Posi i e you h de elopmen in Po ugal:
In e ac ions wi h psychosocial a iables
1
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Recei ed: Ma 23, 2018
Accep ed: May 20, 2018
Published Online: May 25, 2018
Jou nal: Jou nal o Psychia y and Beha io al Sciences
Publishe : MedDocs Publishe s LLC
Online edi ion: h p://meddocsonline.o g/
Copy igh : © Gaspa de Ma os M (2018).
This A icle is dis ibu ed unde he e ms o C ea i e
Commons A ibu ion 4.0 In e na ional License
*Co esponding Au ho (s): Ma ga ida Gaspa de
Ma os
Facul y o Human Medicine, Ins i u e o En i onmen al
Heal h, Facul y o Medicine, WFH / Uni e si y o Lisbon,
Es ada da Cos a 1495-688 C uz Queb ada, Po ugal.
Tel: + 351-21-414-91-52
Email: mma [email p o ec ed],
ma ga ida.gaspa [email p o ec ed]
Jou nal o Psychia y and Beha io al Sciences
Open Access | Resea ch A icle
Keywo ds: De elopmen al asse s; Fi e Cs; Posi i e you h de-
elopmen sho o m (PYD-SF); Psychosocial a iables
Ci e his a icle: Gaspa de Ma os M, San os T, Reis M, Ma ques A. Posi i e you h de elopmen in po ugal:
In e ac ions wi h psychosocial a iables. J Psychia y Beha Sci. 2018; 1: 1005.
Abs ac
Objec i es: Posi i e You h De elopmen - PYD pe spec-
i e has highligh ed 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 he impo ance o se e al psychosocial a iables
o he imp o emen o posi i e ou comes in you hs, c u-
cial o la e in adul hood. The p esen s udy examined he
associa ions o PYD and i s dimensions wi h psychosocial
a iables.
Me hods: Th ough an online su ey, 2700 Po uguese
you hs (73.3% emales), wi h a mean age o 21.3±2.79 yea s
old we e included.
Resul s: The esul s showed ha , gene ally, he e is a
endency o psychosocial a iables, such as Resilience, Sel -
egula ion, Anxie y, Pe cei ed School Pe o mance, Goals
and Aspi a ions, and Li e E en s Scale, o ha e a signi ican
impac on PYD To al sco e and i s i e dimensions: Con i-
dence, Compe ence, Connec ion, Ca ing and Cha ac e
(wi h excep ions in speci ic sub-dimension o scales).
Conclusion: Such indings ein o ce he ele ance o
s udying posi i e indica o s o you h de elopmen and
d aws addi ion o po en ial p o ec i e ac o s, 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, aiming an in eg al heal hy pe spec i e o you hs,
based on in e disciplina y and ansdisciplina y wo k. Thus,
di e en con ex s a e sugges ed o be aken in o accoun
and se ices would bene i om 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.
Ma ga ida Gaspa de Ma os1,2,3*; Te esa San os1,2,4; Ma a Reis1,2; Adilson Ma ques1,2
1Facul y o Human Mo ici y, Uni e si y o Lisbon, Po ugal
2Ins i u e o En i onmen al Heal h, Uni e si y o Lisbon, Po ugal
3INSERM/Uni e si y Paul Saba ie , F ance
4William James Cen e o Resea ch, ISPA - Ins i u o Uni e si á io, Lisboa, Po ugal
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In oduc ion
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” and he concep
o posi i e de elopmen was basically de ined by he absence
o dec ease o p oblems [1]. Howe e , ocusing you h p og ams
and in e en ions mos ly on isks and ulne abili ies may ha e
limi ed impac , and he s udy o posi i e indica o s o you h de-
elopmen has signi ican ly imp o ed [2]. S eng h-based mod-
els ha capi alized human plas ici y began o be implemen ed
[3], aiming o be empowe ing and e ec i e in di e se con ex s
[4]. Such models we e based on se e al heo e ical amewo ks
[5], as o example he Posi i e You h De elopmen -PYD, which
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 [5,6]. Posi i e indica o s
such as he Model o he Sea ch Ins i u e’s De elopmen al As-
se s (40, comp ised on ex e nal and in e nal asse s) [7] and he
Fi e Cs model o PYD (Compe ence, Con idence, Cha ac e , Con-
nec ion and Ca ing) [8-11] we e ex ensi ely s udied.
