http://oregon.4h.oregonstate.edu/about/pre/instruments/pydi
CONTRIBUTION (7 items)
Row
Mean Calculation: Total scores for items 49-55/7
1
I take
an active role in my community.
2
I am
someone who gives to benefit others.
3
I like
to work with others to solve problems.
4
I have
things I can offer to others.
5
I
believe I can make a difference in the world.
6
I care
about contributing to make the world a better place for everyone.
7
It is
important for me to try and make a difference in the world.
https://www.udc.edu/docs/4h/common_measures/4-H%20Common%20Measures%20Reference%20Table.pdf
Use the
competencies,
knowledge and
skills practiced to
Contribute to the
health, growth and
well-being of self,
family, community,
nation and the
world
1. The cumulative effect of 4-
H participation through the
development of skills and
competencies in making
choices, forming
connections, effectively
communicating, and
applying content results in
citizens who contribute to
their community and world.
I am someone who wants to help others.
I like to work with others to solve problems
I have talents I can offer to others
I learned things that helped me make a difference in
my community
I led a project that made a difference in my
community (8th and 12th)
I helped with a project that made a difference in my
community (4th)
Selected items adapted from
the Contribution Scale of the
Positive Youth Development
Inventory (PYDI) (Arnold,
Nott, & Meinhold, 2012)
https://www.ccrm.in/uploads/1/7/1/9/17199286/positive_youth_development_-_ccrm-2326.pdf
http://oregon.4h.oregonstate.edu/sites/default/files/developmental_outcomes_measures.pdf
Developmental Outcome: Contribution to Others
The items measuring contribution are from the contribution subscale of the Positive Youth
Development Inventory (Arnold, Nott, & Meinhold, 2012). This measure contains seven items
that measure youth attitudes and beliefs about giving back to others. Youth are asked to rate
their level of agreement with each item on a 1-4 Likert Scale: Strongly disagree (1) through
strongly agree (4).
How much to you agree with the following:
I take an active role in my community
I am someone who gives to benefit others
I like to work with others to solve problems
I have things I can offer to others
I believe I can make a difference in the world
I care about contributing to make the world a better place for everyone
It is important for me to try and make a difference in the world
In addition, youth are asked to provide the following information related to volunteering
Do you volunteer in your community? (Yes/No)
How many hours a month do you volunteer during the school year?
How many hours a month do you volunteer during the summer
Finally, you are asked:
Did 4-H teach you about the importance of service to others? (Yes/No)
If yes, how did 4-H teach you about the importance of service to others
http://oregon.4h.oregonstate.edu/sites/default/files/information/2012_pydi_full_version_2.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1028.7587&rep=rep1&type=pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.689.6028&rep=rep1&type=pdf
Contribution to Self, Family and Community was measured with a newly developed Three-dimensional
Contribution Scale (Truskauskaitė-Kunevičienė, Kaniušonytė, & Žukauskienė 2014a), which consists of three
subscales: Contribution to Self (e.g. I engage in activities that help me improve), Contribution to Family (e.g. I
often show interest in how are my family members doing) and Contribution to Community (e.g. I try to be a
good example for other members of the community). The scale was created and provided in Lithuanian language.
Cronbach’s alphas in this sample for three subscales at T2 were respectively .87, .81, and .92. The authors of the
scale confirmed the three-dimensional factor structure (CFA results: χ2/df = 3.17, CFI = .91, RMSEA = .08) and
concurrent validity (Truskauskaitė-Kunevičienė et al., 2014a)
www.ccsenet.org/journal/index.php/ijps/article/.../53871/28798이 페이지 번역하기
theses.gla.ac.uk/8438/1/2017BowerDClinPsy.pdf이 페이지 번역하기
Contribution was measured with the Three-dimensional Contribution Scale (Truskauskaitė-Kunevičienė,
Kaniušonytė, & Žukauskienė, 2014) developed for POSIDEV project. This measure consists of 15 items,
measuring three aspects of contribution: contribution to self (5 items, e.g., “I like to try different activities”),
contribution to family (5 items, e.g., “I often show interest in how my family members are doing”), and
contribution to community (5 items, e.g., “I’m engaged in volunteering activities”). The items are scored on a
5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree). Mean scale scores were computed for each
subscale so that higher scores indicate higher contribution. In the current study, Cronbach’s alphas were .71, .75,
and .83 for contribution so self, .86, .86 and .70 for contribution to family, .83, .85 and .86 for contribution to
community, at pre-test, post-test, and follow-up, respectively.
https://www3.mruni.eu/ojs/social-work/article/view/1626
https://cyfar.org/sites/default/files/PsychometricsFiles/Positive%20youth%20development%20student%20short%20%2810%20yrs%20and%20older%29_0_1.pdf
http://agrilife.org/ydi/files/mdocs/6csmodel-ydiparentfactsheetformatted.pdf
https://jyd.pitt.edu/ojs/jyd/article/viewFile/174/160
Contribution. At each grade of the 4-H Study, participants responded to twelve items
which were weighted and summed to create a composite measure of contribution. These items
were derived from existing instruments with known psychometric properties and used in largescale
studies of adolescents, including the Search Institute’s Profiles of Student Life-Attitudes
and Behaviors (PSL-AB) scale (Benson et al.,1998; Leffert et al., 1998) and the Teen
Assessment Project (TAP) Survey Question Bank (Small & Rodgers, 1995).
Contribution was comprised of two equally weighted subscales – ideology and actions –
and each subscale included 6 items. The ideology subscale measured the extent to which
contribution was an important facet of youth’s identity and future self. An example ideology
subscale item stated, “It is important to me to contribute to my community and society” with
response options ranging from 1 = strongly disagree to 5 = strongly agree. An example item that
assessed one’s future ideological orientation gauged the perceived chances that the young person
would be involved in community service in the future, with a response format that ranged from 1
= very low to 5 = very high. The action subscale of contribution was comprised of three
components: helping, leadership, and service. Items from the helping, leadership, and service
components measured the frequency of time youth spent helping others (i.e., friends and
neighbors), acting in leadership roles (i.e., being a leader in a group or organization within the
last 12 months), and providing service to their communities (i.e., volunteering, mentoring/peer
advising, and participating in school government), respectively. The composite contribution
scores ranged from 0 to 100, with higher scores indicating higher levels of contribution. For the
current study sample, the Cronbach’s alphas for the contribution scale were .40 at Grade 5 and
.68 at Grade 6; however, the alphas ranged from .75 to .81 across Grades 7 through 12
https://pdfs.semanticscholar.org/e8dd/c65db7f7f83b57d8e14c59194bb86d08080f.pdf
https://pdfs.semanticscholar.org/2d17/30db187c1a965ae1e42e6270186c50ddb1ea.pdf
https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Jungbewegt/Downloads/Fachexpertisen/ShortPaper_Lerner.pdf
https://s3.amazonaws.com/assets.cce.cornell.edu/attachments/1106/4-H-study-of-positive-youth-development.pdf?1405313103
https://characterchallenge.org/uploads/documents/IsCharacterDevelopmentQuantifiable.pdf
http://oregon.4h.oregonstate.edu/sites/default/files/about/research/2015_research_briefs.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.689.1816&rep=rep1&type=pdf
https://link.springer.com/article/10.1007/s12144-017-9752-z -
이 페이지 번역하기
https://ase.tu
fts.edu/iaryd/documents/4HStudyFindings2008.pdf