' depression, internet gaming disorder (IGD) and cyberbullying/victimization (CBV). A total of 995 Chinese adolescents (Mage = 15.97 years, SD = 0.77, 325 boys) from two public high schools in Hubei province were recruited to participate in the three-wave longitudinal study over the span of 1 year during the pandemic (Time 1: November, 2020; Time 2: May, 2021; Time 3: November, 2021). T1 PYD attributes negatively predicted T2 depression and T3 online problematic behaviors. T2 depression positively predicted IGD at T3. T3 IGD significantly predicted greater involvement in T3 CBV, and vice versa. Moreover, depression and one online problem behavior mediated the relationships between PYD attributes and the other online problem behavior, separately and sequentially. These findings demonstrated the protective role of PYD attributes in prevention of mental disorders and online problem behaviors among adolescents during the COVID-19 pandemic. Comprehensive measures should be taken to assist young people to develop more PYD attributes to promote healthy growth.

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.

Cyberbullying and internet gaming disorder in Chinese youth: The role of positive youth development attributes.

As digital natives, young people enjoy the convenience and benefits of the internet but also suffer from unique developmental problems of this age, such as cyberbullying and internet gaming disorder (IGD). Research suggests that these online problem behaviors enjoy high prevalence and various negative impacts. To prevent or intervene, this study attempts to explore the association between cyberbullying and IGD and the potential protectors from the positive youth development (PYD) perspective. Through the convenience sampling method, a sample of 463 Chinese adolescents was recruited and participated in the survey. They completed a questionnaire regarding PYD attributes, cyberbullying, IGD, and demographic information. After controlling adolescents' sex and age, results of regression analyses indicated that cyberbullying was positively associated with IGD; PYD attributes had negative cumulative effects on cyberbullying and IGD; and cyberbullying and IGD were negatively related to PYD attributes. Moreover, the mediating effect of PYD attributes was significant in the relationship between cyberbullying and IGD. Specifically, it is very possible for adolescents who have experienced one online problem behavior to suffer from another one. Fortunately, positive personal attributes could effectively buffer this cascading effect. These findings may provide theoretical and practical guidance for practitioners that improving PYD attributes may be a promising approach to prevent or reduce adolescent cyberbullying and IGD.

The role of positive youth development on mental health for youth of color living in high-stress communities: A strengths-based approach.

Adolescents of color experiencing chronic environmental stress are at an increased risk for adverse mental health concerns and problems behaviors. Concepts drawn from the Positive Youth Development (PYD) framework identify internal and external assets that suggest positive outcomes for youth and promote resilience. The present study investigated the relationship between the Five Cs and Sixth C models of PYD (represented by youth competence, confidence, connection, caring, character, and contribution) and the likelihood of anxiety/depressive symptoms and behaviors in conflict with the law among urban youth of color residing in high-stress communities. Data were collected during a longitudinal cross-age peer-mentoring program from a sample of 151 adolescents of color (M = 16). Results indicated that, when combined, youth competence, confidence, connection, caring, character, and contribution predicted decreases in behaviors in conflict with the law over time. Internal PYD dimensions were significantly associated with decreased behaviors in conflict with the law over time, whereas external PYD dimensions were significantly associated with decreased anxiety and depressive symptoms over time. In addition, gender and levels of chronic environmental stress were found to moderate the relationship between PYD and psychosocial outcomes. The findings suggest the value of the PYD framework for understanding psychosocial outcomes for urban youth of color. Limitations of the present study and implications for future research are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Role of Positive Youth Development, Religious Coping, and the Parenting Styles in Adolescent Students’ Life Satisfaction

