On SAGE Insight: The Five Cs of Positive Youth Development in a school context

Article title: The Five Cs of Positive Youth Development in a school context; gender and mediator effects

From School Psychology International

The positive youth development (PYD) perspective has gained increased attention in research, addressing strength and resource perspectives on developing youth, and promotion of positive qualities and desirable outcomes in their development.

The aim of this study was to examine the mediating effect of the Five Cs (Competence, Caring, Character, Connection, Confidence) of Positive Youth Development on the relationship between students’ perceived school empowerment and school satisfaction, as well as gender differences in these relationships. Results showed that students’ perception of an empowering school climate predicted the Five Cs.

Abstract

The aim of this study was to examine the mediating effect of the Five Cs of Positive Youth Development (PYD) on the relationship between students’ perceived school empowerment and school satisfaction, as well as gender differences in these relationships. The data stemmed from a cross-sectional survey of 997 adolescents from four upper secondary schools in Norway. Structural equation modelling (SEM) using the statistical program AMOS was employed. Results showed that students’ perception of an empowering school climate predicted the Five Cs. However, only the competence, confidence, and connection factors predicted school satisfaction. Competence, confidence, and connection fully mediated the effect of school empowerment on school satisfaction. Based on significance tests according to gender, the Five Cs are more strongly related to school empowerment and school satisfaction for females than for males.

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Article details

The Five Cs of Positive Youth Development in a school context; gender and mediator effects
Elisabeth A˚ rdal University of Bergen, Norway, Ingrid Holsen University of Bergen, Norway, A˚ ge Diseth University of Bergen, Norway, Torill Larsen University of Bergen, Norway
First Published October 4, 2017
DOI: 10.1177/0143034317734416
From School Psychology International

 

 

     
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