Support and positive values among urban youths

The mediational roles of positive identity and commitment to learning

Research output: Contribution to journalArticle

Abstract

Although existing literature demonstrates that youth positive developmental benefits are associated with support for urban youths, little is understood about the multiple roles of positive identity and commitment to learning influence on positive values. This study examines the multiple mediation effects of positive identity and commitment to learning on the relationship between support and positive values embraced by urban youths living in the inner city of Kuala Lumpur. The participants of the study were 243 urban youths, ages ranging between 15 and 24 years. The average age is 17.2 (SD=2.45). These youths are predominantly Malay (91%) while the others are Chinese and Indian. Using the Hayes and Preacher procedure, the bootstrap analysis shows that commitment to learning, jointly and partially mediates the effects of support on positive values, whilst positive identity does not contribute to the relation between support and positive values. The analyses provide support for the meditational assumptions that support influence positive values through school engagement. Suggestions for further research and implications for positive youth development are considered.

Original languageEnglish
Pages (from-to)1063-1081
Number of pages19
JournalPertanika Journal of Social Science and Humanities
Volume22
Issue number4
Publication statusPublished - 1 Dec 2014

Fingerprint

commitment
learning
Values
mediation
school

Keywords

  • Achievement motivation
  • Curiosity
  • School engagement
  • Self-esteem
  • Sense of purpose

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Business, Management and Accounting(all)
  • Economics, Econometrics and Finance(all)
  • Social Sciences(all)

Cite this

@article{163a4cc2a26240568355429070f6611d,
title = "Support and positive values among urban youths: The mediational roles of positive identity and commitment to learning",
abstract = "Although existing literature demonstrates that youth positive developmental benefits are associated with support for urban youths, little is understood about the multiple roles of positive identity and commitment to learning influence on positive values. This study examines the multiple mediation effects of positive identity and commitment to learning on the relationship between support and positive values embraced by urban youths living in the inner city of Kuala Lumpur. The participants of the study were 243 urban youths, ages ranging between 15 and 24 years. The average age is 17.2 (SD=2.45). These youths are predominantly Malay (91{\%}) while the others are Chinese and Indian. Using the Hayes and Preacher procedure, the bootstrap analysis shows that commitment to learning, jointly and partially mediates the effects of support on positive values, whilst positive identity does not contribute to the relation between support and positive values. The analyses provide support for the meditational assumptions that support influence positive values through school engagement. Suggestions for further research and implications for positive youth development are considered.",
keywords = "Achievement motivation, Curiosity, School engagement, Self-esteem, Sense of purpose",
author = "{Abdul Kadir}, {Nor Ba`Yah} and Samsudin, {A. R.} and M. Zaidah and {Abdul Mutalib}, {Mimi Hanida} and Chong, {Sheau Tsuey} and Nasrudin Subhi",
year = "2014",
month = "12",
day = "1",
language = "English",
volume = "22",
pages = "1063--1081",
journal = "Pertanika Journal of Social Science and Humanities",
issn = "0128-7702",
publisher = "Universiti Putra Malaysia",
number = "4",

}

TY - JOUR

T1 - Support and positive values among urban youths

T2 - The mediational roles of positive identity and commitment to learning

AU - Abdul Kadir, Nor Ba`Yah

AU - Samsudin, A. R.

AU - Zaidah, M.

AU - Abdul Mutalib, Mimi Hanida

AU - Chong, Sheau Tsuey

AU - Subhi, Nasrudin

PY - 2014/12/1

Y1 - 2014/12/1

N2 - Although existing literature demonstrates that youth positive developmental benefits are associated with support for urban youths, little is understood about the multiple roles of positive identity and commitment to learning influence on positive values. This study examines the multiple mediation effects of positive identity and commitment to learning on the relationship between support and positive values embraced by urban youths living in the inner city of Kuala Lumpur. The participants of the study were 243 urban youths, ages ranging between 15 and 24 years. The average age is 17.2 (SD=2.45). These youths are predominantly Malay (91%) while the others are Chinese and Indian. Using the Hayes and Preacher procedure, the bootstrap analysis shows that commitment to learning, jointly and partially mediates the effects of support on positive values, whilst positive identity does not contribute to the relation between support and positive values. The analyses provide support for the meditational assumptions that support influence positive values through school engagement. Suggestions for further research and implications for positive youth development are considered.

AB - Although existing literature demonstrates that youth positive developmental benefits are associated with support for urban youths, little is understood about the multiple roles of positive identity and commitment to learning influence on positive values. This study examines the multiple mediation effects of positive identity and commitment to learning on the relationship between support and positive values embraced by urban youths living in the inner city of Kuala Lumpur. The participants of the study were 243 urban youths, ages ranging between 15 and 24 years. The average age is 17.2 (SD=2.45). These youths are predominantly Malay (91%) while the others are Chinese and Indian. Using the Hayes and Preacher procedure, the bootstrap analysis shows that commitment to learning, jointly and partially mediates the effects of support on positive values, whilst positive identity does not contribute to the relation between support and positive values. The analyses provide support for the meditational assumptions that support influence positive values through school engagement. Suggestions for further research and implications for positive youth development are considered.

KW - Achievement motivation

KW - Curiosity

KW - School engagement

KW - Self-esteem

KW - Sense of purpose

UR - http://www.scopus.com/inward/record.url?scp=84921270464&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84921270464&partnerID=8YFLogxK

M3 - Article

VL - 22

SP - 1063

EP - 1081

JO - Pertanika Journal of Social Science and Humanities

JF - Pertanika Journal of Social Science and Humanities

SN - 0128-7702

IS - 4

ER -