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Subjective Outcome Evaluation of a Positive Youth Development Program in Mainland China: Evidence in the Post-Pandemic Era

Author

Listed:
  • Daniel T. L. Shek

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong 999077, China)

  • Yi-Ting Tang

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong 999077, China)

  • Xiaoqin Zhu

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong 999077, China)

  • Ziqian Gong

    (Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong 999077, China)

Abstract

Background: Optimizing the development of adolescents in the post-pandemic era is an urgent concern. As an active initiative, the “Tin Ka Ping P.A.T.H.S. Project”, rooted in the “Positive Youth Development (PYD)” approach, represents a curriculum-based program aimed at fostering the psychosocial competence and well-being of adolescents. This study presents evaluation findings of the program’s effectiveness during the 2022–2023 academic year. Methods: Using a validated “36-item Subjective Outcome Evaluation scale (SOES)”, we evaluated perceptions of 2165 junior students (M age = 13.43 years, SD = 0.70 years, 51.3% females) and 3287 senior students (M age = 16.07 years, SD = 0.65 years, 52.8% females). Results: Replicating our previous findings before and during the pandemic, the 36-item SOES exhibited satisfactory validity and reliability in the current study. Students commonly provided favorable evaluations regarding program quality, implementer quality, and perceived benefits. Senior-grade students were more likely to perceive the program more positively. Conclusions: These replications underscore the generalizability of the robustness of the 36-item SOES as a reliable evaluation measurement tool across different time periods and research backgrounds. The participants’ positive responses indicated the positive impact of the “Tin Ka Ping P.A.T.H.S. Project” in enhancing the psychosocial competence and well-being of the students across background contexts and time periods.

Suggested Citation

  • Daniel T. L. Shek & Yi-Ting Tang & Xiaoqin Zhu & Ziqian Gong, 2025. "Subjective Outcome Evaluation of a Positive Youth Development Program in Mainland China: Evidence in the Post-Pandemic Era," IJERPH, MDPI, vol. 22(4), pages 1-23, April.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:4:p:613-:d:1634733
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    References listed on IDEAS

    as
    1. Zhu, Xiaoqin & Shek, Daniel T.L., 2020. "Impact of a positive youth development program on junior high school students in mainland China: A pioneer study," Children and Youth Services Review, Elsevier, vol. 114(C).
    2. Richard F. Catalano & M. Lisa Berglund & Jean A. M. Ryan & Heather S. Lonczak & J. David Hawkins, 2004. "Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 98-124, January.
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