Positive youth development in Portugal : a tool towards gender equity?

ARC Jou nal o Pedia ics Volume 4, Issue 1, 2018, PP 25-35 ISSN 2455-5711 h p://dx.doi.o g/10.20431/2455-5711.0401004 www.a cjou nals.o g ARC Jou nal o Pedia ics Page | 25 Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? Ma ga ida Gaspa de Ma os1,2,3, Te esa San os1,2,3*, Ma a Reis1,2, Diego Goméz-Baya4, Adilson Ma ques1,2 1Faculdade de Mo icidade Humana (Equipa A en u a Social), Uni e sidade de Lisboa, Po ugal. 2Ins i u o de Saúde Ambien al, Faculdade de Medicina, Uni e sidade de Lisboa, Po ugal. 3William James Cen e o Resea ch, ISPA - Ins i u o Uni e si á io, Lisboa, Po ugal. 4Uni e sidad de Huel a, Spain. 1. INTRODUCTION Du ing he pas cen u y, you h’s s udies we e mainly based on isk beha iou s and on a “de ici pe spec i e”, which in luenced policies, esea ch and p ac ice. In his app oach, he concep o posi i e de elopmen was basically de ined by he absence o dec ease o p oblems (Geldho e al., 2014). O e he pas wo decades, he s udy o posi i e indica o s signi ican ly imp o ed (Lippman, Moo e, & McIn osh, 2011), and i was la gely ecognized ha ocusing you h p og ams and in e en ions mos ly on isks and ulne abili ies, would ha e limi ed impac . Thus, he in e es in p e en ing you h p oblems and p omo ing heal hy you h de elopmen led o he implemen a ion o a s eng h-based model, ha capi alized human plas ici y (Le ne , 2017), and aimed o be empowe ing and e ec i e in di e se con ex s (Benson, Scales, Hamil on, & Sesma, 2006). Such app oach was based on se e al heo e ical amewo ks (Small & Memmo, 2004), as o example he Posi i e You h De elopmen -PYD. PYD highligh ed he impo ance o s eng hening in e nal and ex e nal de elopmen al asse s comp ised in he social ecology o you h’s ne wo ks and oppo uni ies (Ca alano, Be glund, Ryan, Lonczak, & Hawkins, 2004; Small & Memmo, 2004). Posi i e indica o s such as he Model o he Sea ch Ins i u e’s De elopmen al Asse s (40, comp ised on ex e nal and in e nal asse s) (Benson, Le e , Scales, & Bly h, 1998) and he Fi e Cs model o PYD (Compe ence, Con idence, Cha ac e , Connec ion and Ca ing) (Busse i & Rose-K asno , 2009; Le ne e al., 2005, 2011, 2013) we e widely s udied. Al hough he wo ldwide g owing ocus on posi i e you h de elopmen among esea che s and p ac i ione s, global PYD pe spec i es in di e en coun ies and cul u es a y and i is impo an o add ess i uniqueness (Kolle & Ve ma, 2017; Pe e sen, Kolle , Mo i-S e anidi, & Ve ma, 2017), o be e de elop and ansla e esea ch knowledge in o con ex -sensi i e in e en ions and policies. Li e a u e s a ed ha when young people’s de elopmen al asse s a e in line wi h he human and s uc u al esou ces in i s con ex , posi i e de elopmen is acili a ed. Acco dingly, an adap i e de elopmen al egula ion p ocess akes place and you hs can *Co esponding Au ho : Te esa San os, FMH, Uni e sidade de Lisboa, Es ada da Cos a 1495-688 C uz Queb ada, Po ugal, Email: gaudi_ @ho mail.com Abs ac : Posi i e You h De elopmen - PYD poin ed ou he need o s eng hen in e nal/ex e nal de elopmen al asse s in you h’s con ex s. Li e a u e sugges s gende di e ences conce ning heal h ou comes, wi h gi ls epo ing poo e heal h ou comes, bu highe quali y in pee ela ionships, han boys. This chap e examines he associa ions o PYD and i s dimensions wi h psychosocial a iables, acco ding o gende . Th ough an online su ey, 2700 Po uguese college s uden s (73.3% emales), wi h a mean age o 21.3±2.79 yea s old we e included. Fo bo h gende s, he esul s showed signi ican di e ences and simila i ies wi h he PYD’s o al sco e and i s dimensions. Such esul s ein o ce he impo ance o s udy posi i e indica o s o PYD, bu aking in o accoun gende issues. Mo e knowledge in his a ea can help heal h/educa ion p o essionals and policy-make s o be e plan in e en ions/policies. I is aimed o imp o e an in eg al and gende -sensi i e heal hy pe spec i e o you hs, based on in e disciplina y and ansdisciplina y wo k. Keywo ds: academic achie emen ; anxie y; de elopmen al asse s; Fi e Cs; gende di e ences; Po ugal; Posi i e You h De elopmen Sho Fo m (PYD-SF); esilience; sel - egula ion. Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 26 con ibu e o he de elopmen o bo h hemsel es and he socie y (Le ne e al., 2005). Adolescence and ansi ion o adul hood a e c i ical momen s o he es ablishmen o heal h beha iou clus e ing and heal h ajec o ies ha implica e la e well-being (Ha is 2010; Bauld y e al., 2012). Men and women may di e en ially g oup heal h beha iou s in o clus e s, ele an o long- e m heal h and mo ali y pa e ns (Olson, Humme , & Ha is, 2017). Li e a u e unde lined a endency o gi ls o epo poo e heal h ou comes when compa ed o boys (Cu ie e al., 2012; Gaspa , Ma os, Ribei o, Leal, & Albe ga ia, 2014; Ma os, 2000-2014). Di e en in e naliza ion and ex e naliza ion pa e ns can play an impo an ole o explain such indings (Ca allo e al., 2006; Olson, Humme , & Ha is, 2017), as well as social, demog aphic/ en i onmen al con ex s, and he pa en s/pee s in luence (Olson, Humme , & Ha is, 2017). Ne e heless, o achie e heal h beha iou s and posi i e you h de elopmen , i is needed a g owing sequence o a ious psychosocial a iables since ea ly childhood which need o emain ela i ely s able ac oss he li e span. Sel - egula ion has a pi o al ole in human unc ioning, b inging psychological p ocesses such as mo i a ion o a en ion in a desi ed s a e, despi e incen i es owa ds a di e en one. I is a mechanism ha helps o cope wi h e e yday li e demands and in he success ul esolu ion o de elopmen al c ises, h ough ac i a ion, moni o ing and inhibi ing (Busch & Ho e , 2012). I also is posi i ely associa ed wi h well- being (Baumeis e & Vohs, 2003), posi i e adap a ion (Mischel, 2014), and se e al posi i e ou comes in adul hood (Ng-Knigh e al., 2017). In addi ion, i is conside ed a key psychosocial ac o ha may educe u u e heal h isk beha iou s ac oss mul iple domains (deBlois & Kubzansky, 2016), and lead o posi i e you h de elopmen , ac ing as a s ong p edic o (Schmid, Phelps, & Le ne , 2011). Fu he mo e, he abili y o lea n om mis akes (sel - egula ion) was pinpoin ed as a obus p edic o o coping, con idence, enaci y, adap a ion and ole ance o nega i e si ua ions ( esilience), and is i one o he mos impo an p o ec i e ac o s in connec ion wi h esilience. Resea ch on esilience e e s o i as he managemen o adap posi i ely despi e he expe ience o ad e si y, as a way o o e come a isk (González-To es, & A uch, 2014), and i is closely linked wi h he pa adigm o PYD in he ield o p e en ion (Lee e al., 2012; Le ne e al., 2011). Bo h a iables ha e a signi ican and posi i e ela ionship (A uch-Ga de e al., 2017; Le ne e al., 2013). The li e a u e also highligh ed ha sel -con ol s a egies ha e an associa ion wi h anxie y and academic achie emen . They may p edic less eac i i y and mo e adap i e esponses o s ess in daily p ocesses, sugges ing posi i e e ec s (Galla & Wood, 2015). In addi ion, hey a e a majo ac o o academic achie emen and his is a he ele an , once low academic achie emen can lead o isk o social exclusion (Zimme man, 1990), and i is a powe ul p edic o o well-being, linked o men al heal h (Kolle & Ve ma, 2017). Ye , pa en ing s yles, amily s uc u e, eache and pee ela ions a e also impo an as p o ec i e ac o s (A uch- Ga de e al., 2017). You hs ha a e in ol ed in con ex s ha can p o ide posi i e esou ces such as amily, schools and communi ies end o show mo e likely e idence o posi i e de elopmen and less likely nega i e ou comes (Kolle & Ve ma, 2017). Thus, no single ac o p omo es esilience in isola ion (A uch-Ga de e al., 2017), no a single p og am o s a egy p o ides all you h de elopmen oppo uni ies and suppo o being success ul (Kolle & Ve ma, 2017). Facing his heo e ical backg ound, and aking in o accoun he need o s udy coun y- speci ici ies, he p esen s udy shows PYD Po uguese da a on you hs. Conside ing he lack o s udies a emp ing o cap u e he dynamic ela ions be ween you h and hei con ex (Conway, Hea y, & Hogan, 2015), his s udy aims o examine he associa ions and he impac o psychosocial a iables (Sel - egula ion, Resilience, Anxie y and Pe cei ed school pe o mance) in PYD-SF-PT o al sco e and in i s speci ic dimensions (Con idence, Compe ence, Connec ion, Ca ing and Cha ac e ), wi h a gende ed app oach. 2. MATERIALS AND METHODS 2.1. S udy Design, Pa icipan s and P ocedu e The esea ch was conduc ed simul aneously wi h he BePosi