Measuring resilience and youth development: the psychometric
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I S S U E S amp A N S W E R S
U S D e p a r t m e n t o f E d u c a t i o n
Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
R E L 2 0 0 7 ndash N o 0 3 4
At WestEd
Measuring resilience and youth development the psychometric
properties of the Healthy Kids Survey
September 2007
Prepared by
Thomas L Hanson Regional Educational Laboratory West
Jin-Ok Kim Regional Educational Laboratory West
I S S U E SampANSWERS R E L 2 0 0 7 ndash N o 0 3 4
U S D e p a r t m e n t o f E d u c a t i o n
At WestEd
Issues amp Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-tional laboratories on current education issues of importance at local state and regional levels Fast Response Project topics change to reflect new issues as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities businesses parents families and youth All Issues amp Answers reports meet Institute of Education Sciences standards for scientifically valid research
September 2007
This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0014 by Regional Edu-cational Laboratory West administered by WestEd The content of the publication does not necessarily reflect the views or policies of IES or the US Department of Education nor does mention of trade names commercial products or organiza-tions imply endorsement by the US Government
This report is in the public domain While permission to reprint this publication is not necessary it should be cited as
Hanson T L amp Kim J O (2007) Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey (Issues amp Answers Report REL 2007ndashNo 034) Washington DC US Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance Regional Educational Laboratory West Retrieved from httpiesedgovnceeedlabs
This report is available on the regional educational laboratory web site at httpiesedgovnceeedlabs
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At WestEd
iii
Summary
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school envi-ronment to promote academic resilience
The Healthy Kids Survey (HKS) is a compre-hensive student self-report tool for monitoring the school environment and student health risks This report focuses on one module of the survey the resilience and youth development module (RYDM) which assesses environmen-tal and internal assets associated with posi-tive youth development and school success Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills
A part of the resilience and youth development module is administered to 600000 students in California every year School districts and schools which receive both single-year prevalence data and trend data gathered by the module use the data to evaluate their local programs and guide decisionmaking The Healthy Kids Survey and the resilience and youth development module were designed as an
epidemiological surveillance tool to track ag-gregate levels of health risk and resilience The module increasingly is being used in evaluation work to assess student-level changes over time
However widespread use of the module particularly for evaluation may be premature The psychometric properties of specific scales assessed by the elementary school module have yet to be established The secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since undergone several modifications however and must be re-validated Moreover measurement equivalence across different grades males and females and racial and ethnic groups has never been exam-ined Given Californiarsquos diversity demonstrat-ing the cultural appropriateness of the module for different racial and ethnic groups is critical
Using HKS data processed for school districts by WestEdrsquos Health and Human Development Program Regional Educational Laboratory West analyzed the modulersquos psychometric properties This report describes the results of this analysis provides recommendations on the proper use of the instrument and suggests modifications to the module
For the secondary school module the results are consistent with the instrumentrsquos current
Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
iv Summary
use as an epidemiological tool and with its conceptual foundation It provides compre-hensive and balanced coverage of eight envi-ronmental resilience assets and four internal resilience assets its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The secondary school RYDM scales ex-hibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary
school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reliably assess only two environmental as-sets and one internal asset Most of the scales measured by the elementary school instru-ment have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
September 2007
v
Table of conTenTS
Why this study 1
Developing a risk and resilience assessment tool 2The Healthy Kids Surveymdashassessing risk and protective factors 2The resilience and youth development modulemdashassessing the other side of risk 4
Evaluating the psychometric properties of the resilience and youth development module 8Results of the analysis of the secondary school module 10Results of the analysis of the elementary school module 11
Recommendations 12Secondary school environmental resilience assets 12Secondary school internal resilience assets 12Elementary school environmental and internal assets 13
Appendix A Analytic strategy 15
Appendix B Results 21
Appendix C Results and model selection details 44
Appendix D Other assessments of resilience and related factors 53
Appendix E Detailed tables 55
Notes 164
References 165
Boxes
1 Specifications of the Healthy Kids Survey 3
2 Data and analytic strategies 9
Figures
1 Conceptual model for the resilience and youth development module 5