Background: Life satisfaction in adolescence could be influenced by various factors, such as adolescent skills, religious beliefs, and parenting styles. Therefore, the present study aimed to investigate life satisfaction in accordance with positive youth development (PYD), religious coping, and the parenting styles in adolescent students. Methods: In this cross-sectional study, the statistical population of the study included all the high school students in Semnan, Iran, during 2018. Using a multi-stage cluster sampling, 383 subjects (191 boys and 192 girls) completed the demographic questionnaire, the Satisfaction With Life Scale (SWLS), the Parental Authority Questionnaire (PAQ), the PYD Scale (PYD-VSF), and the Religious Coping Scale (Brief-RCOPE). The statistical methods of Pearson correlation coefficient and stepwise multiple regression analysis were utilized in this study. The data were analyzed via SPSS version 19. Results: The results of Pearson correlation indicated that authoritative parenting style (r=0.35; p <0.001), the PYD (r=0.39; p <0.001), and positive religious coping (r=0.34; p <0.001) had positive and significant relations with life satisfaction. Moreover, negative religious coping (r=-0.16; P=0.002) had a negatively significant association with life satisfaction in a dolescents. Moreover, the results of stepwise regression analysis revealed that adolescents’ life satisfaction could be predicted based on confidence dimension (Beta=0.42; p <0.001), authoritative parenting (Beta=0.28; p <0.001), positive religious coping (Beta=0.22; p <0.001), and negative religious coping (Beta=-0.14; p <0.001). Conclusion: According to the results, it is necessary to pay attention to religious coping style, parenting style, and the PYD components in order to promote well-being and life satisfaction among adolescents.

The Experiential Nature of Coach Education Within a Positive Youth Development Perspective: Implications for Practice and Research

Coaches’ role in positive youth development (PYD) has been extensively studied around the globe. Coach education has been considered crucial in helping foster PYD outcomes, such as emotional regulation, goal setting, and leadership. Thus, several researchers have attempted to provide a comprehensive understanding about how experiential learning could be utilized within PYD-focused coach education programs. The purpose of this article was to provide insight on the implications for research and practice associated with the integration of experiential learning opportunities within PYD-focused coach education. The authors shed light on how the existent literature on experiential learning may help bridge the gap between the delivery of PYD-focused coach education programs and actual coaching practices. Implications for research and practice are discussed in order to provide insight on how PYD-focused coach education programs could be configured to effectively train coaches and enhance their ability to promote PYD outcomes, such as life skill development, among youth athletes across a range of contexts.

Internet Addiction and Depression in Chinese Adolescents: A Moderated Mediation Model.

Research has revealed that Internet addiction is a risk factor for adolescents’ development of depressive symptoms, although the underlying mechanisms are largely unknown. The present study examines the mediating role of positive youth development and the moderating role of mindfulness to determine the association between Internet addiction and depression. A sample of 522 Chinese adolescents completed measures related to Internet addiction, positive youth development, mindfulness, depression, and their background information, for which the results reveal that positive youth development mediates the relation between Internet addiction and depression. Moreover, the associations between both Internet addiction and depression as well as positive youth development and depression are moderated by mindfulness. These two effects were stronger for adolescents with low mindfulness than for those with high mindfulness. The present study contributes to a more thorough understanding of how and when Internet addiction increases the risk of depression in adolescents, suggesting that Internet addiction may affect adolescent depression through positive youth development and that mindfulness can alleviate the negative effect of Internet addiction or a low level of psychological resources on depression. The implications for research and practice are finally discussed.

Parenting and Self-Control Across Early to Late Adolescence: A Three-Level Meta-Analysis

Self-control plays a significant role in positive youth development. Although numerous self-control challenges occur during adolescence, some adolescents control themselves better than others. Parenting is considered a critical factor that distinguishes adolescents with good self-control from those with poor self-control, but existing findings are inconsistent. This meta-analysis summarizes the overall relationship between parenting and self-control among adolescents aged 10 to 22 years. The analysis includes 191 articles reporting 1,540 effect sizes (N = 164,459). The results show that parenting is associated with adolescents’ self-control both concurrently (r = .204, p < .001) and longitudinally (r = .157, p < .001). Longitudinal studies also reveal that adolescents’ self-control influences subsequent parenting (r = .155, p < .001). Moderator analyses show that the effect sizes are largely invariant across cultures, ethnicities, age of adolescents, and parent and youth gender. Our results point to the importance of parenting in individual differences in adolescent self-control and vice versa.

Benefits of Extracurricular Participation in Early Adolescence: Associations with Peer Belonging and Mental Health.