i e p ojec (Ma os, San os & Reis, 2017), a c oss-sec ional s udy and a pa o he local na ional su ey Heal h Beha iou in School-aged Child en (HBSC/WHO) (Ma os & Equipa A en u a Social, 2000-2014) ex ended o Po uguese Uni e si ies (HBSC/JUnP). The HBSC/JUnP ollowed all he ules o esea ch ou lined in 2008 by he Wo ld Medical Associa ion Decla a ion o Helsinki, and was app o ed by he E hics Commission o he Medicine Academic Cen e o Lisbon o he Facul y o Medicine, Uni e si y o Lisbon. The BePosi i e s udy esul s om a Po uguese pa ne ship wi h he Posi i e You h De elopmen c oss-na ional p ojec (h p://www. uib.no/en/ g/sipa/pydc ossna ional), which aims o: 1) examine he ex en o which de elopmen al Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 27 (in e nal and ex e nal) asse s a e accessible o young people in di e en na ional con ex s; 2) unde s and how hese asse s can be ela ed o posi i e you h ou comes, such as he “5 Cs” o PYD (i.e., con idence, compe ence, cha ac e , ca ing and connec ion) and h i ing indic o s (e.g., school success, alues di e si y, esis s dange and exhibi leade ship); 3) highligh how posi i e ou comes a e associa ed o young people’s con ibu ion o he de elopmen o he sel and o he in ol ing socie y. In he p esen s udy, a o al o 2700 you hs (1979 women), aged om 16 o 29 yea s old (21.30±2.79) pa icipa ed in he s udy. Da a collec ion was pe o med using an online su ey and he Limesu ey pla o m. P io o da a collec ion, he pu pose o he s udy was in o med o you hs and in o med consen s we e ob ained. In o med consen om pa en s was sough as well, when necessa y. Con iden iali y o he esponses o he ques ionnai e and du ing he da a p ocess was assu ed o you hs. 2.2. Measu es and Ins umen s All he measu es we e ob ained in a single sel - epo ed ques ionnai e, composed o se e al pa s ha ook app oxima ely 45 minu es o espond. The i s one included he ins uc ions and in o med consen . The second pa included he socio demog aphic cha ac e iza ion, namely age, gende , geog aphic egion, na ionali y, and educa ion le el. Finally, he hi d pa con ained ques ions ela ed o he you h himsel and o he s, comp ising he assessmen o Posi i e You h De elopmen -PYD and psychosocial a iables such as Resilience-RES, Sel - egula ion-SR, Anxie y-STAI-T, and Pe cei ed School Pe o mance-PSP. De ailed in o ma ion on hese measu es and ins umen s is desc ibed in Table 1. Table1. Measu es and Ins umen s Sociodemog aphic Va iables Age Mín: 16 - Máx: 29 (Yea s Old) Gende 1=Boy; 2=Gi l Na ionali y 1=Po uguese; 2=O he s Educa ional Le el 1=Seconda y; 2=G adua e; 3=Mas e Socio Economic S a us - SES 1=Low; 2=Middle; 3=High Psychosocial Va iables Name Psychosocial Measu e Sho Desc ip ion Posi i e You h De elopmen -PYD, Sho Fo m, Po uguese Reduced Ve sion (PYD-SF-PT) (Geldho e al., 2014; Jelicic, Bobek, Phelps, Le ne , & Le ne , 2007; Le ne e al., 2005) Posi i e You h De elopmen (5 Cs: Con idence, Compe ence, Connec ion, Ca ing and Cha ac e )  The o iginal e sion o PYD scale was de eloped using da a om he 4-H S udy in i s di e en wa es, which p oposed and es ed a highe -o de measu e o PYD, consis ing o a fi e fi s -o de la en cons uc s, each ep esen ing one o he Fi e Cs o PYD;  The 78 i ems om he o iginal scale we e d awn and adap ed om se e al ques ionnai es. Mo e ecen ly, a sho e e sion o his scale (wi h 34 i ems) was de eloped - he Posi i e You h De elopmen Sho Fo m (PYD-SF);  In he p esen s udy, he PYD-SF was ansla ed om he o iginal English e sion in o Po uguese language (and back ansla ion), and a educed e sion (24 i ems) showing easonable psychome ic p ope ies was used;  Highe sco es indica e highe le els o PYD. Heal hy Kids Resilience Assessmen Module (RES) (Cons an ine & Bena d, 2001; Ma ins, 2007; Simões, Ma os & Mo gan, 2015) Resilience (2 dimensions: ex e nal and in e nal esou ces).  18 i ems answe ed on a 4-poin scale;  Ranges om 18 o 72;  Highe sco es indica e highe le els o compe ences, p o ec ion and esilience o ad e si y;  In his s udy i was used he Po uguese Ve sion o he ques ionnai e and i was only conside ed he in e nal esou ces dimension. Adolescen Sel - Regula o y In en o y- ASRI (SR) (Dias, Cas illo, & Moilanen, 2014; Moilanen, 2007) Sel - egula ion (2 dimensions: Sho e m-SR-ST and Long e m-SR- LT).  