青少年积极发展能否预测学业功能和幸福结果?菲律宾青少年的横向和纵向证据

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Jet U. Buenconsejo , Jesus Alfonso D. Datu
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引用次数: 0

摘要

本研究考察了青少年积极发展(PYD)的五C模型(即能力、自信、联系、品格和关爱)与适应性结果(即心理需求满足、学校参与和贡献)和适应性不良结果(即抑郁、焦虑和压力)之间的并发(研究1)和纵向(研究2)联系,同时控制了社会人口协变量。横断面(n = 2283;Mage = 17.59 岁)和纵向(n = 1620;Mage = 17.15 岁)数据来自两个独立的菲律宾中学生样本(即 11-12 年级)。研究 1 的结构方程建模结果表明,五 C 与积极结果(R2 = 0.41-0.50)和消极结果(R2 = 0.13-0.21)有着微妙的关系。研究 2 的两波潜在交叉滞后面板建模结果表明,PYD 可在首次数据收集 6 个月后通过心理需求满足度预测后续的学校参与度(R2 = 0.21)、贡献度(R2 = 0.16)和消极心理健康(R2 = 0.13)。在PYD以及学校参与和消极心理健康之间发现了双向关系。本文讨论了青少年研究人员和从业人员在促进青少年茁壮成长和幸福方面的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents

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; Mage = 17.59 years) and longitudinal (n = 1620; Mage = 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.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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