Poster #8 - Patterns of Positive Youth Development: Examining Configurations of the “5 Cs” Using Integrative Data Analysis Techniques

• In Event: 3-005 - Poster Session 3 during Lunch

Abstract

Character is a multifaceted construct that involves bidirectional relations between individuals and their contexts (Lerner & Callina, 2014; Berkowitz, 2012; Berkowitz, 2012; Lapsley & Narvaez, 2006; Narvaez, 2006, 2008; Nucci, 1989, 2001, 2008a, b, 2017; Nucci & Narvaez, 2008a; Sokol et al., 2010; see also, Clement & Bollinger, 2017 and Malin et al., 2017). One model that includes character as a key component is the Five Cs model of positive youth development (i.e., Character, Connection, Confidence, Competence, and Caring; e.g., Lerner et al., 2005). This model, has been one of the most influential models in the field of developmental science in conceptualizing what it means, and what it looks like, for young people to thrive (e.g., Lerner et al., 2005; Lerner et al, 2012). However, one significant limitation of the work on the Five Cs model has been the disconnection between the more person-oriented nature of the theory, and the variable-oriented nature of most of the empirical work that has been conducted using this model.
In the current study, we investigated the potential for different “configurations” of thriving, as operationalized by the Five Cs within that model of Positive Youth Development. We used integrative data analysis techniques, to combine data collected in three different studies to expand the information that can be garnered from any one study independently. We also investigated the relations of these profiles with adolescents’ contribution behaviors.
To identify groups of participants we conducted latent profile analyses to identify subgroups of individuals who share similarities across a group of continuous variables (Muthén, & Muthén, 2000). Results from the LCA revealed a different number of classes to best describe the PYD of each group of youth. The 13, 14, and 17 year old age groups were best described by a two-class solution, the 15 year old group was best described by a four-class solution, the 16 year old group was best described by a three-class solution, and the 18 year old group was best described by a 6-class solution. These results provide evidence that the subgroups and patterns of PYD shift across adolescence. Implications for how to best promote character development among youth are discussed.

Authors

• Michelle Weiner, Tufts University
  Presenting Author

• Sara K. Johnson, Tufts University