36 i ems answe ed on a 5-poin Like scale;  Ranges om 36 o 180;  Highe alues indica e be e compe ences o sel - egula ion;  In his s udy he ins umen was ansla ed om he o iginal English e sion in o Po uguese language. I was hen e ised by a g oup o specialized expe s wi hin his ield and a p e- es wi h a g oup o s uden s was conduc ed in schools. Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 28 S a e-T ai Anxie y In en o y (STAI-T) (Sil a & Spielbe ge , 2007; Spielbe ge , Go such & Lushene, 1970) Anxie y (2 dimensions: s a e-anxie y and ai -anxie y).  Two subscales: Y-1 (s a e-anxie y) and Y-2 ( ai -anxie y), each one comp ising 20 i ems. S a e-anxie y e lec s answe s ela ed o eeling anxie y in a speci ic momen , whe eas ai - anxie y o usually eel anxie y.  40 i ems answe ed on a 5-poin scale;  In his s udy i was used he Po uguese Ve sion o he ques ionnai e and only he i ems o he T ai dimension we e included;  Highe sco es indica e highe le el o anxie y. Pe cei ed School Pe o mance (PSP) (WHO, 2016) Pe cei ed School Pe o mance  Single i em measu e, whe e young people we e asked abou wha , in hei opinion, hei class eache (s) hink(s) abou hei school pe o mance compa ed o hei classma es;  This measu e is a consis en and s ong p edic o o heal h and well-being (Suldo, Riley, & Sha e , 2006);  Responden s we e asked o a e hei answe s on a a ing scale om one o ou ( e y good o below a e age). 2.3. Da a Analysis Da a om Limesu ey was ans e ed o an elec onic da a ile. All a iables we e checked o da a inaccu acy by unning SPSS equencies, and a e wa ds, an analysis on missing alues was conduc ed. Desc ip i e analysis (means, s anda d de ia ion and pe cen age) we e used o cha ac e ize he sample. All da a we e es ed o no mali y p io o any analyses using Kolmogo o -Smi no es s, as well as Le ene's es o he homogenei y o he a iance. An independen T- es was conduc ed o de e mine di e ences be ween gende (men/women) o PYD-SF-PT (To al Sco e and i s dimensions), and psychosocial a iables in Po uguese you hs. Due o he obse ed di e ences, and a e es ing and con i ming an exis en in e ac ion e ec be ween age and gende , he linea eg ession pe o med a e wa ds was conduc ed sepa a ed by gende . Thus, linea eg ession was pe o med o e alua e he impac o he psychosocial a iables in PYD, sepa a ed o men and o women. All s a is ical analyses we e comple ed using he SPSS 24.0 (S a is ical Package o Social Sciences) and he signi icance le el was se a p<0.05. 3. RESULTS The 2700 included adolescen s (26.7% males; 73.3% emale) had a mean age o 21.3 yea s (SD=2.79). Mos o he pa icipan s had Po uguese na ionali y (96.8%), we e bo n in Lisbon (33.4%), we e li ing in an u ban a ea (46.4%), we e g adua e s uden s (63.5%) and had a middle socioeconomic s a us (SES) le el (67.7%). All he a iables included in his s udy a e p esen ed in Table 2. Table2. Socio-demog aphic cha ac e is ics, psychosocial a iables, PYD-SF-PT and i s 5C/subscale dimensions o he o al g oup o you h. To al G oup N=2700 Socio-demog aphic cha ac e is ics Age (yea s) (M±SD) 21.30±2.79 Gende (%) Male 26.7 Female 73.3 Socio-Economic S a us-SES (%) Low 13.1 Medium 67.7 High 19.2 Psychosocial a iables (M±SD) SR 143.80±18.18 RES 55.58±8.034 STAI-T 45.24±9.23 PSP 2.83±0.77 PYD-SF-PT and i s dimensions (M±SD) PYD-CONFIDENCE 14.35±3.42 PYD-COMPETENCE 14.56±3.33 PYD-CONNECTION 13.57±2.91 PYD.CARING 16.73±2.50 PYD-CHARACTER 16.26±2.78 PYD-TOTAL SCORE 75.47±9.21 PSP: Pe cei ed School Pe o mance; PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion; RES: Resilience; SR: Sel - egula ion; STAI-T: S a e-T ai Anxie y In en o y, T ai . The di e ences be ween gende (men/women) o PYD-SF-PT (To al Sco e and i s dimensions), and psychosocial a iables in Po uguese you hs a e p esen ed in Table 3. The esul s show ha in he p esen s udy women had s a is ically signi ican ly highe alues when compa ed o men, o he Psychosocial a iables Sel - egula ion (144.97±18.33 s. 140.57±17.39), Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 29 (2698) = -5.597, p=0.000, and Resilience (55.87±8.10 s. 54.76±7.81), (2698)=-3.198, p=0.001. In wha conce ns he PYD-SF-PT, women had s a is ically signi ican ly highe