Validation of the Adolescent Positive Development Scale and discriminative value of school adjustment
DOI:
https://doi.org/10.17979/reipe.2023.10.2.9874Keywords:
positive youth development, competences, evaluation, diagnosticity, educational settingsAbstract
The Positive Youth Development model raises the need to identify the competences that allow a healthy transition to adult life. However, evaluation of these competences remains a challenge. This study analyses the psychometric properties of the Adolescent Positive Development Scale informed by academic tutors, and the discriminative power of the scale for variables in an educational setting. A total of 512 academic tutors or guidance counsellors assessed 1050 adolescents from secondary schools using this instrument. The exploratory and confirmatory factor analysis showed a 5-factor structure (Personal Development and Resilience, Cognitive Development, Socio-Moral Development, Self-care and Health, and Emotional Development), with adequate psychometric properties. The scale shows good discrimination of academic performance and diagnosticity for grade repetition and risk of school dropout. This scale is recommended for the assessment and promotion of Positive Youth Development owing to its applicability in an educational context.
Downloads
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Academic society
- N/A
- Publisher
- Universidade da Coruña, Servizo de Publicacións
References
ARIAS, Victor; GARRIDO, Luis Eduardo; JENARO, Cristina; MARTÍNEZ-MOLINA, Agustín & ARIAS, Benito (2020). A little garbage in, lots of garbage out: Assessing the impact. Behavior Research Methods, 52, 2489-2505. https://doi.org/10.3758/s13428-020-01401-8
ARNOLD, Mary; NOTT, Brooke & MEINHOLD, Jana (2012). The positive youth development inventory (PYDI). Oregon State University.
ASPAROUHOV, Timonir & MUTHÉN, Beng (2009). Exploratory Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. https://doi.org/10.1080/10705510903008204
BECK, Marianne & WIIUM, Nora (2019). Promoting academic achievement within a positive youth development framework. Norsk Epidemiologi, 28(1-2), 79-87. https://doi.org/10.5324/nje.v28i1-2.3054
BENSON, Peter (2003). Developmental Assets and Asset-Building Community: Conceptual and Empirical Foundations. En Richard Lerner y Peter. Benson, Developmental Assets and Asset-Building Communities (pp. 19-43). Springer. https://doi.org/10.1007/978-1-4615-0091-9
BENSON, Peter; SCALES, Peter & SYVERTSEN, Amy (2011). The contribution of the developmental assets framework to positive youth development theory and practice. En Richar Lerner, Jaqueline Lerner y Janette. Benson. Advances in Child Development and Behavior. Positive Youth Development (pp. 197-230). Elsevier. https://doi.org/10.1016/B978-0-12-386492-5.00008-7
BRISLIN, Richard (1986). The Wording and Translation of Research Instruments. En Walter Lonner & John Berry, Field Methods in Cross-Cultural Research (Vol. 9, pp. 137-164). SAGE Publications. https://doi.org/10.1177/017084068800900318
CASQUERO TOMÁS, Antonio & NAVARRO GÓMEZ, María Lucía (2010). Determinantes del abandono escolar temprano en España: un análisis por género. Revista de Educación (número extraordinario), 191-223. https://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2010/re2010/re2010-08.html
DEL VALLE, Macarena Verónica & ZAMORA, Eliana Vanesa (2021). El uso de las medidas de auto-informe: ventajas y limitaciones en la investigación en Psicología. Alternativas en Psicología (47), 22-35. https://www.alternativas.me/numeros/37-numero-47-agosto-2021-enero-2022/264-el-uso-de-las-medidas-de-auto-informe-ventajas-y-limitaciones-en-la-investigacion-en-psicologia
DOMÍNGUEZ ESPINOSA, Alejandra del Carmen; WIIUM, Nora; JACKMAN, Danielle & FERRER-WREDER, Laura (2021). Healthy Lifestyle Behaviors and the 5Cs of Positive Youth Development in Mexico. En Radosveta Dimitrova y Nora Wiium, Handbook of Positive Youth Development. Springer Series on Child and Family Studies (pp. 109-121). Springer. https://doi.org/10.1007/978-3-030-70262-5_8
ELOSUA OLIDEN, Paula & ZUMBO, Bruno (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20(4), 896-901. https://www.psicothema.com/pi?pii=3572
EXTREMERA PACHECO, Natalio & FERNÁNDEZ BERROCAL, Pablo (2004). El uso de las medidas de habilidad en el ámbito de la Inteligencia Emocional. Ventajas e inconvenientes con respecto a las medidas de auto-informe. Boletín de Psicología, (80), 59-77. https://dialnet.unirioja.es/servlet/articulo?codigo=1302357
FERACO, Tommaso & MENEGHETTI, Chiara (2023). Social, emotional, and behavioral skills: Age and gender differences at 12 to 19 years old. Journal of Intelligence, 11(6), 118. https://doi.org/10.3390/jintelligence11060118
FERNÁNDEZ-ENGUITA, Mariano; MENA, Luis & RIVIERE, Jaime (2010). Fracaso y abandono escolar en España. Obra Social Fundación "la Caixa".
