Anxiety and COVID-19 Anxiety in Positive Youth Development: A Latent Profile Analysis Study

Pivec, Tina; Kozina, Ana

doi:10.1007/s10964-023-01829-z

Cited by 5 publications

(2 citation statements)

References 59 publications

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“…In line with previous literature, 58,59 demographic data including age, gender, grade (Grade 4, Grade 5, Grade 7, and Grade 8), and parental education level (no schooling, elementary school, junior high school, senior high school, college or tertiary education) were collected. Parental education level was recorded based on the highest education level attained by either parent, considering cases where parents had different education levels.…”

Section: Covariates: Demographic Characteristicsmentioning

confidence: 98%

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Chen,

Zhang

et al. 2024

PRBM

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Purpose Despite increased attention to the positive development of left-behind adolescents, research findings remain inconclusive. Utilizing latent profile analysis, we identified various positive development profiles among the left-behind adolescents and explored the association between resilience and positive development profiles, alongside the mediating role of making sense of adversity. Methods A multi-stage cluster sampling procedure was employed, randomly selecting four provinces–Zhejiang, Guangdong, Henan, and Jiangxi–from the central and coastal regions. The sample comprised 718 left-behind adolescents recruited from primary and junior high schools across grades 4, 5, 7, and 8. Three scales were utilized, and analyses included latent profile analysis and mediation analysis. Results Three latent subgroups of positive development among left-behind adolescents were identified: low, moderate, and high. Those with higher resilience and positive perceptions of adversity tended to belong to the high group rather than the low (β = −0.45, p < 0.001; β = −0.09, p < 0.001) or moderate group (β = −0.23, p < 0.001; β = −0.04, p < 0.05). Left-behind adolescents with higher negative perceptions of adversity tended to belong to the high group rather than the moderate group (β = −0.07, p < 0.01). Mediation analysis revealed that resilience facilitated the development of positive appraisals of adversity, subsequently increasing the likelihood of being categorized into the high (95% CI of −0.09 to −0.03) or moderate group (95% CI of −0.05 to −0.01) rather than the low group. Conclusion These findings hold significant implications for intervention formulation. Educators should focus on strengthening resilience and fostering positive perceptions of adversity among the low group. For the moderate group, maintaining moderate negative perceptions of adversity may stimulate the intrinsic potential for positive development more effectively.

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Section: Covariates: Demographic Characteristicsmentioning

confidence: 98%

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Chen,

Zhang

et al. 2024

PRBM

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“…Given considerable developmental changes in physiological, intellectual, psychological, and social domains over the adolescent period, adolescents' interpretations and perceptions of their personal attributes, including PYD qualities, may vary over time. Noteworthy, age differences in PYD have also been widely acknowledged in previous studies [39][40][41]. This requires testing of longitudinal validity of a certain PYD scale to make sure that any longitudinal differences derived from the scale are due to life span development rather than measurement error over time [42,43].…”

Section: Plos Onementioning

confidence: 99%

Validation of a Chinese Positive Youth Development Scale: Dimensionality and factorial invariance

Zhu,

Chu,

et al. 2024

PLoS ONE

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For a multi-dimensional measure of positive youth development (PYD), its factor structure should be invariant across groups and over time. This study examined the factorial validity of the 44-item short form of the “Chinese Positive Youth Development Scale” (CPYDS-SF) that assesses 15 dimensions of PYD attributes. Using two waves of longitudinal data with a one-year interval in between, this study examined the factor structure of the scale and whether the structure is invariant between gender groups and across time. The data were collected from 3,328 adolescents at Wave 1 and 3,638 adolescents at Wave 2, with a matched sample of 2,905 adolescents (mean age = 12.57 ± 0.72 at Wave 1; 49.54% girls). Confirmatory factor analysis revealed that the 15-factor structure fitted the data well. The findings of invariance tests further supported this structure’s invariance across gender and time, indicating a stable factor structure of CPYDS-SF among Chinese adolescents. These findings suggest that CPYDS-SF can be used to examine gender differences and the longitudinal development of PYD qualities among Chinese adolescents.

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Longitudinal Negotiation, Navigation Processes, and School Success in High School: A Two-Wave Latent Transition Approach

Kassis,

Dueggeli,

Govaris

et al. 2024

ADV RES SCI

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By combining person-centered analysis with latent transition analysis (LTA) and adapting a navigation and negotiation perspective, we examined the effect of the COVID-19 pandemic on adolescents’ depression and anxiety levels as well as their adaptation and success in high school. Focusing on the navigation (individual adaptation) and negotiation (social adaptation) factors that contribute to school success, our data from a longitudinal study in Switzerland (wave 1 in autumn 2020, grade eight [n = 315]; wave 2 in spring 2021, grade eight [n = 257]) revealed four patterns: students with high levels in both dimensions (“thriving”), students with low levels in both dimensions (“demanding”), students with low negotiation but moderate to high navigation (“unsupported bloomers”), and students with high negotiation but low navigation (“encouraged non-achievers”). The “thriving” pattern had about three times more students than the “encouraged non-achiever” pattern did and about five times more students with a lower depression/anxiety profile than the “demanding” pattern did. Parental involvement and reading comprehension were identified as crucial factors in students’ academic achievement, with parental involvement being significantly associated with the “unsupported bloomers” pattern, suggesting that parents can compensate for the lack of teacher academic support and recognition and it can contribute to students’ academic success. Adolescents with high navigation and negotiation resources had higher reading comprehension scores compared to those with lower navigation and negotiation resources. Reading comprehension significantly influenced grades in language subjects and mathematics. The study emphasized the importance of individual and social adaptation factors in promoting academic success and personal growth in high school.

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Anxiety and COVID-19 Anxiety in Positive Youth Development: A Latent Profile Analysis Study

Cited by 5 publications

References 59 publications

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Validation of a Chinese Positive Youth Development Scale: Dimensionality and factorial invariance

Longitudinal Negotiation, Navigation Processes, and School Success in High School: A Two-Wave Latent Transition Approach

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