Supporting positive development in early adolescence: a school-based intervention in Turkey

Abstract

We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. the intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M-age = 11.8, 49% female). a comparable group with 417 sixth graders in five public schools served as the control group (M-age = 11.7, 47% female). all students came from families of low to middle socioeconomic status. the evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. in concordance with previous research on early adolescents, A general decline in positive adaptation was observed in the control group between pre- and posttests.