Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents

Abstract

This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (n = 2283; M_age = 17.59 years) and longitudinal (n = 1620; M_age = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11–12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (R² = 0.41–0.50) and negative outcomes (R² = 0.13–0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (R² = 0.21), contribution (R² = 0.16), and negative mental health (R² = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.