The wo ldwide g owing ocus on posi i e you h de elop-
men among esea che s and p ac i ione s implies ha 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 [12,13], o be e de-[12,13], o be e de-
elop and ansla e esea ch 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. Ac-
co dingly, an adap i e de elopmen al egula ion p ocess akes
place and you hs can con ibu e o he de elopmen o bo h
hemsel es and he socie y [9]. 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 [14,15].
Ne e heless, o achie e heal h beha io s and posi i e you h
de elopmen , i is needed a g owing sequence o a ious psy-
chosocial 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 in-
cen 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 eso-
lu ion o de elopmen al c ises, h ough ac i a ion, moni o ing
and inhibi ing [16]. I is posi i ely associa ed wi h well-being
[17], posi i e adap a ion [18], and se e al posi i e ou comes
in adul hood [19]. In addi ion, i is conside ed a key psychoso-
cial ac o ha may educe u u e heal h isk beha iou s ac oss
mul iple domains [20], and lead o posi i e you h de elopmen ,
ac ing as a s ong p edic o [21]. 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 ol-
e 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 [22], and i is closely linked wi h he pa adigm o
PYD in he ield o p e en ion [23,24]. Bo h a iables ha e a
signi ican and posi i e ela ionship [11,25]. 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-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 [26]. 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 ex-
clusion [27], and i is a powe ul p edic o o well-being, linked
omen al heal h [12]. 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 [25]. 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 [12]. Thus, no single ac o p omo es
esilience in isola ion [25], no a single p og am o s a egy p o-single p og am o s a egy p o-
ides all you h de elopmen oppo uni ies and suppo o be-
ing success ul [12].
Taking in o accoun his heo e ical backg ound, he need o
s udy coun y-speci ici ies and 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 [28], he p esen s udy was ca ied ou in he
scope o a b oade esea ch conduc ed on Po uguese you hs in
he a ea o PYD. This speci ic one aims o examine he associa-
ions and he impac o psychosocial a iables (Sel - egula ion,
Resilience, Anxie y, Pe cei ed school pe o mance, Li e E en s
and Goals/Aspi a ions) and) in PYD-SF-PT o al sco e and in i s
speci ic i e dimensions (Con idence, Compe ence, Connec ion,
Ca ing and Cha ac e ).
Ma e ials and me hods
S udy design, pa icipan s and p ocedu e
The esea ch was conduc ed simul aneously wi h he Be
Posi i e p ojec [29], 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) [30] 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 Be Posi 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 (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 e-
la ed o posi i e you h ou comes, such as he “5Cs” 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 pa icipa ed a o al o 2700 you hs
(26.7% males; 73.3% emales) had a mean age o 21.3 yea s
(SD=2.79), anging om 16 o 29 yea s old. Mos o he pa ici-
pan 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%). Table 1 p esen s wi h mo e de ail he socio-de-
mog aphic cha ac e is ics o he pa icipan s.
Da a collec ion was pe o med using an online su ey and
he Lime su 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.
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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 de-
mog 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 - egu-
la ion-SR, Anxie y-STAI-T, Pe cei ed School Pe o mance-PSP,
Goals and Aspi a ions-GA, and Li e E en s Scale-LES.
De ailed in o ma ion on hese measu es and ins umen s is
desc ibed in Table 2.
Da a analysis
Da a om Lime su 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 Kol-
mogo o -Smi no es s, as well as Le ene’s es o he homo-
genei y o he a iance. A linea eg ession was pe o med o
e alua e he impac o he psychosocial a iables in PYD, o he
o al g oup o you hs. 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.
Resul s
The 2700 included adolescen s (26.7% males; 73.3% emale)
had a mean age o 21.3 yea s (SD=2.79).
The desc ip i es o all he psychosocial a iables included
in his s udy a e p esen ed in Table 3. Highe sco es indica e
highe le els o Posi i e You h De elopmen , Resilience, Sel -
egula ion, Anxie y, Pe cei ed School Pe o mance, Goals and
Aspi a ions, and Li e E en s Scale ( aking in o accoun each spe-
ci ic minimum and maximum sco e o he scale o i s dimen-
sion) (Table 3&4).
Fo PYD-SF-PT To al sco e [F(16,2683)=54.527, p<0.001,
R2=.241] a model was achie ed. All he psychosocial a iables
had a signi ican ly associa ion, wi h he excep ion o Sel -Reg-
ula ion Sho Te m, Resilience-Sel -awa eness and Li e E en s
Scale.