FRADA, Cecilia & NEVES, Ivone (2017). A Promoção da autoestima da criança. Revista de Estudios e Investigación en Psicología y Educación, Extr.(5), 284-287. https://doi.org/10.17979/reipe.2017.0.01.2843
GEORGE, Darren & MALLERY, Paul (2020). IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference (16th ed.). Routledge.
GUTIÉRREZ-DE-ROZAS, Belén; LÓPEZ-MARTÍN, Esther & CARPINTERO MOLINA, Elvira (2022). Condicionantes del rendimiento académico: revisión sistemática de 25 años de meta-análisis. Revista de Educación (398), 39-85. https://doi.org/10.4438/1988-592X-RE-2022-398-552
HARTER, Susan (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). The Guilford Press.
HAYASHI, Kentaro; BENTLER, Peter & YUAN, Ke-Hai (2007). On the likelihood ratio test for the number of factors in exploratory factor analysis. Structural equation modeling: A Multidisciplinary Journal, 14(3), 505-526. https://doi.org/10.1080/10705510701301891
KLINE, Rex (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
LENHARD, Wolfgang & LENHARD, Alexandra (2016). Computation of effect sizes. Psychometrica. https://doi.org/10.13140/rg.2.2.17823.92329
LERNER, Richard (2004). Liberty: Thriving and civic engagement among America’s youth. SAGE. https://doi.org/10.4135/9781452233581
LERNER, Richard; LERNER, Jacqueline; MCBRIDE MURRY, Velma; PHILLIPS SMITH, Emilie; BOWERS, Edmond; GELDHOF, John & BUCKINGHAM, Mary (2021). Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice. Journal of Research on Adolescence, 31(4), 1114-1134. https://doi.org/10.1111/jora.12609
LERNER, Richard; LERNER, Jacqueline; ALMERIGI, Jason; THEOKAS, Christina; PHELPS, Erin; GESTSDOTTIR, Steinunn; NAUDEAU, Sophie; JELICIC, Helena; ALBERTS, Amy; MA, Lang; SMITH, Lisa; BOBEK, Deborah; RICHMAN-RAPHAEL, David; SIMPSON, Isla; CHRISTIANSEN, Elise DiDenti & VON EYE, Alexander (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence, 25(1), 17-71. https://doi.org/10.1177/0272431604272461
MARCHENA, Rosa; MARTÍN, Juan Carlos; SANTANA, Rafael & ALEMÁN, Jesús (2014). Resumen ejecutivo: Riesgo de abandono escolar temprano y continuidad escolar en Canarias. Gobierno de Canarias. Consejería de Educación, Universidades y Sostenibilidad.
MARTÍN, Juan Carlos; ALEMÁN, Jesús; ÁLAMO, Adriana; MORENO, María del Carmen & HERNÁNDEZ, Zuleika (2015). Creciendo juntos: Programa de orientación educativa para la promoción del desarrollo personal en la adolescencia. Consejería de Educación y Universidades del Gobierno de Canarias, Dirección General de Ordenación, Innovación y Promoción Educativa.