A1 Hypothetical example of MIMIC approach for testing for measurement equivalence 18
C1 Secondary environmental resilience asset scree plot total analytic samples 44
C2 Elementary school environmental resilience asset scree plot total analytic samples 46
C3 Secondary school internal resilience asset scree plot total analytic samples 50
C4 Elementary school internal resilience asset scree plot total analytic samples 52
Tables
1 Items on the secondary school resilience and youth development module by construct 200607 6
2 Elementary school resilience and youth development module items by construct 200607 8
3 Recommended measures of environmental resilience assets among secondary school students 13
4 Recommended measures of internal resilience assets among secondary school students 14
vi
5 Recommended measures of environmental and internal resilience assets among elementary school students 14
A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module 16
B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution 22
B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution 23
B3 Final secondary school environmental assets model main sample 24
B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model 25
B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution 25
B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution 26
B7 Final elementary school environmental resilience assets model main sample 27
B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model 28
B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model 29
B10 Final secondary school internal resilience assets model main sample 30
B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model 30
B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model 31
B13 Final elementary school internal resilience asset model main sample 31
B14 Secondary school internal consistency reliability coefficients by demographic subgroup 32
B15 Elementary school internal consistency reliability coefficients by gender 32
B16 Test-retest reliability of secondary school environmental resilience asset constructs and items 33
B17 Test-retest reliability of secondary school internal resilience asset constructs and items 34
B18 Test-retest reliability of elementary school resilience asset constructs and items 35
B19 Secondary school subscale means by demographic subgroup 36
B20 Elementary school subscale means by gender 37
B21 Correlations between secondary school environmental resilience assets and criterion variables 38
B22 Correlations between secondary school internal resilience assets and criterion variables 39
vii
B23 Correlations between elementary school resilience assets and criterion variables 40
B24 Current and recommended measures of environmental resilience assets among secondary school students 41
B25 Current and recommended measures of internal resilience assets among secondary school students 42
B26 Current and recommended measures of environmental resilience assets among elementary school students 43
B27 Current and recommended measurement of internal resilience assets among elementary school students 43
C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 44
C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 46
C3 Measurement intercept differences for environmental resilience assets secondary school sample 47
C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 48
C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 49
C6 Gender measurement intercept differences for environmental resilience assets elementary school sample 49
C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 50
C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 51
C9 Measurement intercept differences for internal resilience assets secondary school sample 51
C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 52
Why thiS Study 1
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience
WHy THiS STudy
As improvements to curriculum and instruction raise academic standards researchers are look-ing more and more at what factors account for the varied influence of these improvements Most have focused on risk factors for academic failure such as poverty or racial and cultural minority status But researchers are beginning to look at the other side of riskmdashresiliencemdashand have identi-fied several traits common to resilient youth that enable the youth to overcome barriers to academic success There is little research however on how to measure these traits within the general student population and how to determine the role of the school environment in promoting these traits
The Healthy Kids Survey (HKS) is one of the few large-scale surveys to assess both risk and resil-ience The surveyrsquos resilience and youth develop-ment module (RYDM) is based on the premise that youth who experience high levels of environ-mental assets in three areasmdashhigh expectations from adults caring relationships with adults and opportunities for meaningful participationmdashwill develop the resilience traits the connection to school and motivation to learn that lead to positive academic social and health outcomes (Constantine Benard amp Diaz 1999)
The resilience and youth development modulemdashwhich has both elementary and secondary school versionsmdashwas designed as an epidemiological surveillance tool to track aggregate levels of pro-tective factors In California an average of about 600000 students take the Healthy Kids Survey and a part of the resilience and youth development module every year School districts and schools use the resulting prevalence and trend data to guide programmatic decisionmaking With such widespread administration school districts and independent evaluators are increasingly using the survey data to evaluate local programs by examin-ing student-level changes over time Capitalizing on the mandated administration of a standard instrument for local evaluation has the benefit of reducing the survey burden for students and
