Supporting Positive Development in Early Adolescence: A School-Based Intervention in Turkey
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| Title: | Supporting Positive Development in Early Adolescence: A School-Based Intervention in Turkey |
|---|---|
| Language: | English |
| Authors: | Kagitcibasi, Cigdem, Baydar, Nazli, Cemalcilar, Zeynep |
| Source: | Applied Developmental Science. 2020 24(2):170-192. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Youth Programs, Self Efficacy, Social Development, Grade 6, Program Effectiveness, Early Adolescents, Emotional Development, Beliefs, Moral Values, Empathy, Reflection, Foreign Countries, Stereotypes, Conflict Resolution, Intelligence, Socioeconomic Status, Goal Orientation |
| Geographic Terms: | Turkey (Istanbul) |
| Assessment and Survey Identifiers: | Attribution Style Questionnaire, Self Efficacy Scale |
| DOI: | 10.1080/10888691.2018.1457962 |
| ISSN: | 1088-8691 |
| Abstract: | We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. The intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M[subscript age] = 11.8, 49% female). A comparable group with 417 sixth graders in five public schools served as the control group (M[subscript age] = 11.7, 47% female). All students came from families of low to middle socioeconomic status. The evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. In concordance with previous research on early adolescents, a general decline in positive adaptation was observed in the control group between pre- and posttests. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1249406 |
| Database: | ERIC |
| Abstract: | We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. The intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M[subscript age] = 11.8, 49% female). A comparable group with 417 sixth graders in five public schools served as the control group (M[subscript age] = 11.7, 47% female). All students came from families of low to middle socioeconomic status. The evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. In concordance with previous research on early adolescents, a general decline in positive adaptation was observed in the control group between pre- and posttests. |
|---|---|
| ISSN: | 1088-8691 |
| DOI: | 10.1080/10888691.2018.1457962 |
