Qualitative and Quantitative Assessments of Thriving and Contribution in Early Adolescence: Findings from the 4-H Study of Positive Youth Development

被引：12

作者：

Alberts, Amy Eva ^{[1
]}

Christiansen, Elise DiDenti ^{[2
]}

Chase, Paul ^{[3
]}

Naudeau, Sophie ^{[3
]}

Phelps, Erin ^{[3
]}

Lerner, Richard M. ^{[3
]}

机构：

[1] Tufts Univ, Lincoln Filene Bldg,Rm 312, Medford, MA 02155 USA

[2] Boston Coll, Chestnut Hill, MA 02167 USA

[3] Tufts Univ, Medford, MA 02155 USA

来源：

JOURNAL OF YOUTH DEVELOPMENT | 2006年 / 1卷 / 02期

关键词：

D O I：

10.5195/JYD.2006.383

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others' well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents' and students' answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups' contrasting views of thriving and contribution.

引用

页码：20 / 32

页数：13

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