2 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
provides comparable outcome data across different program evaluations
Widespread use of the module for research and local evaluation may be premature however The psychometric properties of specific scales assessed by the elementary school module have yet to be established And the secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since been modified several times making validation of the current secondary school resilience and youth development module neces-sary In addition measurement equivalence across racial and ethnic groups males and females and different grades has never been systematically examined The stakes are thus high to ensure that all parts of the module are valid and reliable
To guide further improvements of this important assessment tool Regional Educational Labora-tory West conducted psychometric analyses of the properties of the resilience and youth development module using a large set of recent survey data1 This report describes the results of these analyses makes recommendations on the proper use of the module and suggests modifications to improve the instrument
For the secondary school module the results are consistent with the instrumentrsquos current use as an epidemiological tool and with its concep-tual foundation It provides comprehensive and balanced coverage of eight environmental resil-ience assets and four internal resilience assets2 its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped
the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The second-ary school RYDM scales exhibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time
The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reli-ably assess only two environmental assets and one internal asset Most of the scales measured by the elementary school instrument have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
developing a riSK and reSilience aSSeSSMenT Tool
The Healthy Kids Survey is a comprehensive health risk and resilience data collection system that relies on student self-reporting The surveyrsquos core module tracks health risks and problem behaviors that are significant barriers to learning among students The resilience and youth development module assesses individual and environmental assets associated with positive youth development and school success This section provides a brief background on how the survey and the resilience and youth development module were developed and are now used in California
The Healthy Kids Surveymdashassessing risk and protective factors
The Healthy Kids Survey is the largest effort in the nation to require school districts to assess student resilience and risk behaviors (box 1) The Califor-nia Department of Education requires all school districts with federal Title IV funding or with state Tobacco Use Prevention and Education grants to administer the survey every two yearsmdashthe case
The resilience and youth
development module
assesses individual and
environmental assets
associated with positive
youth development
and school success
developing a riSK and reSilience aSSeSSment tool 3
for 85 percent of California school districts In mandating the survey the California Department of Education aims to promote accountability and data-driven decisionmaking and to improve health and prevention programs in schools
The survey was developed in 1997 by WestEdrsquos Health and Human Development Program in col-laboration with Duerr Evaluation Resources and an advisory committee of researchers teachers prevention and health program practitioners and public agency representatives The California Department of Education funded the develop-ment of the survey in response to federal require-ments that schools implement the Principles of Effectivenessmdashto collect and use data to assess student needs justify program funding guide program development and monitor progress in achieving program goals The immediate impetus for mandating the biennial administration of the
survey however was meeting the requirements of the No Child Left Behind Act (Title IVmdashSafe and Drug-Free Schools and Communities Act)
The Healthy Kids Survey consists of a general core module the resilience and youth development module and four optional modules on specific risk behaviors It can be customized to meet local needs
The required core module assesses demo-bullgraphic information and health risks relat-ing to school violence harassment physical health mental health school-related behavior (such as truancy) and alcohol tobacco and other drug use
The resilience and youth development module bullassesses environmental factors (environmental assets) and individual traits (internal assets)
Box 1
Specifications of the Healthy Kids Survey
MandateMandated (since fall 2003) by the California Department of Educa-tion for compliance with No Child Left Behind and state Tobacco Use Prevention and Education (TUPE) grants
Survey typeComprehensive health risk and bullresilience surveyStudent self-reportbullAnonymous voluntary bullconfidentialModular secondary school bullinstrument single elementary school version
Grade levelsGrades 5 7 9 11 and students in continuation schools
SamplingRepresentative district sample school-level surveys optional
Required modules (secondary school)
Core (required)A Resilience and youth develop-B ment (school and community asset scales required)
Optional modules (secondary school)
Resilience and youth develop-B ment (home peer and internal asset scales)Safety (violence and suicide) C and alcohol and other drug useTobaccoD Physical healthE Sexual behavior (pregnancy and F HIVAIDS risk)Custom module (for adding G questions)
