Positive Youth Development in the Digital Age: Expanding PYD to Include Digital Settings

Ross, Katherine M.; Tolan, Patrick H.

doi:10.1007/978-3-030-70262-5_35

Cited by 7 publications

(10 citation statements)

References 90 publications

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“…We argue that social media, though fraught with risk factors, also contains tools and resources that expand access to affirming relational networks and supportive social feedback that may similarly drive positive identity formation for Black youth (Williams, 2019). Scholars have similarly advocated for the application of PYD perspectives to understand how youth develop within social media contexts (see Ross and Tolan, 2021). PYD perspectives offer a useful theoretical frame for researchers to broadly understand the potential for positive identity development when Black youth are connected to affirming contextual resources (e.g., supportive relationships) on social media.…”

Section: Positive Youth Developmentmentioning

confidence: 99%

“…Scholars have similarly advocated for the application of PYD perspectives to understand how youth develop within social media contexts (see Ross and Tolan, 2021 ). PYD perspectives offer a useful theoretical frame for researchers to broadly understand the potential for positive identity development when Black youth are connected to affirming contextual resources (e.g., supportive relationships) on social media.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

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Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media

LeBlanc

Brittian

2022

Front. Psychol.

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Social media use has become increasingly enmeshed in the lives of youth. Although investigations in this area have tended to focus on risk (e.g., cyberbullying) and negative outcomes (e.g., in mental health and academic functioning), a growing body of literature suggests there may be positive developmental outcomes associated with Black youths’ social media use. Social media may offer Black youth a means of resisting negative experiences, expand their opportunities to create and explore, and facilitate the integration of their racial and STEM identities. Aligned with PYD perspectives and PVEST, we suggest this dynamic process occurs iteratively within youth and bidirectionally between youth and their environment (online and offline) over the course of development. In this article, we present a conceptual model to guide future investigations to address gaps in the literature and elucidate the linkages between social media use, racial identity, and STEM identity among Black youth. We begin by reviewing two frameworks that provide the theoretical foundations for our model. We then discuss our outcomes of interest: racial identity and STEM identity. Given its rapidly evolving nature, we then proceed with a discussion about how social media may be operationalized, noting limitations in the current literature and highlighting the unique ways in which social media differs from offline contexts. Subsequently, we present our conceptual model, which we situate within distal, proximal, and individual offline influences. We also propose processes that may link social media use to positive identity outcomes. We conclude this article with recommendations for future investigations.

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Section: Positive Youth Developmentmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media

LeBlanc

Brittian

2022

Front. Psychol.

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“…These outcomes are particularly important during early adolescence and in middle school. Emerging research demonstrated that social media also plays a supportive role in young adolescents’ social and emotional well-being, influences peer networks, and informs their overall identity development ( Charmaraman et al, 2020 ), despite a tendency for research and practice to focus on the risks of social media ( Ross & Tolan, 2021 ). Therefore, the present research capitalizes on a secondary data set to link youth in-person after-school peers with their experiences online.…”

Section: Youth Activity Participation and Social Media Usementioning

confidence: 99%

“…When young people exhibit the Five Cs, they contribute positively to themselves, to others, and to civil society ( Lerner, 2004 ). Ross and Tolan (2021) suggest that digital contexts such as social media also have the potential to be PYD contexts. They indicate that because PYD is focused on this alignment between youth strengths and the context, the digital setting is a context “brimming with opportunity for positive interactions to occur” ( Ross & Tolan, 2021 , p. 532), and that “digital media shares many of the same characteristics of traditional PYD settings that make them ideal for positive development to occur (e.g., permanence, engaging, interactive, collaborative, and mutually beneficial)” (p. 535).…”

Section: Youth Activity Participation and Social Media Usementioning

confidence: 99%

Social Media Friends From Afterschool are Associated With Positive Youth Development in Digital Settings

DeSouza

Charmaraman

Vargas

et al. 2022

JYD

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Positive youth development has been extensively documented in contexts such as the family, school, and afterschool. Emerging theory and research indicate that digital contexts such as social media may also be venues through which young people develop skills and attributes associated with the 5 Cs model of positive youth development and thriving. This research attempted to understand if and how middle school youth’s in-person and online networks connect, and if they do connect, do these connections relate to engaging in beliefs and behaviors associated with PYD. Results suggest that in this sample, middle school youth include peers from afterschool in their online networks, and those who have friends from afterschool and school engaged in PYD- related social media behaviors at higher rates than those who were not connected to in-person networks. No association was found between the amount of time spent in after-school contexts and any of the positive or problematic social media outcomes in this study. Implications for youth development professionals considering the influence of social media on youth, and next steps for research on after-school activities and social media use of middle school youth are discussed.

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“…Moreover, these positive factors are also confirmed to protect young people from developmental problems during the COVID-19 pandemic ( 24 , 28 ). However, the function of these PYD models has rarely been evaluated in digital contexts, whereas today's young generations are digital natives who have grown up in the digital age and naturally use the digital media ( 29 ). Furthermore, Navarro and Tudge ( 30 ) also notice the influence of technological and virtual contexts on human development and include them in the neo-ecological theory, which highlights that, as with the physical environment, digital settings will also shape individual growth in the current and following centuries.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying and internet gaming disorder in Chinese youth: The role of positive youth development attributes

Xiang

Zhang

Gan

et al. 2022

Front. Public Health

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IntroductionAs digital natives, young people enjoy the convenience and benefits of the internet but also suffer from unique developmental problems of this age, such as cyberbullying and internet gaming disorder (IGD). Research suggests that these online problem behaviors enjoy high prevalence and various negative impacts. To prevent or intervene, this study attempts to explore the association between cyberbullying and IGD and the potential protectors from the positive youth development (PYD) perspective.MethodsThrough the convenience sampling method, a sample of 463 Chinese adolescents was recruited and participated in the survey. They completed a questionnaire regarding PYD attributes, cyberbullying, IGD, and demographic information.ResultsAfter controlling adolescents' sex and age, results of regression analyses indicated that cyberbullying was positively associated with IGD; PYD attributes had negative cumulative effects on cyberbullying and IGD; and cyberbullying and IGD were negatively related to PYD attributes. Moreover, the mediating effect of PYD attributes was significant in the relationship between cyberbullying and IGD.DiscussionSpecifically, it is very possible for adolescents who have experienced one online problem behavior to suffer from another one. Fortunately, positive personal attributes could effectively buffer this cascading effect. These findings may provide theoretical and practical guidance for practitioners that improving PYD attributes may be a promising approach to prevent or reduce adolescent cyberbullying and IGD.

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Positive Youth Development in the Digital Age: Expanding PYD to Include Digital Settings

Cited by 7 publications

References 90 publications

Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media

Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media

Social Media Friends From Afterschool are Associated With Positive Youth Development in Digital Settings

Cyberbullying and internet gaming disorder in Chinese youth: The role of positive youth development attributes

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