Wha conce ns he dimension Con idence o PYD-SF-PT
[F(16,2683)=27.450, p<0.001, R2=.136] a model was achie ed.
All he psychosocial a iables had a signi ican ly associa ion,
wi h he excep ion o Sel -Regula ion Sho Te m, Resilience-
Sel -awa eness and Nega i e Li e E en s.
Fo he dimension Compe ence o PYD-SF-PT
[F(16,2683)=20.283, p<0.001, R2=.103] a model was achie ed.
All he psychosocial a iables had a signi ican ly associa ion,
wi h he excep ion o Goals and Aspi a ions and Nega i e Li e
E en s.
In ela ion o he dimension Connec ion o PYD-SF-PT
[F(16,2683)=71.750, p<0.001, R2=.295] a model was achie ed.
All he psychosocial a iables had a signi ican ly associa ion,
wi h he excep ion o Sel -Regula ion Long Te m, Resilience-
Empa hy, Resilience-Coope a ion/Communica ion, Resilience-
Sel -awa eness and Resilience-Objec i es/Aspi a ions.
Fo he dimension Ca ing o PYD-SF-PT [F(16,2683)=71.750,
p<0.001, R2=.212] a model was achie ed. All he psychosocial
a iables had a signi ican ly associa ion, wi h he excep ion
o Sel -Regula ion Long Te m, Resilience-Empa hy, Resilience-
Coope a ion/Communica ion, Resilience-Sel -awa eness and
Resilience-Objec i es/Aspi a ions.
Wha conce ns he dimension Cha ac e o PYD-SF-PT
[F(16,2683)=30.819, p<0.001, R2=.150] a model was achie ed.
In his dimension only he psychosocial a iables Sel - egula ion
long and sho e m, Resilience-Empa hy, Pe cei ed School Pe -
o mance, Goals and Aspi a ions, and Posi i e Li e e en s shown
a signi ican associa ion.
Discussion
O e all, he p esen esul s ha e shown ha gene ally, psy-
chosocial a iables ha e a signi ican impac o PYD-SF-PT o al
sco e and i s dimensions, wi h he excep ion o he dimension
Cha ac e , whe e less signi ican a iables. The e is a endency
o highe sel - egula ion, esilience, pe cei ed school compe-
ence, goals/aspi a ions and posi i e e en s o be signi ican ly
associa ed wi h highe PYD. On o he side, less anxie y and
nega i e li e e en s seems o be signi ican ly associa ed wi h
lowe esul s o PYD. Such indings ein o ce he ele ance o
hese a iables o Posi i e You h De elopmen [10,17-19-
,21,23], and sugges an dynamic in e dependence be ween
hem [11,12,25,26]. This in e dependence is in ag eemen wi h
he sugges ions 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 suc-
cess ul [12,25]. In a gene al iew, he linea eg ession models
e idences ha he p omo ion o sel - egula ion, esilience pe -
cei ed school pe o mance, o pu sui goals and aspi a ions,
along wi h he educ ion o anxie y and nega i e li e e en s, can
ha e a ele an impac o imp o ing posi i e you h de elop-
men in you hs. Such indings suppo he need o con inuously
s udying posi i e indica o s, and o o i y in e nal and ex e nal
de elopmen al asse s [5,6], as i is p oposed in he li e a u e o
he las wo decades [2]. The p esen esul s a e also in line wi h
ecen heal h ecommenda ions, namely he need o include
psychosocial ac o s in complemen o heal h indica o s [31].
Mo eo e , esul s a e, as well in acco dance wi h li e a u e,
poin ing ou he ele ance o s eng h-app oaches (as he PYD)
and psychosocial ac o s o imp o e posi i e ou comes [4,5,9].
Globally, i is expec ed ha he p esen indings can help e-
sea 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 you hs. Addi ionally, hese esul s may se e as a guide o
plan in e en ions ha could help he cons uc ion o a sup-
po i e con ex o you hs, aiming o dec ease hei anxie y, and
o imp o e hei compe ences o sel - egula ion, esilience, pe -
cei ed school pe o mance and o be e a ain goals and expec-
a ions. Howe e , while planning in e en ions, i mus be aken
in o accoun 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 such p ac ices can be added o p og ams designed
o achie e, mo e likely, one o mo e posi i e ou comes [32].
