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Supportive Adult Relationships and P...

Casados, Theresa Marie.

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Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment./
Author:	Casados, Theresa Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	44 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Educational tests & measurements. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13863680
ISBN:	9781392240335

Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment.
Casados, Theresa Marie.

Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 44 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Psy.D.)--University of Colorado at Denver, 2019.

This item must not be sold to any third party vendors.

There is ample evidence that youth who have supportive relationships with others experience more positive outcomes (Kesselring et al., 2016 ). Positive Youth Development (PYD) emphasizes the promotion of better outcomes for youth by building on their strengths and providing supports and opportunities to foster the achievement of goals and developmental tasks (USDHS, 2018). The Five Cs model is the most widely known and researched conceptualization of PYD (Bowers et al., 2010). This study examined the association between supportive adult relationships and PYD in a sample of urban middle schoolers. Data came from the January 2019 administration of the Holistic Student Assessment (HSA). This online survey was completed by 268 students at an urban charter middle school in the rocky mountain region of the United States. It was hypothesized that students who reported average/above average ratings on the Relationships with Adults scale would score average/above average on HSA scales corresponding to the 5 Cs of PYD. It was also hypothesized that differences would be observed based on demographics (race, gender, grade, English Language Learner status, and special education [SPED] status). Results of a MANOVA revealed a significant main effect for the Relationships with Adults scale and all HSA scales associated with the 5 Cs (Academic Motivation, Assertiveness, Empathy, Perseverance, Relationships with Peers, School Bonding and Trust). Participants who scored average/above average on the Relationships with Adults scale obtained higher scores on the variables associated with the 5Cs of PYD. A significant main effect for SPED status on the Assertiveness, Perseverance, and Trust scales was also obtained. Findings suggest cultivating supportive adult relationships may benefit students' development in other areas. Additional supports for students who receive special education services is also suggested. Future studies may benefit from examining the effectiveness of such interventions in fostering PYD.

ISBN: 9781392240335Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Holistic student assessment

Supportive Adult Relationships and Positive Youth Development: Middle School Results from the Holistic Student Assessment.
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520 $a There is ample evidence that youth who have supportive relationships with others experience more positive outcomes (Kesselring et al., 2016 ). Positive Youth Development (PYD) emphasizes the promotion of better outcomes for youth by building on their strengths and providing supports and opportunities to foster the achievement of goals and developmental tasks (USDHS, 2018). The Five Cs model is the most widely known and researched conceptualization of PYD (Bowers et al., 2010). This study examined the association between supportive adult relationships and PYD in a sample of urban middle schoolers. Data came from the January 2019 administration of the Holistic Student Assessment (HSA). This online survey was completed by 268 students at an urban charter middle school in the rocky mountain region of the United States. It was hypothesized that students who reported average/above average ratings on the Relationships with Adults scale would score average/above average on HSA scales corresponding to the 5 Cs of PYD. It was also hypothesized that differences would be observed based on demographics (race, gender, grade, English Language Learner status, and special education [SPED] status). Results of a MANOVA revealed a significant main effect for the Relationships with Adults scale and all HSA scales associated with the 5 Cs (Academic Motivation, Assertiveness, Empathy, Perseverance, Relationships with Peers, School Bonding and Trust). Participants who scored average/above average on the Relationships with Adults scale obtained higher scores on the variables associated with the 5Cs of PYD. A significant main effect for SPED status on the Assertiveness, Perseverance, and Trust scales was also obtained. Findings suggest cultivating supportive adult relationships may benefit students' development in other areas. Additional supports for students who receive special education services is also suggested. Future studies may benefit from examining the effectiveness of such interventions in fostering PYD.
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