Physical Education and Its Importance to Physical Activity, Vegetable Consumption and Thriving in High School Students in Norway

Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). Research assessing associations with resilience and thriving indicators, such as the 5Cs of Positive Youth Development (PYD; competence, confidence, character, caring, and connection) is limited and more so in the Norwegian context. The aim of the present study was to investigate associations between PE grade (reflecting students’ effort in theoretical and practical aspects of the subject) and the 5Cs as well as healthy behaviors (physical activity (PA), fruit and vegetable consumption), using cross-sectional data collected from 220 high school students in Norway (Mage = 17.30 years old, SD = 1.12; 52% males). Results from structural equation modelling indicated positive associations between PE grade and four of the 5Cs (competence, confidence, caring, and connection; standardized coefficient: 0.22–0.60, p < 0.05) while in logistic regressions, a unit increase in PE grade was associated with higher likelihood of engaging in PA and vegetable consumption (OR = 1.94; 95% CI = 1.18–3.18 and OR = 1.68; 95% CI = 1.08–2.63, respectively). These significant findings suggest the need for policies and programs that can support effective planning and implementation of PE curriculum. However, further research is needed to probe into the role of PE on youth health and development with representative samples and longitudinal designs.publishedVersio

Environmental Attitudes, Behaviors, and Responsibility Perceptions Among Norwegian Youth: Associations With Positive Youth Development Indicators

Young people’s environmental attitudes and behaviors are essential for environmental conservation, hence the need to identify facilitating factors. Promoting positive development among young people may empower them to contribute actively to their environment through positive attitudes and behaviors. In the present study, we examine the associations between the 5Cs of Positive Youth Development (Character, Confidence, Connection, Caring, and Competence) and environmental concerns among Norwegian youth, measured through environmental attitudes, conservation behavior, and responsibility. Cross-sectional data on demographic variables, the 5Cs and environmental concerns were collected from high school students (N = 220, Mage = 17.30, SD = 1.12). For results, Character was associated with several of the environmental variables (βs = 0.28–0.58, p < 0.05), followed by Competence (βs = 0.26–0.31, p < 0.05) and Caring (βs = 0.23, p < 0.05), and finally Confidence, which showed a negative association with conservation behavior (β = −0.29, p < 0.05). There was no significant association with Connection. While these preliminary findings pave the way for future research that should involve more representative samples, the significant associations between several of the 5Cs and the environmental factors may have some implications for policy and programs on youth development and sustainable behaviors.publishedVersio

Risk Behaviors among Young People: The Role of Developmental Assets

Youth risk behaviors have both personal and societal consequences and can also have grave economic cost if not addressed effectively. Positive Youth Development (PYD) as a theoretical framework proposes that facilitating developmental assets (i.e., internal and external assets, such as positive values and social support) among young people would lead to positive outcomes as well as a possible reduction in negative outcomes. The empirical evidence supporting these assertions mostly come from studies involving American samples. In the present study, we examine whether the experience of more developmental assets is associated with less engagement in three risk behaviors: drunkenness, violence and crime among 591 Norwegian students (55% girls), mean age 16.70 (SD = .90). Our results indicate that while several significant correlations were observed between developmental assets and risk behaviors, only two internal assets: positive values and social competence, and two external assets: support and boundaries and expectations were significant predictors of a risk behavior in multivariate regression analysis. Although these positive findings have some implications for intervention and youth policy, more research is needed to ascertain the short- and long-term protective effects of the developmental assets on risk behaviors among Norwegian youthLas conductas de riesgo en los jóvenes tienen consecuencias tanto personales como sociales y también pueden tener un grave coste económico si no se abordan de manera eficaz. El marco teórico del Desarrollo Positivo Juvenil (DPJ) propone que fomentar los activos del desarrollo (internos y externos, como pueden ser los valores positivos y el apoyo social) entre los jóvenes conduciría a resultados positivos, así como a una posible reducción de los resultados negativos. La evidencia empírica que respalda estas afirmaciones proviene principalmente de estudios con muestras estadounidenses. En el presente estudio, examinamos si la presencia de más activos de desarrollo se asocia con una menor participación en tres conductas de riesgo: embriaguez, violencia y delincuencia, entre 591 estudiantes noruegos (55% niñas), con una edad promedio de 16,70 (DT = 0,90). Nuestros resultados indicaron que si bien se observaron varias correlaciones significativas entre los activos del desarrollo y las conductas de riesgo, sólo dos activos internos (valores positivos y competencia social) y dos activos externos (apoyo social, y límites y expectativas) fueron predictores significativos de conducta de riesgo en el análisis de regresión multivariante. Aunque estos hallazgos tienen algunas implicaciones para la intervención y la política con la población juvenil, se necesita más investigación para determinar los efectos protectores a corto y largo plazo de los activos del desarrollo sobre las conductas de riesgo entre los jóvenes noruego