alues when compa ed o men, o he PYD-SF- PT To al sco e (75.71±9.10 s. 74.80±9.47), (2698)=-2.271, p=0.023, and in i s dimensions Ca ing (16.90±2.43 s. 16.27±2.64), (2698)=- 5.842, p=0.000, and Cha ac e (16.38±2.79 s. 15.93±2.73), (2698)=-3.805, p=0.000. Table3. Di e ences be ween gende (men/women) o PYD-SF-PT (To al Sco e and i s dimensions), and psychosocial a iables in Po uguese you hs Gende Men (N=721) Women (N=1979) p Psychosocial a iables (M±SD) AR1 140.57±17.39 144.97±18.33 0.000*** RES1 54.76±7.81 55.87±8.10 0.001*** STAIT-T1 45.59±9.25 45.12±9.21 0.235 PSP1 2.86±0.87 2.82±0.74 0.147 PYD-SF-PT and i s dimensions (M±SD) PYD-SF-PT To al Sco e1 74.80±9.47 75.71±9.10 0.023* PYD-SF-PT Con idence1 14.49±3.52 14.30±3.38 0.212 PYD-SF-PT Compe ence1 14.63±3.42 14.53±3.30 0.509 PYD-SF-PT Connec ion1 13.49±2.82 13.59±2.95 0.433 PYD-SF-PT Ca ing1 16.27±2.64 16.90±2.43 0.000*** PYD-SF-PT Cha ac e 1 15.93±2.73 16.38±2.79 0.000*** 1Tes ed by Independen T-Tes . ***p≤.001; **p≤.01; *p≤.05 PSP: Pe cei ed School Pe o mance; PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion; RES: Resilience; SR: Sel - egula ion; STAI-T: S a e-T ai Anxie y In en o y, T ai . Table4 Shows he esul s o he linea eg ession analysis o PYD-SF-PT (To al Sco e and i s dimensions) and psychosocial a iables in Po uguese you hs, sepa a ed by gende (and adjus ed by age and Socio Economic S a us - SES). Fo men [F (6,714) =38.176, p<0.001, R2=.237] and women [F (6,1972) =96.434, p<0.001, R2=.224] a model was achie ed o PYD-SF-PT To al sco e. Fo bo h gende s, all he psychosocial a iables, wi h he excep ion o Pe cei ed School Pe o mance, had a signi ican ly associa ion: men and women who had highe Sel - egula ion, highe Resilience and lowe Anxie y ended o ha e a highe PYD-SF- PT To al sco e. Fo men [F (6,714) =20.377, p<0.001, R2=.139] and women [F (6,1972) =40.662, p<0.001, R2=.107] a model was achie ed o he dimension Con idence o PYD-SF-PT. Fo men, Sel - egula ion, Anxie y and Pe cei ed School Pe o mance had a signi ican ly associa ion: he men who had highe Sel - egula ion, highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Con idence. Fo women, only Anxie y and Pe cei ed School Pe o mance had a signi ican ly associa ion: he women who had highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Con idence. Fo men [F (6,714) =14.938, p<0.001, R2=.104] and women [F (6,1972) =27.401, p<0.001, R2=.074] a model was achie ed o he dimension Compe ence o PYD-SF-PT. Fo men, only Sel - egula ion and Anxie y had a signi ican ly associa ion: he men who had highe Sel - egula ion and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Compe ence. Fo women, Resilience, Anxie y and Pe cei ed School Pe o mance had a signi ican ly associa ion: he women who had highe Resilience, highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Compe ence. Fo men [F (6,714) =47.626, p<0.001, R2=.280] and women [F (6,1972) =123.702, p<0.001, R2=.271] a model was achie ed o he dimension Connec ion o PYD-SF-PT. Fo bo h gende s all he psychosocial a iables had a signi ican ly associa ion: he men and women who had highe Sel - egula ion, highe Resilience, highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Connec ion. Fo men [F (6,714) =6.803, p<0.001, R2=.046] and women [F (6,1972) =39.441, p<0.001, R2=.104] a model was achie ed o he dimension Ca ing o PYD-SF-PT. Fo men, only Resilience and Anxie y had a signi ican ly Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 30 associa ion: he men who had highe Resilience and lowe Anxie y ended o ha e a highe PYD- SF-PT in he dimension Ca ing. Fo women, all psychosocial a iables had a signi ican ly associa ion: he women who had highe Sel - egula ion, highe Resilience, highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Ca ing. Fo men [F (6,714) =8.371, p<0.001, R2=.058] and women [F (6,1972) =46.736, p<0.001, R2=.122] a model was achie ed o he dimension Cha ac e o PYD-SF-PT. Fo men, Sel - egula ion, Resilience and Pe cei ed School Pe o mance had a signi ican ly associa ion: he men who had highe Sel - egula ion, Resilience and Pe cei ed School Pe o mance ended o ha e a highe PYD-SF-PT in he dimension Cha ac e . Fo women, all psychosocial a iables had a signi ican