Measuring Youth Perceptions of Being Known and Loved and Positive Youth Development: Cross-National Findings from Rwanda and El Salvador.

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Child & Youth Care Forum Pub Date : 2022-12-20 DOI:10.1007/s10566-022-09725-6

Jonathan M Tirrell, Elizabeth M Dowling, Patience Kibbedi, Emmanuel Namurinda, Guillermo Iraheta, Julia Dennis, Katelyn Malvese, Roya Abbasi-Asl, Kate Williams, Jacqueline V Lerner, Pamela Ebstyne King, Alistair T R Sim, Richard M Lerner

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Abstract

Background: Dynamic, relational developmental systems-based models of development emphasize that developmentally-nurturant youth-adult relationships elicit in youth perceptions of being known and loved. Although such perceptions are foundations of positive youth development (PYD), such measures do not exist.

Objective: We sought to create a theoretically-predicated measure of youth perceptions of being known and loved by capitalizing on data sets in two countries (Rwanda and El Salvador) wherein a multi-national study of PYD was being conducted by Compassion International (CI).

Method: With Rwanda data (n = 1,204, M _age = 11.84, 50% CI-supported), exploratory and confirmatory factor analyses enabled refining the measure for robustness and parsimony. Measures of intentional self-regulation, hopeful future expectations, transcendence, and contribution were used for validation of the known and loved measure within the nomological net of constructs proposed in the Lerner and Lerner PYD model. Confirmatory factor analyses supported the use of the model within the El Salvador data set (n = 1,205, M _age = 13.03, 51% CI-supported).

Results: Robust psychometric properties were established in both national settings. Measurement invariance was found across age, gender, urban-rural location, CI-enrollment status, and nations, and involved both mean differences and correlations among latent factors.

Conclusions: The results provide evidence for a theory-predicated measure of youth perceptions of being known and loved and that scores for this construct covary within a nomological net specified in the Lerner and Lerner model of PYD. These findings serve international development organizations seeking theory-predicated measures for use in evaluating PYD programs in low- and middle-income countries.

Supplementary information: The online version contains supplementary material available at 10.1007/s10566-022-09725-6.

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衡量青少年对 "被了解、被关爱 "和 "积极的青少年发展 "的看法：卢旺达和萨尔瓦多的跨国研究结果。

背景：以关系发展系统为基础的动态发展模式强调，在发展过程中，青少年与成年人之间的关系会使青少年产生被了解和被爱的感觉。虽然这种认知是青少年积极发展（PYD）的基础，但目前还没有此类测量方法：我们试图通过利用两个国家（卢旺达和萨尔瓦多）的数据集来创建一种理论上适用的青少年对被了解和被爱的看法的测量方法，国际慈悲组织（CI）在这两个国家开展了一项跨国PYD研究：方法：利用卢旺达的数据（n = 1 204，M 年龄 = 11.84，50% CI 支持），通过探索性和确认性因素分析，完善了衡量标准的稳健性和简约性。有意自我调节、对未来充满希望的预期、超越性和贡献性的测量方法被用于在勒纳和勒纳PYD模型中提出的构念网络内验证已知和所爱的测量方法。确认因素分析支持在萨尔瓦多数据集中使用该模型（n = 1,205, M age = 13.03, 51% CI-支持）：结果：在两个国家环境中都建立了稳健的心理测量特性。在不同年龄、性别、城乡地区、CI 注册情况和国家之间都发现了测量不变性，并涉及潜在因素之间的平均差和相关性：结论：研究结果为理论上预测的青少年对 "被了解和被爱 "感知的测量提供了证据，而且该感知的得分在勒纳和勒纳的PYD模型所指定的名义网内是共变的。这些发现有助于国际发展组织在中低收入国家评估PYD项目时寻求理论指导的测量方法：在线版本包含补充材料，可查阅 10.1007/s10566-022-09725-6。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.