Promoting academic achievement within a positive youth development framework

School dropout has both individual and economic implications. Current statistics reveal higher dropout rates among boys. Schools have a unique position to address youth development. Research from the US on positive youth development shows positive relationships between developmental assets (e.g. support at school) and academic achievement. The present paper examined these relationships among 591 Norwegian high school students (55% girls), aged 15-19 (mean = 16.70) with data from a cross-sectional study. Results indicated that girls reported more assets than boys did. Furthermore, while positive correlations occurred among assets and academic achievement, some assets (i.e. commitment to learning, support and positive identity) were better predictors of academic achievement in regression analysis. Schools can play a significant role in nurturing developmental assets that will promote academic achievement in both genders, as well as have implications for youth and consequently economic development

The importance of developmental assets to mental health in Norwegian youth

In the present study, we examined the importance of developmental assets to prolonged sadness (i.e., being sad most of the time or all the time for no reason in the last month) and suicide attempt. Cross–sectional data on items measuring developmental assets as well as prolonged sadness and suicide attempt were collected from high school students in Norway (N = 591, 55% girls). The findings from independent t–tests indicated that youth with poor mental health reported less developmental assets relative to their peers who did not report such problems. In logistic regression, asset categories, such as Positive identity and Personal assets, were significantly associated with poor mental health (especially prolonged sadness) after adjusting for other asset categories and demographic factors, such as age, sex, and parents' educational background. The influence of Empowerment and Family assets, which was significant when only the assets were assessed, was no longer significant when demographic variables were also considered. While more research on factors that can promote youth mental health is needed, our findings suggest that policies and programmes that ensure that youth have access to the necessary developmental resources and opportunities may also be empowering youth, enhancing their mental health, and consequently, facilitating their active involvement in their community.publishedVersio

Developmental Assets and Academic Performance of Adolescents in Ghana, Kenya, and South Africa

Background: Overall, youth well-being is crucial, particularly in developmental contexts, such as sub-Saharan Africa, which is experiencing the largest growth in the youth population internationally. The Positive Youth Development (PYD) framework considers the importance of positive experiences, positive relationships and positive environments regarding developmental (further distinguished as internal and external) assets. These assets are important for promoting positive outcomes among youth. Objective: The objective of this study is to examine the importance of developmental assets for academic performance in three sub-Saharan African contexts, represented by Ghana, Kenya, and South Africa. Method: In a cross-sectional study, youth from these three countries completed a questionnaire on sociodemographic measures, such as age, gender, parental education (as a proxy for socioeconomic status), measures of developmental assets and academic performance. We used Analysis of Variance to examine mean differences in developmental assets across countries and academic performance. Results: Results indicated that Ghanaian students reported fewer assets than Kenyan and South African students and that across all countries, adolescents who perform academically better reported more developmental assets, in particular, internal assets. Conclusion: This is one of the few studies, which consider developmental assets within the PYD framework beyond the Western context. While we found that mainly internal assets were associated with academic performance, it is important to reiterate that both internal and external assets are theoretically associated with positive outcomes, such as academic performance. Future research may benefit from testing interventions to improve academic performance in the sub-Saharan African contexts by fostering both types of assets. Research is needed to extend the framework to consider more culturally appropriate and contextually relevant assets

Las 5Cs de Desarrollo Positivo Juvenil y el Propósito Vital entre Adolescentes de las Minorías Romaní y Egipcia en Albania

The 5Cs model of Positive Youth Development focuses on thriving adolescents who develop positive qualities, which are known to help them deal with challenges, tasks, and psychological concerns. Life Purpose acts as a protective factor in relation to the general well-being of adolescents and supports the 5Cs through this process of growth. The aim of this study is to examine the role of the 5Cs of PYD, namely Competence, Confidence, Connection, Caring, and Character, and how Life Purpose is explained by the 5Cs. There is no precedent study on the 5Cs model of positive youth development in Albania. In specific, this study investigated the 5Cs of PYD for the two most marginalized minority groups in Albania, the Roma, and Egyptian communities. Data were collected from 201 participants from the three most populated cities with Roma minority (N=100) and Egyptian minority (N=101), aged between 14-20 years old. Association between the 5Cs and purpose in life was found. Life Purpose has an association with Character, Caring, and Connection. In interaction with 5Cs, Life Purpose provides a framework for systematic behavior in life by motivating adolescents to plan and make efforts to achieve in decision-making and performance.El modelo de las 5 Cs de Desarrollo Positivo Juvenil se enfoca en adolescentes que desarrollan cualidades positivas, que les ayudan a enfrentarse a los desafíos, tareas y preocupaciones psicológicas. El propósito vital actúa como factor protector en relación con el bienestar general de los adolescentes y apoya a las 5Cs a través de este proceso de crecimiento. El objetivo de este estudio es examinar el papel de las 5 Cs de Desarrollo Positivo Juvenil, es decir, Competencia, Confianza, Conexión, Cariño y Carácter, y cómo estas 5 Cs explican el propósito vital. No existe un estudio precedente sobre el modelo 5Cs de desarrollo juvenil positivo en Albania. En concreto, este estudio investigó las 5Cs para los dos grupos minoritarios más marginados de Albania, las comunidades romaní y egipcia. Se recogieron datos de 201 participantes de las tres ciudades más pobladas con minoría romaní (N=100) y minoría egipcia (N=101), con edades comprendidas entre los 14 y los 20 años. De los 201 participantes, el 53% de las participaciones fueron chicos y el 48% chicas. En cuanto a su estado civil, sólo el 12% estaba casado/a. Los hallazgos muestran relaciones significativas entre las 5Cs y su edad, etnia, sexo, niveles de educación y condiciones de vida. Se encontró una asociación entre las 5 Cs y el propósito en la vida. El propósito vital tiene una asociación con el carácter, el cariño y la conexión. En interacción con las 5Cs, el propósito vital proporciona un marco para el análisis sistemático de la conducta al motivar a los adolescentes a planificar y hacer esfuerzos para lograr una mejor toma de decisiones y desempeño