Extracurricular participation plays an important role in positive youth development. Yet, little is known about the stability and change in extracurricular participation from middle childhood to early adolescence. Also, there is a gap in knowledge about the underlying processes that drive developmental outcomes associated with extracurricular participation. The present study examined transitions in extracurricular participation from grade 4 to 7, and investigated whether shifting from non-participation to participation in activities was associated with better mental health, considering peer belonging as a mediator. Latent Class Analyses of early adolescents' (50% female) self-reports on the Middle Years Development Instrument in grades 4 and 7 (N = 10,149) revealed four clusters of extracurricular involvement at both grade levels (i.e., "no activities", "all activities", "sports only", "individual activities"). Latent Transition Analysis showed that young people were most likely to stay in the same activities cluster from grade 4 to 7. About 10% were non-participants in grade 4 and had moved to activities by grade 7. In this subgroup, moving from non-participation to both sports and to all activities was associated with better mental health over time; this pathway was fully mediated by higher levels of peer belonging. The results suggest that supporting non-participants to join extracurricular activities can have implications for their mental health. Practical implications for communities, such as removing potential barriers to involvement before the onset of adolescence, are discussed.

The Relationship Between Social Support and Life Satisfaction Among Chinese and Ethnic Minority Adolescents in Hong Kong: the Mediating Role of Positive Youth Development

Studies have shown that perceived social support among adolescents is positively related to life satisfaction. However, research has yet to explore the underlying mechanisms in the linkage between social support and life satisfaction. The aims of this study were to: a) investigate whether positive youth development mediated the relationship between social support and life satisfaction and, b) compare whether these associations varied with ethnicity. Multi-group path analysis was employed to test a hypothesized model in a sample of 700 Chinese and ethnic minority adolescents in Hong Kong. Results showed that positive youth development does play a mediating role in the relationship between social support and life satisfaction. Analysis revealed that there was a positive relationship between family and friend support and positive youth development, which in turn was linked to life satisfaction. Those linkages appeared stronger in ethnic minority adolescents compared to their Chinese counterparts. This study has implications for practitioners designing appropriate youth programs for adolescents in the Chinese context.

The Role of Positive Youth Development, Educational Policy, and Cultural Relevancy in School Settings

Changes in federal education legislation have presented scholars, educational activists, and educators with an opportunity to influence educational outcomes that are youth-centered and youth-driven, specifically among students of color in underserved schools. Opportunities for youth to initiate, design, implement, and evaluate district programs and interventions are beneficial not only to youths’ intrinsic development, but also to the school communities in which they spend the most time. This article links the growth and promotion of positive youth development (PYD) theories and programming to current federal policy changes that support the inclusion of youth in school reform. The authors also discuss historical PYD programming, the role of cultural relevance in educational settings, and future areas of PYD research at the school level.

Organized Activity Participation and Relational Aggression: The Role of Positive Youth Development

Relational aggression among early adolescents is a pervasive problem that negatively influences the health and well-being of youth. Strength-based approaches such as positive youth development (PYD) are a promising way to reduce risk of detrimental outcomes such as relational aggression. Participation in organized activities is a key way that youth build assets related to PYD. Yet, few researchers have examined empirically assets related to PYD as a mechanism by which organized activity participation may help reduce risk of relational aggression. In this study, we used structural equation modeling to investigate if assets associated with PYD mediate the relationship between organized activity participation and relational aggression using survey data from a diverse, school-based sample of early adolescents (N = 196; mean age = 12.39 years; SD = 0.52; 60% female; 45% African American, 27% White, 21% multiracial, and 7% other, 71% economically disadvantaged). We tested 2 competing models, 1 with decomposed PYD factors and 1 with an integrated PYD factor. Our results suggest that PYD better fit as an integrated versus decomposed construct, providing support for the notion that youth benefit most from assets related to PYD when they operate collectively. Our results also provide support for PYD-related factors as a mechanism by which participation may reduce risk of relational aggression. Limitations of this study, and implications for prevention are discussed.

Youth-serving institutional resources and neighborhood safety: Ties with positive youth development.

Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth. This study examined distinct features of the neighborhood, including youth-serving institutional resources (YSI) and safety, as they relate to PYD among adolescents from low-income neighborhoods in an urban setting (n = 491, 68.6% African American). Because neighborhood experiences during adolescence often differ based on gender, we also examined moderation by gender. Results from cross-sectional, multilevel data suggest that neighborhood safety, YSIs, and gender are differentially associated with indicators of PYD (i.e., hope, mastery, friend support). The pattern of results suggested that when associated with mastery, YSIs may compensate for low-safety neighborhoods for adolescent females but not males. In terms of associations with friend support, YSIs may foster the development of PYD in low-safety neighborhoods for males but not females. Limitations of the current study and implications for future research are discussed. (PsycINFO Database Record

Organized Activity Participation and Relational Aggression: The Role of Positive Youth Development.

