Understanding the Impact of Youth Engagement on Positive Youth Development
Bibliographic record
Abstract
Young people are increasingly becoming involved in developing services designed for them. While much has been researched about youth engagement best practices and organizational benefits, there has been little focus on how youth engagement initiatives benefit the well-being of involved youth. This Capstone research seeks to understand how youth engagement initiatives can promote youth well-being using the Positive Youth Development (PYD) framework within a Canadian context. This framework is composed of 6 constructs that promote positive developmental pathways for youth: 1) competence; 2) caring; 3) confidence; 4) connection; 5) character; and 6) contribution. A systematic search and review were conducted, and 35 articles were analyzed to assess the impact of youth engagement initiatives on these 6 constructs. Multiple elements of youth engagement initiatives were associated with positive short- and long-term outcomes for involved youth across various domains. Recommendations are made for how to integrate these practices into new or existing youth engagement initiatives to best promote youth well-being.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.005 | 0.006 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".