ly associa ion: he women who had highe Sel - egula ion, highe Resilience, highe Pe cei ed School Pe o mance and lowe Anxie y ended o ha e a highe PYD-SF-PT in he dimension Cha ac e . Table4. Summa y o linea eg ession esul s o PYD-SF-PT (To al Sco e and i s dimensions), and psychosocial a iables in Po uguese you hs, sepa a ed by gende MEN WOMEN Va iables B SE B β Va iables B SE B β PYD-SF-PT To al Sco e AR 0.143 0.021 0.262*** AR 0.065 0.012 0.132*** RES 0.188 0.046 0.155*** RES 0.307 0.025 0.273*** STAIT-T -0.157 0.038 -0.154*** STAIT-T -0.180 0.023 -0.182*** PSP 0.703 0.369 0.065 PSP 0.243 0.256 0.020 R2 .237 R2 0.224 F 38.176*** F 96.434*** PYD-SF-PT Con idence AR 0.036 0.008 0.179*** AR -0.002 0.005 -0.010 RES 0.020 0.018 0.044 RES 0.019 0.010 0.046 STAIT-T -0.068 0.015 -0.180*** STAIT-T -0.101 0.009 -0.275*** PSP 0.371 0.146 0.092* PSP 0.384 0.102 0.084*** R2 0.139 R2 0.107 F 20.377*** F 40.662*** PYD-SF-PT Compe ence AR 0.031 0.008 0.159*** AR 0.003 0.005 0.016 RES 0.019 0.018 0.044 RES 0.048 0.010 0.117*** STAIT-T -0.059 0.015 -0.158*** STAIT-T -0.051 0.009 -0.143*** PSP 0.123 0.144 0.031 PSP 0.323 0.102 0.072** R2 0.104 R2 0.074 F 14.938*** F 27.401*** PYD-SF-PT Connec ion AR 0.033 0.006 0.201*** AR 0.014 0.004 0.086*** RES 0.044 0.013 0.122** RES 0.069 0.008 0.189*** STAIT-T -0.080 0.011 -0.263*** STAIT-T -0.107 0.007 -0.335*** PSP 0.511 0.107 0.158*** PSP 0.323 0.081 0.081*** R2 0.280 R2 0.271 F 47.626*** F 123.702*** PYD-SF-PT Ca ing AR 0.011 0.007 0.071 AR 0.022 0.003 0.166*** RES 0.066 0.014 0.196*** RES 0.083 0.007 0.278*** STAIT-T 0.038 0.012 0.134** STAIT-T 0.054 0.007 0.207*** PSP 0.068 0.115 0.022 PSP -0.184 0.074 -0.056* R2 0.046 R2 0.104 F 6.803*** F 39.441*** PYD-SF-PT Cha ac e AR 0.032 0.007 0.202*** AR 0.029 0.004 0.189*** RES 0.039 0.015 0.111** RES 0.088 0.008 0.255*** STAIT-T 0.011 0.012 0.039 STAIT-T 0.025 0.008 0.82** PSP -0.371 0.118 -0.118** PSP -0.603 0.084 -0.160*** R2 0.058 R2 0.122 F 8.371*** F 46.736*** No e. B (uns anda dized coe icien ) and SE (s anda d e o ); β: s anda dized coe icien s. ***p≤.001; **p≤.01; *p≤.05 Analyses we e adjus ed o age and Socio Economic S a us (SES). PSP: Pe cei ed School Pe o mance; PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion; RES: Resilience; SR: Sel - egula ion; STAI-T: S a e-T ai Anxie y In en o y, T ai . Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 31 4. DISCUSSION O e all, he p esen esul s ha e shown simila i ies and di e ences o he impac o he s udy psychosocial a iables in he PYD be ween men and women. Fo he PYD-SF-PT To al sco e, he same psychosocial a iables wi h signi ican impac we e ound o bo h gende s: Sel - egula ion, Resilience and Anxie y. Also o he dimension Connec ion he signi ican psychosocial a iables we e he same o all gende s: Sel - egula ion, Resilience, Pe cei ed School Pe o mance and Anxie y. In addi ion, Anxie y had signi ican impac o he majo i y o he PYD’s dimensions o bo h gende s. Such indings ein o ce he ele ance o hese a iables o Posi i e You h De elopmen (Baumeis e & Vohs, 2003; Ng-Knigh e al., 2017; Mischel, 2014; Schmid, Phelps, & Le ne , 2011; Lee e al., 2012; Le ne e al., 2011), and sugges a dynamic in e dependence be ween Sel - egula ion, Resilience, Anxie y and Pe cei ed School Pe o mance (A uch-Ga de e al., 2017; Galla & Wood, 2015; Le ne e al., 2013; Kolle & Ve ma, 2017). This in e dependence is also in line wi h he idea p oposed in he li e a u e ha no single ac o p omo es esilience in isola ion, no a single p og am o s a egy p o ides all you h de elopmen oppo uni ies and suppo o being success ul (A uch-Ga de e al., 2017; Kolle & Ve ma, 2017). In a gene al iew, he linea eg ession models e idences ha he p omo ion o sel - egula ion, esilience and pe cei ed school pe o mance, along wi h he educ ion o anxie y can ha e a ele an impac o imp o ing posi i e you h de elopmen o bo h gende s. These indings ein o ce he need o con inue o s udy posi i e indica o s, and o s eng hen in e nal and ex e nal de elopmen al asse s (Ca alano, Be glund, Ryan, Lonczak, & Hawkins, 2004; Small & Memmo, 2004), as i is sugges ed in he li e a u e o he las wo decades (Lippman, Moo e, & McIn osh, 2011). The p esen esul s a e, as well, in line wi h mo e ecen