MIÑACA LAPRIDA, María Isabel; HERVÁS TORRES, Mirian & LAPRIDA MARTÍN, Isabel (2013). Análisis de programas relacionados con la educación emocional desde el modelo propuesto por Salovey & Mayer. RES: Revista de Educación Social (17), 1-17. https://rabida.uhu.es/dspace/handle/10272/10243
NETEMEYER, Richard; PULLIG, Chris & BEARDEN, William (2020). Observations on some key psychometric properties of paper-and-pencil measures. Essays by Distinguished Marketing Scholars of the Society for Marketing Advances, 11, 115-138. https://doi.org/10.1016/S1069-0964(02)11007-6
OLENIK, Christina (2019). The Evolution of Positive Youth Development as a Key International Development Approach. Global Social Welfare, 6, 5-15. https://doi.org/10.1007/s40609-018-0120-1
OLIVA, Alfredo; ANTOLÍN, Lucía; PERTEGAL, Miguel-Ángel; RÍOS, Moisés; PARRA, Águeda; HERNANDO, Ángel & REINA, María del Carmen (2011). Instrumentos para la evaluación de la salud mental y el desarrollo positivo adolescente y los activos que lo promueven. Consejería de Salud de la Junta de Andalucía. Disponible en: https://www.juntadeandalucia.es/organismos/saludyfamilias/areas/salud-vida/adolescencia/paginas/fomentando-desarrollo-positivo.html
OLIVA, Alfredo; RÍOS, Moisés; ANTOLÍN, Lucía; PARRA, Águeda; HERNANDO, Ángel & PERTEGAL, Miguel-Ángel (2010). Más allá del déficit: construyendo un modelo de desarrollo positivo adolescente. Infancia y Aprendizaje, 32(2), 223-234. https://doi.org/10.1174/021037010791114562
PARRA, Águeda; OLIVA, Alfredo & ANTOLÍN, Lucía (2009). Los programas extraescolares como recurso para fomentar el desarrollo positivo adolescente. Papeles del Psicólogo, 30(3), 265-275. https://idus.us.es/handle/11441/16945
PERTEGAL, Miguel-Ángel; OLIVA, Alfredo & HERNANDO, Ángel (2010). Los programas escolares como promotores del desarrollo positivo adolescente. Cultura y Educación, 22(1), 55-66. https://doi.org/10.1174/113564010790935169
POSTIGO, Álvaro; CUESTA, Marcelino; FERNÁNDEZ-ALONSO, Rubén; GARCÍA-CUETO, Eduardo & MUÑIZ, José (2021). La tenacidad académica modula la evolución del rendimiento escolar: Un análisis de transiciones latentes. Revista de Psicodidáctica, 26(2), 87-95. https://doi.org/10.1016/j.psicod.2021.02.002
REIGAL GARRIDO, Rafael; VIDERA GARCÍA, Antonio; PARRA FLORES, José Luis & JUÁREZ RUIZ DE MIER, Rocío (2012). Actividad físico deportiva, autoconcepto físico y bienestar psicológico en la adolescencia. Retos, 22, 19-23. https://doi.org/10.47197/retos.v0i22.34578
RODRIGO, María José; MARTÍN, Juan Carlos & MÁIQUEZ, María Luisa (2010). Vivir la adolescencia en familia. Programa de apoyo psicoeducativo para promover la convivencia familiar. Junta Castilla-La Mancha, Consejería de Salud y Bienestar Social.
ROJAS PEDREGOSA, Pedro (2017). La inteligencia emocional en el contexto educativo de adolescentes cordobeses. Revista de Estudios e Investigación en Psicología y Educación, Extr.(5), 5-8. https://doi.org/10.17979/reipe.2017.0.05.2138
SCHMITT, Thomas (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304-321. https://doi.org/10.1177/0734282911406653
SHEK, Daniel & ZHU, Xiaoqin (2020). Promotion of thriving among Hong Kong Chinese adolescents: Evidence from eight-wave data. Research on Social Work Practice, 30(8), 870-883. https://doi.org/10.1177/1049731520947156
SHEK, Daniele; SIU, Andrew; LEE, Tak Yan; CHENG, Howard; TSANG, Sandra; CHUI, Yat Hung; LUI, Joyce & LUNG, Daniel (2006). Development and validation of a positive youth development scale in Hong Kong. International Journal of Adolescent Medicine and Health, 18(3), 547-558. https://doi.org/10.1515/IJAMH.2006.18.3.547
UITERS, Ellen; MAURITS, Erica; DROOMERS, Mariëlf; ZWAANSWIJK, Marieke; A VERHEIJ, Robert & VAN DER LUCHT, Fons (2014). The association between adolescents’ health and disparities in school career: a longitudinal cohort study. BioMed Central, 14, 1104. https://doi.org/10.1186/1471-2458-14-1104
URIARTE, Juan de Dios (2005). La resiliencia. Una nueva perspectiva en psicopatología. Revista de Psicodidáctica, 10(2), 61-82. https://ojs.ehu.eus/index.php/psicodidactica/article/view/190
YANG, Yanyun & GREEN, Samuel (2010). A Note on Structural Equation Modeling Estimates of Reliability. Structural Equation Modeling: A Multidisciplinary Journal, 66-81. https://doi.org/10.1080/10705510903438963
Downloads
Published
How to Cite
Issue
Section
License
The papers published in this journal are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors are the holders of the exploitation rights (copyright) of their work, but grant the right of first publication to the Revista de Estudios e Investigación en Psicología y Educación, which may publish in any language and format as well as publish and distribute their whole or partial content by any technologically available means and via data base.
Authors are allowed and encouraged to disseminate the articles accepted for publication on personal or institutional websites, before and after their publication, provided it is clearly stated that the work is in this journal and all bibliographic data are provided along with access to the document, preferably through the DOI (if it is indispensable to use a pdf, the final version formatted by the journal should be used). In the case of articles resulting from funded studies or projects, this will be done within the deadlines and terms established by the supporting organisation(s) of the published research.