engleski

School and family variables and 5C

Positive youth development is expected to be influenced by different contexts of adolescents' life, and family and school are the most relevant for their development. In the period of adolescence, substantial changes occur in the relationships with family and school, the most important socialization agents. The aim of this paper is to test empirical model that offers an explanation how parental and school factors can improve PYD. Initial structural model for PYD is proposed as a function of more positive parental monitoring (parental knowledge, parental solicitation, youth disclosure) and academic buoyancy. In structural empirical model, PYD will be assessed throughout emotional distress and risk behaviors. We hypothesize that positive perception of parental monitoring and positive perception of academic buoyancy will contribute to a linear association and structural prediction of PYD and growth in emotional wellbeing and less risk behaviors. Preliminary analyses showed that higher perception of positive parenting and higher academic buoyancy is significantly related with less emotional distress and less risk behaviors. Academic buoyancy is a strong predictor of mental health indicating that youth that handle school stress well have better wellbeing indicators. Preliminary analysis indicates important gender differences: male adolescents are showing more academic buoyancy and perceive less parental monitoring. Female adolescents are showing higher results on character and caring dimensions, just two of 5C model characteristics and that is related with more emotional distress in female. Further research has to be conducted to analyse the interaction of gender and context variables affecting youth development. First results are leading to a conclusion that female and male adolescents need differently tailored mental health promotion programs.

positive youth development, 5C model, positive parenting, school climate, risk behaviour

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