heal h ecommenda ions, namely he need o include psychosocial ac o s in complemen o heal h indica o s (WHO, 2013). Fu he mo e, esul s a e in acco dance wi h li e a u e, ha poin ed ou he ele ance o s eng h-app oaches (as he PYD) and psychosocial ac o s o posi i e ou comes (Benson, Scales, Hamil on, & Sesma, 2006; Le ne e al., 2005; Small & Memmo, 2004). Howe e , o he psychosocial a iables Sel - egula ion, Resilience and Pe cei ed School Pe o mance in he dimensions Con idence, Compe ence, Ca ing and Cha ac e , mo e a iabili y was obse ed be ween gende s. Fo men, Sel - egula ion had a signi ican impac in Con idence, Compe ence and Cha ac e ; Resilience had a signi ican impac in Ca ing and Cha ac e ; Pe cei ed School Pe o mance had a signi ican impac o Con idence and Cha ac e . Fo women, Sel - egula ion had a signi ican impac o Ca ing and Cha ac e ; Resilience had a signi ican impac o Compe ence, Ca ing and Cha ac e ; Pe cei ed School Compe ence had a signi ican impac o Con idence, Compe ence, Ca ing and Cha ac e . Such esul s a e in line wi h he li e a u e ha ou lined ha men and women may di e en ially g oup heal h beha iou s in o clus e s (Olson, Humme , & Ha is, 2017). F om he p esen indings i is no possible o conclude ha women epo poo e ou comes, bu i is shown ha gene ally, women end o ha e, simul aneously, mo e psychosocial a iables impac ing PYD, han men. Di e en in e naliza ion and ex e naliza ion pa e ns can explain hese indings (Ca allo e al., 2006), as well as social, demog aphic/en i onmen al con ex s, and he pa en s/pee s in luence (Olson, Humme , & Ha is, 2017), which we e no he p ima y ocus o his s udy. Globally, i is expec ed ha he indings o he p esen s udy can help esea che s, educa o s and p ac i ione s o be e unde s and he in e ac ion be ween he s udy psychosocial a iables and PYD in men and women. These esul s may se e as a guide o plan in e en ions ha could help you hs in he cons uc ion o a suppo i e con ex , in o de o dec ease hei anxie y, and o imp o e hei compe ences o sel - egula ion, esilience, and pe cei ed school pe o mance. While planning in e en ions, i is highligh ed ha posi i e you h de elopmen is, basically, jus an app oach and no a pa icula cu iculum o p og am. This means ha i is a se o p ac ices ha can be addi ionally included in o he p og ams designed o achie e, mo e likely, one o mo e posi i e ou comes (Moo e, 2017). In his sense, i would be bene icial o wo k on ce ain essen ial aspec s o hese a iables. Pa icula ly, se ing ealis ic goals and lea ning om mis ake; inc ease sel -con ol s a egies ( hough s, emo ions, impulses and beha iou ); wo k on you h’s s eng hs; dec ease anxie y; and encou age posi i e adap a ion, ha can help o cope posi i ely wi h ad e se si ua ions, so ha an op imis ic li e plan can be buil , and make i easy o a ain a happy and heal hy li e (Mishel, 2014). Las ly, i is highligh ed ha you hs a e he mos impo an asse s in he wo ld, hus, i is c ucial o Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 32 con inue he s udy on he iden i ica ion o indica o s o posi i e you h de elopmen . When a posi i e de elopmen occu s, hey can powe o bene i hemsel es, amilies, communi ies and socie ies, and he consequen e ec s can las o gene a ions. Thus, in es men s in you hs can ep esen a highly cos -e ec i e oppo uni y owa ds posi i e changes (Pe e sen, Kolle , Mo i-S e anidi, & Ve ma, 2017). 5. LIMITATIONS AND STRENGTHS This s udy shows some limi a ions and he esul s need o be in e p e ed wi h he ollowing issues in mind. Recall bias migh be in oduced h ough sel - epo , and some you hs may be unde - ep esen ed, due o he g oup’s he e ogenei y. The c oss-sec ional design o he s udy p ecludes in e ences conce ning causali y and longi udinal da a would be needed. Howe e , he p esen s udy has nume ous s eng hs, namely including sel - epo s om a la ge sample o you hs and wi h well-de elopmen ally app op ia e measu es, based on bo h in e na ional p ojec s, namely he Posi i e You h De elopmen c oss- na ional p ojec and he in e na ional su ey Heal h Beha iou in School-aged Child en (HBSC/WHO), in i s ex ension o Po uguese Uni e si ies (HBSC/JUnP). In addi ion, i b ings no el y b inging da a o inc ease he unde s anding on he