Positive youth development (PYD) models are widespread, but the empirical evidence for them is primarily nomothetic (i.e., investigations of universal patterns). Contemporary developmental theory suggests that concepts and processes within PYD models should also be explored with respect to specificity. This study demonstrates how the Five Cs Model, a predominant PYD model, can be advanced using group-differential methods. Secondary data from four studies of adolescents were used to test: (1) Whether there were subgroups who varied in their patterns of scores across the Five Cs, and (2) Whether subgroups also varied in Contribution behaviors. Unexpectedly, the four data sets used could not be combined, yielding an opportunity to discuss consistencies and inconsistencies in findings across the four data sets through contextual and sample differences. Findings demonstrate how understanding specificity in theorized concepts and processes in PYD models can complement studies of universal patterns, which are both necessary to advance PYD research and practice.

中文翻译：

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青少年积极发展的五个 C：四个美国青少年样本中的蓬勃发展配置

积极的青少年发展（PYD）模型很普遍，但它们的经验证据主要是理论性的（即对普遍模式的调查）。当代发展理论表明，PYD 模型中的概念和过程也应该在特殊性方面进行探索。本研究展示了如何使用组差异方法来推进五 C 模型（一种主要的 PYD 模型）。来自四项青少年研究的二手数据用于测试：(1) 是否存在在 5C 分数模式上存在差异的亚组，以及 (2) 亚组的贡献行为是否也存在差异。出乎意料的是，所使用的四个数据集无法合并，从而有机会通过上下文和样本差异讨论四个数据集结果的一致性和不一致之处。研究结果表明，理解 PYD 模型中理论概念和过程的特异性如何可以补充对普遍模式的研究，这对于推进 PYD 研究和实践都是必要的。