SourcesItems based on the California Student Survey Youth Risk Behavior Survey and California Student Tobacco Use and Evaluation Survey
RequirementsBiennial administrationbullModule A and school amp commu-bullnity asset scales in module BModule D by state TUPE granteesbullWritten parental consent passive bullconsent optional since fall 2004Representative district samplesbull
AdministrationBy school following detailed bullinstructionsProcessing and reporting by bullWestEdrsquos Health amp Human De-velopment Program
ProductLocal reports and aggregated state database
4 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
associated with academic performance posi-tive youth development and protection from risky behaviors The California Department of Education mandates that the sections on school and community assets be administered to all students who take the Healthy Kids Survey
Four optional topical modules (and one bullcustomizable module) collect further detail on subjects covered by the core module such as violence and alcohol and other drug use (module C) tobacco use and tobacco educa-tion (module D) physical activity and diet (module E) and sexual behavior pregnancy and HIV risk (module F)
A custom module that allows schools to incor-bullporate their own items
The survey was designed as a district surveillance tool to provide prevalence estimates representative of students in the school districts that administer the survey rather than of students in the state as a whole It was not designed to evaluate student-level changes over time or individual differences across students The California Department of Education requires that districts administer the survey to 900 randomly selected students from each targeted grade (5 7 9 and 11) In districts with fewer than 900 students per grade (the case for 85 percent of California districts) all students in the targeted grades are surveyed If a district has more than 10 schools per grade at least 50 percent of schools are randomly sampled (Los Angeles Unified School District has different requirements because of its size)
WestEdrsquos Health and Human Development Program provides school districts administering the survey with technical as-sistance and with a report on the district-level data collected in each module
Although several adolescent behavior surveys such as the Youth Risk Behavior Surveillance
System assess student risk factors and problem behavior the Healthy Kids Surveyrsquos assessment of student supports strengths and competencies sets it apart While some surveys incorporate protec-tive factors the resilience and youth development module is one of the few assessments that specifi-cally addresses this dimension and does so with a strong theoretical foundation
The resilience and youth development modulemdashassessing the other side of risk
Secondary school module In early 1998 the HKS Advisory Committee asked WestEd to develop a survey module to assess middle and high school student strengths competencies and positive so-cial and health attitudes feeling that the HKS core module did not give practitioners enough informa-tion about the factors behind positive development and school success (Constantine et al 1999)
WestEd formed a Resilience Assessment Expert Panel to develop and validate a new survey module on youth resilience The assessment needed to be brief enough to be widely administered along with the HKS core module have a strong theoretical foundation demonstrate reliability validity and cultural and developmental appropriateness when administered in California school settings and provide a comprehensive research-based assess-ment of environmental factors (environmental assets) and resilience traits (internal assets) Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills (Benard 1991 1995 2004)
Failing to find a survey that met its theoreti-cal and psychometric criteria the panel built on research on resilience and healthy human development systemsmdashparticularly the work of Benard (1991 1995 2004)mdashto develop a theoreti-cal framework that describes resilience factors and their interrelationships (figure 1) The result-ing module for secondary school students was designed to measure 11 environmental assets
failing to find a survey
that met its theoretical
and psychometric
criteria the panel built
on research to develop
a theoretical framework
that describes resilience
factors and their
interrelationships
developing a riSK and reSilience aSSeSSment tool 5
asking students their perception of adult high expectations their perceptions of caring rela-tionships with adults and their opportunities for meaningful participation in school home and community environments The module also assesses caring relationships and high expecta-tions in the peer domain These external sup-ports promote positive outcomes discouraging risky behavior and stimulating academic success (Benard 2004 Constantine et al 1999 Hawkins Catalano amp Miller 1992 Masten amp Coatsworth 1998 Resnick et al 2000 Rutter 1987 Werner amp Smith 1982 1992)
Internal resilience assetsmdashthe personal strengths of a resilient childmdashinclude social competence problem solving autonomy and sense of pur-pose which can each be broken down further (Benard 1991 2004) Social competence for ex-ample entails social communication skills em-pathy and caring and the ability to elicit positive responses from others (responsiveness) (Benard 2004 Masten 2001) Problem solving involves planning flexibility and resourcefulness