in e ac ion o se e al ele an psychosocial a iables epo ed in he li e a u e, o posi i e you h de elopmen . Implica ions o Resea ch, Policy and P ac ice In o hcoming s udies i would be impo an o eplica e he p esen s udy a iables in speci ic popula ions and o include o he clinical/psychosocial a iables, aiming o inc ease he knowledge o such in e ac ions o men and women. Also he eplica ion in o he coun ies would be in e es ing o be e unde s and cul u al sensi i i y-issues. Addi ionally, i can be sugges ed o wo k on he iden i ica ion and de elopmen o c oss-cul u al and coun y-le el adap able measu es o key skills and common indica o s o posi i e you h de elopmen . This would allow an e ec i e compa ison ac oss p og ams and coun ies, wo king owa ds a consensual in e na ional amewo k in his a ea, which is also s a ed in he li e a u e (Ca alano e al., 2012; Kolle & Ve ma, 2017). Conside ing he limi a ions desc ibed be o e, i would be also impo an o conduc longi udinal s udies using mixed me hods app oaches, and o inc ease, as well, an e alua ion o in e en ions in holis ic you h p og ams, o be e unde s and success and a eas needing imp o emen , and o b ing e idenced-based esea ch. The knowledge de i ed om hese da a may p o ide guidance and suppo o social policies and mo e e ec i e p og ams, once he in es iga ion o how holis ic in e en ions can help u he PYD needs, mus be a p io i y o esea che s, policymake s and p ac i ione s. To plan holis ic in e en ions comp ising se e al indica o s and a iables and aking in o accoun gende speci ici ies, i is needed an in eg a i e pe spec i e, wi hin an in e disciplina y and ansdisciplina y wo k. Beyond educa o s and p ac i ione s, you hs should be also included in he p ocess, in o de o hea hei “ oices” and because i is ecognized ha au ho ship p omo es you h’s sel - egula o y capaci ies and he success ul you hs may be models and examples in hei own communi ies. All con ex s should be aken in o accoun and se ices would bene i om links and ein o cemen s in he en i onmen s whe e you hs spend hei ime, namely amily, school and communi y se ings (Kolle & Ve ma, 2017). 6. CONCLUSION This chap e aimed o examine he associa ions o PYD and i s dimensions wi h psychosocial a iables, acco ding o gende . Fo bo h gende s, he esul s showed signi ican di e ences and simila i ies wi h he PYD’s o al sco e and i s dimensions. Such indings ein o ce he ele ance o s udying posi i e indica o s o you h de elopmen , aking in o accoun gende speci ici ies. In addi ion, i d aws a en ion o po en ial p o ec i e ac o s o a posi i e you h de elopmen , such as he dynamic in e dependence be ween psychosocial a iables. Mo e knowledge in his a ea can help heal h/ educa ion p o essionals and policy-make s o be e plan in e en ions/policies. I is aimed o imp o e an in eg al and gende -sensi i e heal hy pe spec i e o you hs, based on in e disciplina y and ansdisciplina y wo k. FUNDING The esea ch leading o his publica ion was co- unded by di e en pa ial suppo s such as he Founda ion o Science and Technology (FCT) (G an s: Te esa San os - SFRH/BD/82066/2011 /J51280474607; Ma a Reis - SFRH/BPD/1109 05/2015), WJCR/ISPA, Ins i u o Uni e si á io; ISAMB, FML/Uni e si y o Lisbon; FMH/ Uni e si y o Lisbon. The William James Cen e o Resea ch, ISPA - Ins i u o Uni e si á io is suppo ed by a g an Posi i e You h De elopmen in Po ugal: A Tool owa ds Gende Equi y? ARC Jou nal o Pedia ics Page | 33 om he Po uguese Founda ion o Science and Technology (FCT) (G an Numbe : UID/PSI/ 04810/2013). ACKNOWLEDGEMENTS A special hanks o all he uni e si ies, s uden s, eache s and expe s who pa icipa ed in his s udy. To Na ional expe s o hei collabo a ion in e ising he me hodology and he used ins umen s. To he HBSC/WHO ne wo k (www.hbsc.o g) whose su ey was pa ially used o his pu pose. To No a Wiium and he o he colleagues om PYD in e na ional: h p://www. uib.no/en/ g/sipa/pydc ossna ional o all suppo and inspi a ion. REFERENCES [1] A uch-Ga de, R., González-To es, M., Fuen e, J., Ve a, M., Fe nández-Cabezas, & López- Ga cía, M., (2017). Rela ionship be ween Resilience and Sel - egula ion: A S udy o Spanish You h a Risk o Social Exclusion. 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