Structural empirical model of personal positive youth development, parenting, and school climate

Balaguer, Álvaro; Benítez, Édgar; Fuente, Jesús de la; Osorio, Alfonso

doi:10.1002/pits.22620

Cited by 5 publications

(3 citation statements)

References 46 publications

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“…To assess it, the GSE Scale (Schwarzer & Baessler, 1996) has shown reliability and validity. No significant differences by sex have been found in Spanish adolescents (e. g., Balaguer et al, 2020Balaguer et al, , 2022Espada et al, 2017;Orejudo et al, 2013) nor in other countries (e. g., Lönnfjord & Hagquist, 2018;Marcionetti & Rossier, 2019).…”

Section: Life Skills and Self-efficacymentioning

confidence: 94%

Relación entre Habilidades para la Vida y Autoeficacia General. Validación de la escala HVD-A

Balaguer,

Benítez,

Serrano

et al. 2023

PSE

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El enfoque de la Organización Mundial de la Salud fue uno de los marcos más completos en la categorización de las habilidades esenciales para los jóvenes, creando las 10 Habilidades para la Vida. Hay una escasez de instrumentos para evaluar las Habilidades para la Vida. Por ello se creó la Escala de Habilidades para la Vida Diaria para Adolescentes (HVD-A) como un constructo global bajo el marco de la psicología positiva y del desarrollo. El objetivo de este trabajo fue analizar las relaciones entre las Habilidades para la Vida y la Autoeficacia General, encontrando evidencia adicional para la validez de la escala HVD-A a través del sexo y la edad. Una muestra de 1,507 adolescentes entre 12 y 18 años cumplimentó la escala HVD-A y la escala de Autoeficacia General. Se llevaron a cabo análisis factoriales exploratorios y confirmatorios para evaluar el ajuste del modelo original en diferentes muestras. Un modelo unifactorial muestra un ajuste adecuado a los datos. El análisis SEM mostró asociación significativa entre Habilidades para la Vida y Autoeficacia General. En algunos ítems la escala HVD-A puede subestimar las puntuaciones en chicas de adolescencia media-tardía. Se debate la utilidad e implicaciones del instrumento para el campo científico y aplicado de la psicología y la educación.

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Section: Life Skills and Self-efficacymentioning

confidence: 94%

Relación entre Habilidades para la Vida y Autoeficacia General. Validación de la escala HVD-A

Balaguer,

Benítez,

Serrano

et al. 2023

PSE

Self Cite

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“…As a result of substantial research on school climate, the US Department of Education [30] has put forth guidelines meant to foster positive, respectful, and safe school climates. Likewise, positive youth development is connected to a feeling of support and sense of belonging within the school context [31] . Common among major developmental theories is the idea that school climate is multi-dimensional [32].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

Morgan,

Cieminski,

Marmo

et al. 2024

IJCE

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School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

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“…The goal is to equip children with the skills to thrive in their own lives and contribute to their communities. A positive youth development climate involves good relationships with coaches, mentors, parents, and peers (Balaguer, et al, 2022). A common youth development framework is called the "5'C's," which focuses on competence, confidence, connection, character, and compassion (Jones et al, 2011).…”

Section: Decease Of Physical Activity and Youth Sport Developmentmentioning

confidence: 99%

Parental Perceptions on Asian American Adolescents Returning to Sport During COVID19

Daysia Yazmyn

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Youth sports programs are beneficial in helping participants develop transferable life skills, but the COVID-19 pandemic has created challenges for the execution of these programs. The shelterin-place orders, virtual schooling, and lack of resources at home are common challenges that all youth have experienced. Asian American youth and their families are a community that faced additional challenges during the COVID-19 shutdowns. This population became a target of racist verbal and physical attacks throughout the pandemic. This research investigated the challenges Asian American youth and their parents face when deciding whether or not to allow their children to participate in sports. Six parents shared their perspectives on their family's general experience with COVID-19, their child's physical activity participation, and Asian American and Pacific Islander (AAPI) hate during the pandemic. Through qualitative methods, data was collected via semi-structured interviews and analyzed using thematic analysis. Seven themes were created from the data: Perceived Safety of Sports Participation During COVID-19; Balancing COVID-19 Restrictions and Physical Activity; Balancing Socializing With Fears of COVID-19; Stress, Anxiety, and Closeness During Shutdowns; Experiences with AAPI Hate and Discrimination; Interpreting AAPI Hate Crimes & Stereotypes; and Blended Asian American Families. Qualitative findings showed that the increase in Asian American hate and discrimination did not constitute a barrier that prevented families from enrolling their children in sports. All parents expressed more concern about the COVID-19 virus and the safety of their families when debating sports enrollment.

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Structural empirical model of personal positive youth development, parenting, and school climate

Cited by 5 publications

References 46 publications

Relación entre Habilidades para la Vida y Autoeficacia General. Validación de la escala HVD-A

Relación entre Habilidades para la Vida y Autoeficacia General. Validación de la escala HVD-A

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

Parental Perceptions on Asian American Adolescents Returning to Sport During COVID19

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