The e o e, i would be aluable o wo k on essen ial aspec s o
hese a iables, namely o se ealis ic goals and lea ning om
mis akes; o inc ease sel -con ol s a egies ( hough s, emo-
ions, impulses and beha iou ); o wo k on you h’s s eng hs; o
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 i-
mis ic li e plan can be buil , and make i easy o achie e a happy
and heal hy li e [18].
Las ly, i is c ucial o emind ha you hs a e he mos im-
po an asse s in he wo ld and i is impo an o con inue he
s udies o he iden i ica ion o indica o s o posi i e you h
de elopmen . Because, when a posi i e de elopmen occu s,
you hs can powe hemsel es, amilies, communi ies and soci-
e ies, and hese e ec s can ha e po en ial bene i s o he nex
gene a ions. Thus, o in es in you hs can ep esen a highly
cos -e ec i e oppo uni y owa ds posi i e changes [13].
Limi a ions and s eng hs
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 Be-
ha 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 esea 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 in you hs. 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 [12,33].
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 o-
g 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, poli-
cymake s and p ac i ione s.
To plan holis ic in e en ions comp ising se e al indica o s/
a iables, wi hin an in e disciplina y and ansdisciplina y wo k
and an in eg a i e pe spec i e is needed. 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
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en i onmen s whe e you hs spend hei ime, namely amily,
school and communi y se ings [12].
Conclusion
This s udy examine he associa i ons o PYD and i s dimen- he associa ions o PYD and i s dimen-
sions wi h psychosocial a iables in Po uguese you hs. The e- e-
sul s showed ha , gene ally, he e is a endency o psychoso-
cial a iables o ha e a signi ican impac on PYD. Such indings
ein o ce he ele ance o s udying posi i e indica o s o you h
de elopmen . 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 dy-
namic 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, aiming
an in eg al heal hy pe spec i e o you hs, based on in e disci-
plina y and ansdisciplina y wo k.
Au ho ’s con ibu ions
MGM and TS concei ed he s udy, pa icipa ed in i s design
and coo dina ion, d a and au ho ed he manusc ip . MR con-
duc ed he online su ey and he da a collec ion. AM and DG
helped o pe o m s a is ical analyses, pa icipa ed in he s udy
design, in e p e a ion o da a and helped o d a manusc ip e-
isions. All au ho s ha e ead and app o ed he inal manusc ip .
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 - Ma ga ida Gaspa de Ma os: SFRH/
BSAB/135160/2017; Ma a Reis: SFRH/BPD/110905/2015; Te-
esa San os: SFRH/BD/82066/2011/J51280474607), 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 om he Po uguese Foun-
da ion o Science and Technology (FCT) (G an Numbe : UID/
PSI/04810/2013).
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
Tables
Table 1: Socio-demog aphic cha ac e is ics o he o al
g oup o you h.
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Table 2: 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 elop-
men -PYD, Sho Fo m,
Po uguese Reduced Ve -
sion (PYD-SF-PT)
[1,9,34]
Posi i e You h De el-
opmen
(5 Cs: Con idence,
Compe ence, Con-
nec 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 i e i 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 (20 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)
[35-37]
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) [38,39]
Sel - egula ion
(2 dimensions: Sho
e m-SR-ST and Long
e m-SR-LT).
43 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.
S a e-T ai Anxie y In en-
o y (STAI-T)
[40,41]
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 ( anging om 20 o 100);
Highe sco es indica e highe le el o anxie y.•
Pe cei ed School Pe o -
mance (PSP)[42] 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 [44];•
Responden s we e asked o a e hei answe s on a a ing scale om 1 o 4( e y •
good o below a e age).
Goals and Aspi a ions (GA)
[42] Goals and Aspi a ions
Single i em measu e, whe e young people we e asked abou hei aspi a ion and •
goals o he u u e;
Responden s we e asked o a e hei answe s on a a ing scale om 1 o 4( e y •
good o below a e age).
Reduced and adap ed
e sion o he Li e E en s
Scale (LES)
[37,43]
Li e E en s (Nega i e
and Posi i e)
Fo each e en , he esponden s a e in i ed o indica e: (a) i hey ha e expe i-•
enced each e en in he pas yea ; (b) whe he hey classi ied he e en as a good o a bad
one; (c) he e ec o impac o he e en in ones’ li e (sco ed in a poin -Like scale anging
om 1=None o 4=A lo );
In he p esen epo only 12 e en s we e selec ed, enden iously e lec ing 6 •
posi i e si ua ions and 6 nega i e si ua ions, ha we e sepa a ely summed and a sco e o
each one was used.