Relational aggression among early adolescents is a pervasive problem that negatively influences the health and well-being of youth. Strength-based approaches such as positive youth development (PYD) are a promising way to reduce risk of detrimental outcomes such as relational aggression. Participation in organized activities is a key way that youth build assets related to PYD. Yet, few researchers have examined empirically assets related to PYD as a mechanism by which organized activity participation may help reduce risk of relational aggression. In this study, we used structural equation modeling to investigate if assets associated with PYD mediate the relationship between organized activity participation and relational aggression using survey data from a diverse, school-based sample of early adolescents (N = 196; mean age = 12.39 years; SD = 0.52; 60% female; 45% African American, 27% White, 21% multiracial, and 7% other, 71% economically disadvantaged). We tested 2 competing models, 1 with decomposed PYD factors and 1 with an integrated PYD factor. Our results suggest that PYD better fit as an integrated versus decomposed construct, providing support for the notion that youth benefit most from assets related to PYD when they operate collectively. Our results also provide support for PYD-related factors as a mechanism by which participation may reduce risk of relational aggression. Limitations of this study, and implications for prevention are discussed.

Coaching Life Skills Development: Best Practices and High School Tennis Coach Exemplar

Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, &amp; Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison &amp; Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he used in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.

Student Misbehavior in Hong Kong: The Predictive Role of Positive Youth Development and School Satisfaction

This study examined the predictive influences of positive youth development and school satisfaction on student misbehavior. The respondents were 1652 Grade 7 students (738 boys and 912 girls) recruited from 13 secondary schools in Hong Kong. Data was collected by a set of validated questionnaires. A predictive model was tested and developed by using structural equation modelling. The results showed that positive youth development (characterized by social competence, emotional competence, cognitive competence, behavioral competence, moral competence, recognition for positive behavior, beliefs in the future, and prosocial norms) positively influenced school satisfaction and reduced student misbehavior. School satisfaction significantly mediated the predictive effect of positive youth development on student misbehavior, particularly among girls. Girls reported having significantly higher levels of school satisfaction, moral competence, prosocial norms, and recognition for their positive behavior, while boys reported having significantly more frequent misbehavior. Off-task disruptive behavior was the most frequent misbehavior among students in Hong Kong. These findings contribute to research on positive youth development, quality of school life and student wellbeing, particularly in the Chinese context. Future research and practical implications for fostering students’ psychosocial competence and school satisfaction for preventing misbehavior were discussed.

Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents

Gratitude, a positive response to receiving a benefit, may contribute more to youth than just momentary happiness. It may ignite in youth a motivation for “upstream generativity” whereby its experience contributes to a desire to give back to their neighborhood, community, and world. We tested this notion by longitudinally examining early adolescents’ gratitude and their social integration, or motivation to use their strengths to help others and feel connected to others at a macro level. Middle school students (N = 700) completed measures of gratitude, prosocial behavior, life satisfaction, and social integration at baseline (T1), 3-months (T2), and 6-months (T3) later. Using bootstrapping to examine multiple mediators, controlling for demographics and social integration at T1, we found that gratitude at T1 predicted social integration at T3 and that prosocial behavior and life satisfaction at T2 mediated the relation. Further mediational analyses showed that gratitude and social integration serially enhanced each other. This prospective evidence aligns well with the interpretation that gratitude may help to initiate upward spirals toward greater emotional and social well-being. Implications are discussed in terms of gratitude’s role in positive youth development.

The Role of Subjective Well-Being in Positive Youth Development

Comprehensive perspectives on well-being that include positive aspects of human life such as subjective wellbeing have recently been proposed. Life satisfaction is the cognitive component of subjective well-being and plays an important role in positive development as an indicator, a predictor, a mediator/moderator, and an out-come. Whereas low life satisfaction is associated with psychological, social, and behavior problems, high life satisfaction is related to good adaptation and optimal mental health among youth. Life satisfaction and positive affect mitigate the negative effects of stressful life events and work against the development of psychological and behavioral problems among youth. Supportive parenting, engagement in challenging activities, positive life events, and high-quality interactions with significant others contribute to the development of life satisfaction. Further longitudinal research into the mechanisms of how life satisfaction plays its role in positive youth development is needed to promote the psychological wellbeing of all youth.