Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents

By R. Lerner, J. Lerner, Jason B. Almerigi, Christina Theokas, E. Phelps, Steinunn Gestsdottir, Sophie Naudeau, H. Jeličić, Amy E. Alberts, Lang Ma and 6 more. 2005

1,154 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/572ba9ca16a2f83e9a396882a685db4134c566b0

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In General Agricultural and Biological Sciences

In Safety Research

In Social Psychology

Citations in the corpus

Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, methodology): “In previous investigations, the proposed model of PYD was found to be a good representation of the interrelation of the Five C constructs and robust in multiple waves of data from this early adolescent, longitudinal sample (Bowers et al., 2010; Lerner et al., 2005; Phelps et al., 2009).”
Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares (2011, background): “La perspectiva del desarrollo positivo de los jóvenes (PYD) tiene sus raíces en el marco teórico de la psicología positiva (Seligman y Csikszentmihaly, 2000) y en la teoría de sistemas del desarrollo humano (Gestsdottir y Lerner, 2008; Lerner et al., 2005; Lerner, Schwartz y Phelps, 2009).”
The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth (2015, background): “Our findings thus add to the growing body of research support for internal capacities, including selfcontrol, perseverance, and grit, as components of PYD (Duckworth, 2011; Lerner et al., 2005).”
Human Thriving: A Conceptual Debate and Literature Review (2017, background): “For example, being motivated to learn is a key internal asset for adolescents, whose academic performance is often considered a marker of thriving (see, e.g., Lerner et al., 2005; Scales et al., 2000; Smith & Barker, 2009).”
Benefits and challenges associated with sport participation by children and parents from low-income families (2011, background): “There are several specific theories of under the umbrella of PYD, including the interpersonal domains of learning experiences (Larson, Hansen, & Moneta, 2006), the ‘5Cs’ measurement model (Lerner et al., 2005), and the developmental assets framework (Leffert et al.”
The Structure and Developmental Course of Positive Youth Development (PYD) in Early Adolescence: Implications for Theory and Practice. (2009, methodology): “Lerner et al. (2005) demonstrated the empirical validity of the Five Cs and the construct of PYD with fifth graders in order to provide a foundation for using these measures in longitudinal research on youth thriving.”
Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope (2011, neutral): “A leading theory of positive youth development (Lerner et al. 2005) discusses the importance of the school environment, referring to ‘‘developmental assets’’ ( Leffert et al. 1998 ) that include ‘‘school connection’’ and ‘‘school engagement’’ (Theokas et al. 2005).”