Psychological empowerment and future orientation among adolescents in a youth participatory action research program

Szoko, Nicholas; Dwarakanath, Namita; Miller, Elizabeth; Chugani, Carla D.; Culyba, Alison J.

doi:10.1002/jcop.22935

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…(2) There is a positive correlation between psychological empowerment and future orientation; the correlation coefficient is 0.666, which is statistically significant at the significance level of 0.01. This result is consistent with Szoko et al (2023), which found a significant relationship between psychological empowerment and future orientation in young people and suggested strategies to enhance psychological empowerment to promote emotional health. In addition, the results of ElSayed (2019), which indicated a positive relationship between competence, which is one of the dimensions of psychological empowerment, and the future orientation of high school students.…”

Section: As Shown In Table 1supporting

confidence: 90%

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

Zayed

2024

JEDP

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This study explores the relationship between psychological empowerment, academic persistence, future orientation, and academic adjustment in adolescents. As well as revealing the presence of gender and age differences in these variables. The study also aimed to determine whether psychological empowerment, academic persistence, and future orientation contribute to predicting academic adjustment. A total of 180 adolescents’ students in grades 7 through 11 from some public middle and high schools in Kafr El-Sheikh city, Egypt, were included in the study. Scales of psychological empowerment, academic persistence, future orientation, and academic adjustment were used to collect data. The given data was examined using the appropriate statistical tests. The findings revealed a positive correlation between the studied variables. The findings also showed no differences in psychological empowerment, academic persistence, future orientation, or academic adjustment between males and females. In addition, there were no significant differences between students in middle and high school in psychological empowerment, whereas differences were found in academic persistence, future orientation, and academic adjustment in favor of high school students. Finally, the findings indicated the contribution of psychological empowerment, academic persistence, and future orientation in predicting academic adjustment. Some recommendations and suggestions were provided, considering the findings.

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Section: As Shown In Table 1supporting

confidence: 90%

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

Zayed

2024

JEDP

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“…This can be linked to empowerment (Rappaport, 1981) as a protective developmental element, and it neutralizes factors that make participation happen on a superficial and tokenistic level. Empowerment is seen as a decisive factor for people's development of good mental health and quality of life (Prilleltensky, 2010;Szoko et al, 2022) and has become an important argument for child participation in matters that concern them (Thomas, 2007;Wong et al, 2010). Treseder (1997) argues that there should be no limits to the involvement of children and young people, but they will not be able to engage in child-initiated and directed projects right away and need to be empowered adequately to be able to fully participate.…”

Section: The Understanding Of Child Participationmentioning

confidence: 99%

Key factors for child participation – an empowerment model for active inclusion in participatory processes

Olsen

2023

Front. Psychol.

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Child participation is advocated for in many contexts related to children, such as in education and health services, but also in everyday life settings. To facilitate children’s real opportunities for participation, it is proposed that children need to be adequately empowered to liberate the child’s autonomous voice and activate their powers of action. This involves an understanding of children as opinion-forming and social individuals, who play an active part in social relationships. This article aims at a theoretical exploration of empowerment in the organization of ethically justifiable participation situations with children. With a semantic view of theory, an eclectic research design has been used to search for a theoretical framework based on basic human needs to be an active agent in one’s own life. The purpose is to define key factors that promote the sense of empowerment as a prerequisite for being an active participant in interaction with adults. This conceptualization aims to raise clearer guidelines for the implementation of child participation and presents an empowerment model with four dimensions for the active inclusion of children in participatory processes with adults. These dimensions are information, autonomy, recognition, and alliance.

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Intra-cultural diversity in future orientation among Chinese adolescents: self-esteem as a moderator

Wang,

An,

Tang

et al. 2024

Curr Psychol

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Psychological empowerment and future orientation among adolescents in a youth participatory action research program

Cited by 4 publications

References 32 publications

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

Key factors for child participation – an empowerment model for active inclusion in participatory processes

Intra-cultural diversity in future orientation among Chinese adolescents: self-esteem as a moderator

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