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Table 3: Desc ip i e o he psychosocial a iables and PYD-SF-PT (To al Sco e and i s dimensions) in
Po uguese you hs.
YOUTHS
Psychosocial a iables M±SD Range Minimum-Maximum
(Numbe o i ems)
SR1 - To al 143.80±18.18 43-215 (43)
SR1 - Long Te m 84,21±12.62 24-120 (24)
SR1 - Sho Te m 59.59±9.21 19-95 (19)
RES2 - To al 55.58±8.03 18-72 (18)
RES2 - Empa hy 9.16±1.89 3-12 (3)
RES2 - P oblem Sol ing 8.41±2.38 3-12 (3)
RES2 - Sel -e icacy 9.22±1.94 3-12 (3)
RES2 - Coope a ion/Communica ion 8.81±1.83 3-12 (3)
RES2 - Sel -awa eness 9.54±1.88 3-12 (3)
RES2 - Objec i es and Aspi a ions 10.44±1.80 3-12 (3)
STAI-T-S a e-T ai Anxie y In en o y,T ai 45.24±9.23 20-100 (20)
PSP - Pe cei ed School Pe o mance 2.83±0.77 1-4 (1)
GA - Goals and Aspi a ions 3.32±0.74 1-4 (1)
LES - Li e E en s, Nega i es 1.40±1.34 1-4 (1)
LES - Li e E en s, Posi i es 1.78±1.74 1-4 (1)
PYD-SF-PT3 and i s dimensions M±SD Range Minimum-Maximum
(Numbe o i ems)
PYD-SF-PT3 - To al Sco e 75.47±9.21 20-100 (20)
PYD-SF-PT3 - Con idence 14.35±3.42 4-20 (4)
PYD-SF-PT3 - Compe ence 14.56±3.33 4-20 (4)
PYD-SF-PT3 - Connec ion 13.57±2.91 4-20 (4)
PYD-SF-PT3 - Ca ing 16.73±2.50 4-20 (4)
PYD-SF-PT3 - Cha ac e 16.26±2.78 4-20 (4)
1SR: Sel -Regula ion; 2RES: Resilience; 3PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed
Ve sion.
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YOUTHS
Va iables B SE B β
PYD-SF-PT3To al Sco e
SR1 - Long Te m 0.101 0.015 0.139***
SR1 - Sho Te m 0.024 0.020 0.024
RES2 - Empa hy 0.551 0.093 0.113***
RES2 - P oblem Sol ing 0.460 0.079 0.119***
RES2 - Sel -e icacy 0.364 0.116 0.077**
RES2 -Coop/Communica ion 0.435 0.102 0.086***
RES2 - Sel -awa eness -0.031 0.135 -0.006
RES2 - Objec /Aspi a ions -0.753 0.190 -0.147***
STAI-T - Anxie y -0.201 0.020 -0.202***
PSP - Pe c. School Pe 0.640 0.212 0.054**
GA - Goals and Aspi a ions 1.822 0.471 0.146***
LES - Li e E en s, Nega i es 0.118 0.131 0.017
LES - Li e E en s, Posi i es 0.136 0.107 0.026
R2.241
F54.527***
PYD-SF-PT3 Con idence
SR1 - Long Te m 0.006 0.083 3.670***
SR1 - Sho Te m -0.001 0.008 -0.001
RES2 - Empa hy -0.134 0.037 -0.074***
RES2 - P oblem Sol ing 0.102 0.031 0.071**
RES2 - Sel -e icacy 0.149 0.046 0.085**
RES2 -Coop/Communica ion 0.150 0.040 0.080***
RES2 - Sel -awa eness -0.022 0.054 -0.012
RES2 - Objec /Aspi a ions -0.394 0.075 -0.207***
STAI-T - Anxie y -0.090 0.008 -0.242***
PSP - Pe c. School Pe 0.341 0.084 0.078***
GA - Goals and Aspi a ions 0.583 0.187 0.126**
LES - Li e E en s, Nega i es 0.077 0.052 0.030
LES - Li e E en s, Posi i es -0.189 0.042 -0.096***
R2.136
F27.450***
Table 4: Summa y o linea eg ession esul s o PYD-SF-PT (To al Sco e and i s dimensions), and psycho-
social a iables in Po uguese you hs, con olling by gende , age and Socio Economic S a us - SES.