autonomy entails self-efficacy self-awareness and mindfulness and sense of purpose in-cludes goal direction achievement motivation optimism and hope (Benard 2004) Internal resilience assets develop both naturally and in response to environmental resilience assets The resilience and youth development module was designed to measure six internal assets empathy problem solving self-efficacy self-awareness cooperation and communication and goals and aspirations
A pool of 128 potential items was piloted in one middle and one high school in fall 1998 Re-searchers classroom teachers and other school practitioners helped select and modify items from the pool and revise the format and instruc-tions The first field test of the resilience and youth development module with 92 resilience items was administered to 1000 high school students in three school districts in winter 1999 Cognitive processing interviews with students were also conducted to find out studentsrsquo inter-pretation of the items Based on analysis of the
Improved
health
social and
academic
outcomes
Internal resilience assets
Environmental resilience assets Youth needs
School
Home
Community
Peers
figure 1
conceptual model for the resilience and youth development module
6 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle 1
items on the secondary school resilience and youth development module by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare r6
r8r10
at my school there is a teacher or some other adult who really cares about menotices when irsquom not therelistens to me when i have something to say
high expectations at school SchlHigh r7
r9r11
at my school there is a teacher or some other adult who tells me when i do a good jobalways wants me to do my bestbelieves that i will be a success
meaningful participation at school SchlPart r12
r13r14
at school i do interesting activitiesi help decide things like class activities or rulesi do things that make a difference
Home assets
caring relationships at home HomeCare r49
r51r53
in my home there is a parent or some other adult who is interested in my schoolworkwho talks with me about my problemswho listens to me when i have something to say
high expectations at home HomeHigh r48
r50r52
in my home there is a parent or some other adult who expects me to follow the ruleswho believes that i will be a successwho always wants me to do my best
meaningful participation at home HomePart r54
r55r56
at home i do fun things or go fun places with my parents or other adultsi do things that make a differencei help make decisions with my family
community assets
caring relationships in community ComCare r15
r17r20
outside of my home and school there is an adult who really cares about mewho notices when i am upset about somethingwhom i trust
high expectations in community ComHigh r16
r18r19
outside of my home and school there is an adult who tells me when i do a good jobwho believes that i will be a successwho always wants me to do my best
meaningful participation in community ComPart r21
r22r23
outside of my home and school i do these things i am part of clubs sports teams churchtemple or other group activitiesi am involved in music art literature sports or a hobbyi help other people
peer assets
caring relationships with peers PeerCare r42
r43r44
i have a friend about my own age who really cares about mewho talks with me about my problemswho helps me when irsquom having a hard time
pro-social peers PeerHigh r45
r46r47
my friends get into a lot of troubletry to do what is rightdo well in school
developing a riSK and reSilience aSSeSSment tool 7
cognitive interview data frequency distributions and estimated Cronbachrsquos alpha coefficients the number of resilience items was reduced from 92 to 51 (table 1) In 2001 the resilience instru-ment was modified again based on the results of grade- gender- and raceethnic-specific explor-atory factor analyses of data collected during the 19992000 academic year The constructed resilience scales based on the 19992000 field test data form the basis of the current RYDM reports provided to school districts even though the module has since been modified further
Since 2003 all districts administering the Healthy Kids Survey must also administer the school and community asset parts of the module3 Thirty-five percent of districts choose to administer the full resilience and youth development module reflect-ing widespread interest in assessing resilience WestEd provides districts with the data for each
scale and a report on the meaning and use of the datamdashand on how schools can create supportive learning environments that promote school con-nectedness and achievement WestEd also pro-vides state-level data to researchers and evaluators who apply for it4
Elementary school module Pools of resilience items were not independently developed for the elementary school module They were selected from the secondary school module after focus groups with elementary school students Initially the elementary school module used the same constructs as the secondary school module but with two items per construct instead of three Analysis of the 1999 field test data and cognitive processing interviews with students suggested item deletions and changes in item wordings and response options The final version has 21 items (table 2)
construct item description
Internal resilience assets
cooperation and communication Coop r31
r36r37
how true do you feel these statements are about you personallyi can work with someone who has different opinions than minei enjoy working together with other students my agei stand up for myself without putting others down
Self-efficacy SelfEff r29
r30r32
how true do you feel these statements are about you personallyi can work out my problemsi can do most things i trythere are many things i do well
empathy Empathy r33
r34r38
how true do you feel these statements are about you personallyi feel bad when someone gets their feelings hurti try to understand what other people go throughi try to understand what other people feel and think
