Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment

Autor/in	Casados, Theresa Marie
Titel	Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment
Quelle	(2019), (44 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, University of Colorado at Denver
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-4033-5
Schlagwörter	Hochschulschrift; Dissertation; Early Adolescents; Middle School Students; Urban Schools; Charter Schools; Special Education; Student Characteristics; Interpersonal Relationship; Adults; Assertiveness; Persistence; Trust (Psychology); Student Development; Holistic Approach; Student Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausdauer; Holistischer Ansatz; Schulnote; Studentische Bewertung
Abstract	There is ample evidence that youth who have supportive relationships with others experience more positive outcomes (Kesselring et al., 2016 ). Positive Youth Development (PYD) emphasizes the promotion of better outcomes for youth by building on their strengths and providing supports and opportunities to foster the achievement of goals and developmental tasks (USDHS, 2018). The Five Cs model is the most widely known and researched conceptualization of PYD (Bowers et al., 2010). This study examined the association between supportive adult relationships and PYD in a sample of urban middle schoolers. Data came from the January 2019 administration of the Holistic Student Assessment (HSA). This online survey was completed by 268 students at an urban charter middle school in the rocky mountain region of the United States. It was hypothesized that students who reported average/above average ratings on the Relationships with Adults scale would score average/above average on HSA scales corresponding to the 5 Cs of PYD. It was also hypothesized that differences would be observed based on demographics (race, gender, grade, English Language Learner status, and special education [SPED] status). Results of a MANOVA revealed a significant main effect for the Relationships with Adults scale and all HSA scales associated with the 5 Cs (Academic Motivation, Assertiveness, Empathy, Perseverance, Relationships with Peers, School Bonding and Trust). Participants who scored average/above average on the Relationships with Adults scale obtained higher scores on the variables associated with the 5 Cs of PYD. A significant main effect for SPED status on the Assertiveness, Perseverance, and Trust scales was also obtained. Findings suggest cultivating supportive adult relationships may benefit students' development in other areas. Additional supports for students who receive special education services is also suggested. Future studies may benefit from examining the effectiveness of such interventions in fostering PYD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01