The Importance of the 5Cs of Positive Youth Development to Depressive Symptoms: A Cross-Sectional Study with University Students from Peru and Spain

Background: Prior research has documented the protective role of the 5Cs of Positive Youth Development (PYD) on adjustment problems, such as depressive symptoms. Nonetheless, more research is needed, especially in non-US contexts. The main objective of the present study was to assess associations between the 5Cs and depressive symptoms in Peru and Spain, considering gender differences across contexts. Methods: Cross-sectional data was collected from undergraduate students from Peru [n = 250] and Spain [n = 1044]. Results: The results revealed significant negative associations of Competence, Confidence, Character and Connection with depressive symptoms, while Caring was positively and significantly related to depressive symptoms in both samples. Regarding gender differences, female undergraduates in both samples reported high levels of Caring, while Competence was predominant among males compared to females in both countries. Likewise, higher scores in Competence and Confidence were registered among Peruvian male undergraduates compared to Spanish students, while Caring and Character were more prevalent in Spanish female undergraduates compared to Peruvian students. Conclusions: These findings confirm the importance of targeting the 5Cs of PYD alongside the role of gender and country context in intervention programs, put together to address the mental health of students in Peru and Spain.The study in Spain received funding from Research, Development and Innovation Projects of European Regional Development Fund in Andalusia 2014–2020 (Grant number UHU-1259711), awarded to the second author

External Developmental Assets and Positive Identity Among Emerging Adults in Norway, Romania, Slovenia, and Turkey

The present study adopts The Developmental Assets and Positive Youth Development (PYD) perspectives which (in contrast to the deficit-based approaches which highlight risks and deficit in youth development) claim that young people have potencies to achieve optimal development if supported by their social environment. Extant research indicates that developmental assets are linked with a variety of thriving indicators. The present research aimed to contribute to the PYD research by examining the external developmental assets (support, empowerment, and boundaries and expectations) emerging adults (N = 2055; age range = 18–28) perceived in their social environment and the level of their positive identity in four countries (Norway, Romania, Slovenia and Turkey), which have different rankings in economic, human, and youth development indices. The present study also tested a path model, which examines the links between external development assets and positive identity. Findings indicated that although there are differences in the reports of external developmental assets and positive identity, external assets and positive identity are similarly and positively linked across the four countries. The findings build on the existing literature by showing that developmental assets are conducive to positive outcomes cross-nationally despite country-level differences in the experience of external assets. Policy implications of the findings were discussed from the perspective of ecological theory as well as Developmental Assets and Positive Youth Development Frameworks.publishedVersio

The Importance of Positive Psychological Strengths in Well-Being and Adjustment of Romanian Emerging Adults: A Pattern and Variable-Oriented Approach

Transition to adulthood in countries that have seen recent historical structural changes in society as well as changes in what it means to be an adult represents important contexts for investigations of ways in which positive development and transition to adulthood are experienced. Situated in such context, this cross-sectional study aimed to (1) describe profiles of positive psychological strengths, as measured by the Five Cs of positive youth development (PYD) and (2) document how identified profiles might differ in relation to other aspects of positive and problematic development. Participants were 272 Romanian emerging adults attending university (76% female; aged 19–29 years old, Mage = 21 years old). Latent class analysis was performed to identify patterns of psychological strengths using the Five Cs theory of positive youth development. Pairwise Wald chi square difference tests were then conducted to determine if the identified Five Cs profiles were associated with significant differences in other key outcomes. Findings indicated that, a two-class model emerged as the best fitting model, and in this model, Class 1 was similar to Class 2 on strengths of competence, confidence, and connection. However, the two classes were distinguishable by caring and character, with Class 2, the numerically more common profile (89%), being elevated on character and caring relative to Class 1 (which was a less frequently occurring profile, 11%). This finding highlights the importance of examining the diversity of positive development, even within the same theoretical framework. Further results indicated that the two identified classes showed similarities in problematic behaviors as well as in purpose in life and psychological complaints. Other group difference tests by profile/class indicated that Class 2 was higher in general and social well-being relative to Class 1, with a trend in the same direction for hope. However, an unexpected finding was that Class 2 was also elevated in somatic complaints relative to Class 1. These are important findings not only because of the contribution to the generalizability of the Five Cs theory and measure but also because of the implications of the findings to research, policy, and practice in the Romanian context and beyond.publishedVersio