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PYD-SF-PT3Compe ence
SR1 - Long Te m 0.037 0.006 0.139***
SR1 - Sho Te m -0.019 0.008 -0.051*
RES2 - Empa hy -0.106 0.037 -0.060**
RES2 - P oblem Sol ing 0.164 0.031 0.117***
RES2 - Sel -e icacy 0.134 0.046 0.078**
RES2 -Coop/Communica ion 0.171 0.040 0.094***
RES2 - Sel -awa eness -0.115 0.053 -0.065*
RES2 - Objec /Aspi a ions -0.196 0.075 -0.106**
STAI-T - Anxie y -0.058 0.008 -0.159***
PSP - Pe c. School Pe 0.240 0.084 0.056**
GA - Goals and Aspi a ions 0.311 0.185 0.069
LES - Li e E en s, Nega i es 0.041 0.052 0.016
LES - Li e E en s, Posi i es -0.153 0.042 -0.080***
R2.103
F20.283***
PYD-SF-PT3 Connec ion
SR1 - Long Te m -0.005 0.005 -0.020
SR1 - Sho Te m 0.043 0.006 0.137***
RES2 - Empa hy 0.016 0.028 0.011
RES2 - P oblem Sol ing 0.135 0.024 0.111***
RES2 - Sel -e icacy 0.081 0.035 0.054*
RES2 -Coop/Communica ion 0.021 0.031 0.13
RES2 - Sel -awa eness 0.035 0.041 0.023
RES2 - Objec /Aspi a ions -0.049 0.058 -0.031
STAI-T - Anxie y -0.089 0.006 -0.283***
PSP - Pe c. School Pe 0.370 0.065 0.099***
GA - Goals and Aspi a ions 0.281 0.144 0.071*
LES - Li e E en s, Nega i es -0.151 0.040 -0.069***
LES - Li e E en s, Posi i es 0.232 0.033 0.138***
R2.295
F71.750***
PYD-SF-PT3 Ca ing
SR1 - Long Te m 0.027 0.004 0.137***
SR1 - Sho Te m -0.021 0.005 -0.076***
RES2 - Empa hy 0.422 0.026 0.319***
RES2 - P oblem Sol ing 0.061 0.022 0.058**
RES2 - Sel -e icacy 0.019 0.032 0.015
RES2 -Coop/Communica ion 0.075 0.028 0.055**
RES2 - Sel -awa eness -0.011 0.037 -0.008
RES2 - Objec /Aspi a ions -0.124 0.053 -0.089*
STAI-T - Anxie y 0.027 0.006 0.098***
PSP - Pe c. School Pe 0.100 0.059 0.031
GA - Goals and Aspi a ions 0.319 0.130 0.094*
LES - Li e E en s, Nega i es 0.096 0.036 0.051**
LES - Li e E en s, Posi i es 0.114 0.030 0.080***
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R2.212
F46.433***
PYD-SF-PT3Cha ac e
SR1 - Long Te m 0.020 0.005 0.089***
SR1 - Sho Te m 0.021 0.006 0.069**
RES2 - Empa hy 0.352 0.030 0.240***
RES2 - P oblem Sol ing -0.002 0.025 -0.002
RES2 - Sel -e icacy -0.020 0.037 -0.014
RES2 -Coop/Communica ion 0.018 0.033 0.012
RES2 - Sel -awa eness 0.081 0.043 0.055
RES2 - Objec /Aspi a ions 0.010 0.061 0.006
STAI-T - Anxie y 0.009 0.007 0.029
PSP - Pe c. School Pe -0.411 0.068 -0.115***
GA - Goals and Aspi a ions 0.327 0.151 0.087*
LES - Li e E en s, Nega i es 0.056 0.042 0.027
LES - Li e E en s, Posi i es 0.132 0.034 0.083***
R2.150
F30.819***
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, gende and Socio Economic S a us (SES).
1SR: Sel -Regula ion; 2RES: Resilience; 3PYD-SF-PT: Posi i e You h De elopmen -Sho Fo m, Po uguese educed Ve sion.
Acknowledgemen s
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 ex-
pe 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.
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