Saulė Raižienė

Lithuanian version of measure of positive youth development based on the Five Cs model

Abstract The Five Cs model of PYD and associated instruments have received sound empirical support in the USA, but little validation in other cultural contexts. Moreover, initially measured as a second-order factor model, recently it has been reconsidered as a bifactor model. Our study aimed to compare the two proposed structures of the Five Cs model (second order vs. bifactor) and test whether the measure based on the Five Cs model was a valid instrument for use with Lithuanian adolescents. Analysis using the data of 1686 adolescents aged 14–20 (Mage = 16.61, SDage = 1.23, 52.8% girls) revealed that the bifactor PYD model fit well with the Lithuanian data and accounted for the variance in the data better than the second-order PYD model. Support for the bifactor model suggests that manifestations of the Five Cs can be partly explained by the general construct of PYD. Besides, the Five Cs may also have manifestations and associations that are independent of PYD. Further analyses of the Lithuanian version of PYD instrument supported invariance of the bifactor structure across gender groups, grade levels and socio-economic statuses. The study also demonstrated construct validity and internal consistency of PYD and all Cs, except competence. Overall, our findings suggest that the Lithuanian version of the measure can be used with late adolescents for assessment of PYD and the Five Cs in Lithuania.

How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles

The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.

Mokytojų teikiamo grįžtamojo ryšio ir mokinių ketinimų palikti mokyklą sąsajos: esminių psichologinių poreikių vaidmuo

1 Mykolo Romerio universitetas, Psichologijos institutas, Ateities g. 20, 08303 Vilnius, s.raiziene@mruni.eu 2 Mykolo Romerio universitetas, Psichologijos institutas, Ateities g. 20, 08303 Vilnius, ingridagab@yahoo.com 3 Mykolo Romerio universitetas, Psichologijos institutas, Ateities g. 20, 08303 Vilnius, r.garckija@mruni.eu 4 Mykolo Romerio universitetas, Psichologijos institutas, Ateities g. 20, 08303 Vilnius, l.kalesinskas@gmail.com