Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns

Autor/inn/en	Furrow, James L.; King, Pamela Ebstyne; White, Krystal
Titel	Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns
Quelle	In: Applied Developmental Science, 8 (2004) 1, S.17-26 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1207/s1532480xads0801_3
Schlagwörter	Personality; Religion; Structural Equation Models; Self Concept; Prosocial Behavior; Role; Adolescent Development; Urban Schools; High School Students; Questionnaires; Correlation; Metacognition; Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? Personalität; Selbstkonzept; Rollen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	The role of religious identity in positive youth development was examined in this study of personal meaning and prosocial concerns in adolescence. A structural equation model was tested on a sample of 801 urban public high school students. Participants responded to questionnaires assessing religious identity, personal meaning, and prosocial personality. Prototypical descriptors derived from Walker and Pitts's (1998) highly religious person concept were examined as a measure of religious identity. Findings demonstrate a positive relationship between religious self-understanding, personal meaning, and prosocial personality. Differences were noted in the relationship of personal meaning to prosocial personality across age and gender cohorts. The findings provide further support for considering religion as a developmental resource associated with personal meaning and a concern for others among youth. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10