Kozina Ana, Wiium Nora
The Educational Research Institute, Ljubljana, Slovenia.
Department of Psychosocial Science, University of Bergen, Bergen, Norway.
Front Psychol. 2023 Apr 5;14:982856. doi: 10.3389/fpsyg.2023.982856. eCollection 2023.
The paper analyses the longitudinal pathways for the 5Cs of positive youth development outcomes (Competence, Confidence, Character, Caring, Connection) in a school context during the COVID-19 pandemic. The theoretical framework for the paper is provided by the Positive youth development (PYD) perspective, which focuses on the importance of the interplay between individual characteristics and contexts. In the period of adolescence, school and its characteristics are one of the most influential contexts for the promotion of positive youth development. Therefore, the paper focused on the changes in the 5Cs in one school year using the methodology of longitudinal research (latent growth modeling) with three measurement points (beginning of the school year, middle of the school year, and the end of the school year). We used a sample of Slovenian youth ( = 1241 participants; 59,5% female; = 15.35, = 1.21) who participated in the PYD-SI-MODEL study and responded to the PYD questionnaire during the current COVID-19 pandemic. In addition, we tested whether the development of the 5Cs in a school year differed by gender, age, and school level (lower-secondary, upper-secondary). The results indicated a significant decrease in Connection, Caring, and Character from the beginning to the end of the school year and an increase in Competence and Confidence in the same period. Significant intercept-slope interactions were detected in Confidence and Connection indicating that their higher initial level is associated with a more stable trajectory throughout the school year. In addition, we found that gender and school level play a significant role in several of the pathways while age was not a significant covariate with any of the Cs. The study is the first to test 5Cs pathways in one school year, using Slovenian data. In addition to the important role of contexts on positive developmental outcomes, the study highlights the significance of 5Cs promotion in pandemic times as much as in more stable times.
本文分析了在新冠疫情期间学校环境中积极青少年发展成果的5C要素（能力、自信、品格、关爱、联结）的纵向路径。本文的理论框架由积极青少年发展（PYD）视角提供，该视角关注个体特征与环境之间相互作用的重要性。在青少年时期，学校及其特征是促进积极青少年发展最具影响力的环境之一。因此，本文采用纵向研究方法（潜在增长模型），在三个测量点（学年开始、学年中期、学年结束）对一所学校一学年内5C要素的变化进行了研究。我们使用了斯洛文尼亚青少年样本（n = 1241名参与者；59.5%为女性；M = 15.35，SD = 1.21），他们参与了PYD-SI-MODEL研究，并在当前新冠疫情期间对PYD问卷进行了回答。此外，我们还测试了一学年内5C要素的发展在性别、年龄和学校级别（初中、高中）方面是否存在差异。结果表明，从学年开始到结束，联结、关爱和品格显著下降，而能力和自信在同一时期有所增加。在自信和联结方面检测到显著的截距-斜率交互作用，表明它们较高的初始水平与整个学年更稳定的轨迹相关。此外，我们发现性别和学校级别在几条路径中发挥了重要作用，而年龄与任何一个C要素都不是显著的协变量。该研究首次使用斯洛文尼亚数据测试了一学年内的5C要素路径。除了环境对积极发展成果的重要作用外，该研究还强调了在疫情时期以及更稳定时期促进5C要素的重要性。