problem-solving ProbSolv r35
r27r28
how true do you feel these statements are about you personallyWhen i need help i find someone to talk withi know where to go for help with a problemi try to work out my problems by talking or writing about them
Self-awareness SelfAware r39
r40r41
how true do you feel these statements are about you personallythere is a purpose to my lifei understand my moods and feelingsi understand why i do what i do
goals and aspirations Goals r24
r25r26
how true do you feel these statements are about you personallyi have goals and plans for the futurei plan to graduate from high schooli plan to go to college or some other school after high school
Note Possible responses include (1) not at all true (2) a little true (3) pretty much true (4) very much true
8 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
evaluaTing THe pSycHoMeTric properTieS of THe reSilience and youTH developMenT Module
To better understand and improve the psychomet-ric properties of the resilience and youth develop-ment module this report analyzes local HKS data processed between 1998 and spring 2005 asking the following questions
How should school districts and local evalu-bullators best use the module Should the instru-ment be used exclusively to assess prevalence of environmental and internal assets or should it also be used to assess student-level changes across time
What are the psychometric properties of bullspecific scales assessed by the secondary and elementary school resilience and youth devel-opment modules (including the dimensional-ity of scales scale reliability and construct validity)
Does the module exhibit measurement bullequivalence across racial and ethnic groups In other words is it culturally appropriate for different racial and ethnic groups Does it exhibit measurement equivalence for males and females Across different grades
What modifications should be made to im-bullprove the module
taBle 2
elementary school resilience and youth development module items by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare
1013
do the teachers and other grown-ups at school care about youdo the teachers and other grown-ups at school listen when you have something to say
high expectations at school SchlHigh
1114
do the teachers and other grown-ups at school tell you when you do a good jobdo the teachers and other grown-ups at school believe that you can do a good job
meaningful participation at school SchlPart
915
do you help make class rules or choose things to do at schooldo you do things to be helpful at school
Home assets
caring relationships at home HomeCare
5255
does a parent or some other grown-up at home care about your schoolworkdoes a parent or some other grown-up at home listen to you when you have something to say
high expectations at home HomeHigh
5354
does a parent or some other grown-up at home believe that you can do a good jobdoes a parent or some other grown-up at home want you to do your best
meaningful participation at home HomePart
5657
do you help out at homedo you get to make rules or choose things to do at home
peer assets
high expectations with peers PeerHigh
5051
do your best friends get into troubledo your best friends try to do the right thing
Internal resilience assets
empathy Empathy
3738
do you try to understand how other people feeldo you feel bad when someone gets their feelings hurt
problem-solving ProbSolv
3940
do you know where to go to get help with a problemdo you try to work out your problems by talking or writing about them
goals and aspirations Goals
414216
do you try to do your bestdo you have goals and plans for the futuredo you plan to go to college or some other school after high school
Note Possible responses include (1) no never (2) yes some of the time (3) yes most of the time (4) yes all of the time
evaluating the pSychometric propertieS of the reSilience and youth development module 9
Box 2
Data and analytic strategies
The authors used the following data and analytic strategies to analyze the psychometric properties of the secondary and elementary school resilience and youth development modules
DataTwo mutually exclusive analytic samplesmdasha main sample and a validation samplemdashwere drawn from an aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the second-ary school analysis separate samples were drawn for each grade (7 9 and 11) gender and ethnicity (Chinese American African American Mexi-can American and white European American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be af-fected by genderethnic differences in the sample
For the elementary school analysis random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differences in measurement structure were exam-ined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data
maximum likelihood estimation with missing at random (MAR) assump-tions were used which assumes that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006)
Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in Southern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and re-silience and youth development mod-ule were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405 from students in a large county in Southern California were used to examine the relation-ship between the RYDM constructs and standardized test scores
Exploratory and confirmatory factor analysesAnalyses were conducted to test em-pirically whether the factor structure of the resilience instrument is con-sistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the measurement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Exploratory factor analysis (EFA) models were estimated to determine roughly the number of factors underlying the data and the measurement structure of the latent
