Developmental Assets and Positive Youth Development: An Examination of Gender Differences in Spain

Autor/inn/en	Gomez-Baya, Diego; Santos, Teresa; Gaspar de Matos, Margarida
Titel	Developmental Assets and Positive Youth Development: An Examination of Gender Differences in Spain
Quelle	In: Applied Developmental Science, 26 (2022) 3, S.516-531 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gomez-Baya, Diego) ORCID (Santos, Teresa) ORCID (Gaspar de Matos, Margarida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2021.1906676
Schlagwörter	Foreign Countries; Gender Differences; Adolescent Development; High School Students; College Students; Correlation; Individual Characteristics; Competence; Self Esteem; Interpersonal Relationship; Caring; Personality Traits; Empowerment; Expectation; Time Management; Academic Persistence; Values; Identification (Psychology); Spain + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Individual characteristics; Expectancy; Erwartung; Zeitmanagement; Wertbegriff; Spanien
Abstract	Positive Youth Development (PYD) model is a strength-based perspective of transition to adulthood derived from developmental systems theory. Developmental assets (DAs) framework describes the individual and contextual resources that may promote PYD. This work aims to analyze the associations between internal and external DAs and PYD, as well as examining gender differences, in Spanish youth. Data of students enrolled in 10 high schools and universities, collected in the PYD Cross-National Project in Spain through a self-report instrument, were used. Structural equation modeling showed that DAs were positively related to PYD. Some gender differences were observed in PYD, such that male students presented higher scores in confidence and competence, and female students showed more connection, caring, and character. Results of partial mediation modeling indicated that these gender differences in PYD may be partly explained by gender differences in DAs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01