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731.
Hawkins MT Letcher P Sanson A O'Connor M Toumbourou JW Olsson C 《Journal of youth and adolescence》2011,40(11):1436-1452
Calls have been made for a greater focus on successful development and how positive functioning can be conceptualized in theory
and empirical research. Drawing on a large Australian community sample (N = 890; 61.7% female), this article examines the structure and stability of positive development at two time points during
young adulthood. Previously, we developed and empirically tested a model of positive development at 19–20 years comprised
of five first-order constructs (civic action and engagement, trust and tolerance of others, trust in authorities and organisations,
social competence, and life satisfaction) and a second-order positive development construct. In the current study, we replicated
this model at 23–24 years and found that it was again a good fit for the data, and was equally applicable for young men and
women. Hence, positive development can be conceptualized according to five important dimensions at both ages. While variable-oriented
tests suggested continuity in levels of positive development, person-oriented analyses revealed four distinct patterns of
positive development over time—two reflecting stability (stable high [34.5%] and stable very low [11.6%]) and two characterized
by change (low/average increasing [30.4%] and average decreasing [23.5%]). There were significant differences in the gender
composition of these groups, with young women overrepresented in the more favourable groups. Thus, despite mean level stability,
positive development is characterized by change for many young people, suggesting the importance of identifying factors that
support young people’s capacity for positive functioning over this transitional period. The current findings contribute to
our understanding of the nature and course of positive development over this important period. 相似文献
732.
Routine activities theory has not fully considered the role of gender in shaping victimization and yet, the research literature clearly demonstrates that gender is associated with an individual's risk of victimization. In addition to the pervasive effect of gender on victimization, gender shapes an individual's daily routines and thus may create a gender-specific relationship with victimization. This article explores the importance of gender in understanding the relationship between student's participation in extracurricular routine activities (e.g., student government, clubs, sports, and etc.) and the risk of victimization. From the Education Longitudinal Study of 2002, a sample of 10th-grade students was drawn for analyses. Hierarchical Generalized Linear Modeling was employed to explore the role of gender in the relationship between extracurricular routine activities and victimization at school. The results reveal that students' gender indeed interacts with several of the extracurricular routine activities creating gender-specific risks of victimization. This article highlights the importance of gender in explaining victimization and suggests researchers should consider how gender may interact with other routine activities and victimization. 相似文献