Survey Measures to Enhance the Developmental Assets Profile for Youth Program Evaluations ASSET CATEGORY: EMPOWERMENT

Transcription

1 PSYCHOMETRIC DETAILS Survey Measures to Enhance the Developmental Assets Profile for Youth Program Evaluations ASSET CATEGORY: Search Institute ( This document provides detailed psychometric information on selected scales that may be used to supplement Search Institute s Developmental Assets Profile (DAP), a widely used survey for assessing how young people experience eight categories of Developmental Assets. The scales in this document focus on the asset category of. These scales are available to qualified researchers and evaluators for licensed use in research and evaluation projects. Search Institute can also partner with your organization to develop customized surveys that integrate these or other measures with the Developmental Assets Profile. Once you identify a scale or scales that you wish to use in your evaluation or research project, contact Search Institute s survey service coordinator ( ), who will confirm that your team meets the criteria for using the scales and whether a licensing fee will be assessed. If you would prefer to partner with Search Institute s research team to design a study using these or other Search Institute measures (fee for service), contact Search Institute s survey service coordinator to begin the process. Version of March 2013 Search Institute Supplementary DAP Measures: Empowerment Page 1 of 7

2 Community values youth Adults in my town or city make me feel important. Adults in my town or city listen to what I have to say. Adults in my town or city don't care about people my age. In my town or city, I feel like I matter to people. Strongly agree-strongly disagree Reliability.79 Population Surveyed This scale significantly contributes to explanation of informal helping behaviors and overall index of 8 thriving indicators (Scales, Benson et al., 2000) 2010 U.S. aggregate sample Search Institute Profiles of Student Life Attitudes and Behavior Survey (A&B) Reference Benson, Scales, Roehlkepartain, & Leffert, 2011 Search Institute Supplementary Measures: Empowerment Page 2 of 7

3 Comfort expressing voice* In your school/youth program, how comfortable are you doing each of these things? Suggesting activities to teachers or other school adults/youth program leaders Sharing your ideas about rules or policies Taking a lead role in organizing a program or activity Very uncomfortable, somewhat uncomfortable, somewhat comfortable, very comfortable Reliability.88 Population Surveyed Students with voice in school are significantly more likely to have sense of belonging to school, and academic self-efficacy (Scales & Benson, 2007; Search Institute, 2006) National online survey of 15 year olds Search Institute Supplementary Measures: Empowerment Page 3 of 7

4 Importance of civic engagement* How important to you are each of the following? Serving my country. Improving race relations. Helping people who are poor. Not important, somewhat important, not sure, quite important, extremely important Reliability.76 Not available Population Surveyed National online survey of 15 year olds (2009) Search Institute Supplementary Measures: Empowerment Page 4 of 7

5 Reliability.83 Political activity* Have you done or do you plan to do any of the following things? Vote in a public election Write to public officials Give money to a political candidate or cause Work in a political campaign Participate in a political march/protest Refuse to buy certain products or shop at certain stores I have already done this; I will probably do this; I probably won t do this; Don t know Not available Population Surveyed National online survey of 15 year olds (2009) Search Institute Supplementary Measures: Empowerment Page 5 of 7

6 Racial respect* PART A I believe my racial group is treated fairly. Strongly agree-strongly disagree PART B In your day to day life, how often do any of the following things happen to you because of your racial or ethnic background? You are treated with more respect than other people. People act as if they think you are not smart. You are treated with less respect than other people. People act as if they think you are dishonest. People act as if they are afraid of you. You receive poorer service than other people at restaurants or stores. Very often, somewhat often, once in a while, never Reliability.83 Not available Population Surveyed National online survey of 15 year olds (2009) Search Institute Supplementary Measures: Empowerment Page 6 of 7

7 References Benson, P.L., Scales, P.C., Roehlkepartain, E.C., & Leffert, N. (2011). A fragile foundation: The state of Developmental Assets among American youth (2 nd ed.). Minneapolis: Search Institute. Scales, P.C., & Benson, P.L. (2007). Building Developmental Assets to encourage students school success. Texas Instructional Leader (Texas Elementary Principals and Supervisors Association), 20(3), 1-3, 8. Scales, P.C., Benson, P.L., Leffert, N., & Blyth, D.A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4, Scales, P.C., Roehlkepartain, E.C., & Benson, P.L. (2010). Teen voice: Relationships that matter to America s teens. Minneapolis: Search Institute, and Richfield, MN: Best Buy Children s Foundation. Search Institute. (2006). Creating Great Places to Learn Technical Manual. Minneapolis: Author. Search Institute Supplementary DAP Measures: Empowerment Page 7 of 7