Original scientific paper
https://doi.org/10.5559/di.34.2.05
The Relationship Between Positive Youth Development and School Climate – Results of a Longitudinal Panel Study
Lucija Šutić
orcid.org/0000-0002-4507-1924
; Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia
*
Darko Roviš
; Faculty of Medicine of the University of Rijeka, Rijeka, Croatia
Josipa Mihić
orcid.org/0000-0003-3678-097X
; Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia
* Corresponding author.
Abstract
The 5C model seeks to explain how adolescents' interactions
with their environment contribute to positive youth
development, with the indicators of positive development
being competence, confidence, character, caring and
connection. Previous cross-sectional research has shown that
a positive school climate significantly predicts greater
development of these indicators, but also that these
indicators predict a more positive school climate. This
longitudinal study examined the relationship between the 5C
model and school climate and their mutual influence over
time. The results show that a positive school climate
contributes to the development of all 5C indicators, while
students with a developed sense of responsibility and social
awareness and good relationships with peers and teachers
contribute to a better school climate. These findings deepen
the understanding of the bidirectional links between the
school environment and adaptive developmental outcomes
and emphasise the importance of promoting cooperation
and an individualised approach for students with different
competencies and academic performance.
Keywords
positive youth development; 5C model; school climate; adolescence
Hrčak ID:
333733
URI
Publication date:
12.5.2025.
Visits: 820 *