factors A combination of criteria was used to determine the number of fac-tors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 concep-tual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis models were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit cor-relations among the latent constructs (factors) and factor-loading patterns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confir-matory factor analysis with ordinal indicators was used
Confirmatory factor analysis models with covariatesMeasurement equivalence across de-mographic subgroups was examined by estimating confirmatory factor analysis models with covariates MIMIC modelingmdashmultiple indica-tor multiple cause structural equa-tion modelsmdashwas used to test for differential item functioning across school grade gender and ethnic-ity An applied strategy was used to
(continued)
10 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
This report finds that both the secondary school and elementary school modules are used pri-marily to report aggregate data on prevalence and district-level changes across time Although several modifications should be made the RYDM scales are generally consistent with current use of the instruments and with the conceptual founda-tion of the module (See box 2 and appendixes A and B for a discussion of the analytic strategy and the results of the analysis)
Results of the analysis of the secondary school module
The secondary school module is a short instru-ment (51 items) suitable for widespread adminis-tration It provides comprehensive and balanced
coverage of both environmental (eight dimen-sions) and internal (four dimensions) resilience assets5 Its subscales exhibit good internal consis-tency and are associated with student risk factors in expected ways If certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades
The secondary school instrument is appropriate as an epidemiological tool but is not well suited for evaluating student-level changes over time or individual differences across students The instru-ment exhibits low test-retest reliability suggesting that the RYDM constructs are temporally specific Estimates of student-level changes across time are
ascertain whether group differences in measurement intercepts have implications for evaluation research Recommendations for item changes are made only when the measure-ment intercepts are substantively dif-ferent across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Additional reliability and validity analysesInternal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consistency reliability for the second-ary school survey Because of the no-toriously low internal consistency evi-dent in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary
school module To examine test-retest reliability RYDM survey data col-lected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
Differences in resilience scale scores across the demographic subgroups were also examined To make demo-graphic differences in the resilience scales more interpretable effect sizes were calculated to represent the mag-nitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standardized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated
for two groups when the number of observations in each cell is equal (Cohen 1988)
Construct validity was assessed by examining the relationship of the derived resilience scales to other theo-retically related constructsmdashinclud-ing substance use school violence school-related behavior and stan-dardized test scores To examine these relationships using a common metric correlations between resilience con-structs and criterion variables from confirmatory factor analysis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus polyse-rial correlations are presented which represent the correlation between a continuous variable and a dichoto-mous or ordinal variable that reflects an under lying continuous variable (Bedrick amp Breslin 1996)
Box 2 (continued)
Data and analytic strategies
evaluating the pSychometric propertieS of the reSilience and youth development module 11
likely to be imprecise because of the instability of the resilience measures Even with low student-level stability however the module is valuable for tracking school and district prevalence estimates of resilience assets Student-level errors in mea-surement likely cancel each other out when the data are aggregated at the school district and state levels
The secondary school module contains eight in-ternally consistent and valid measures of environ-mental resilience assets
Three measures representing supportive rela-bulltionships in the school community and home environments These supportive relationships include both caring relationships with and high expectations messages from adults Only the measure for supportive relationships in the home environment however demon-strates sufficient test-retest reliability for use in research
Three measures of meaningful participation bullor involvement in relevant engaging and interesting activities with opportunities for responsibility and contribution in school in the community and at home
Two measures of environmental assets in the bullcontext of peersmdashcaring relationships and high expectations (affiliation with pro-social peers)
That the scales for caring relationships and high expectations in the school environment turn out to measure the same factor is consistent with knowledge that has emerged since the resilience and youth development module was developed in the late 1990s In focus groups conducted by HKS staff when students were asked what they consider to be actions that reflect that a teacher ldquocares about yourdquo they most often mentioned that the adult is a good listener sets high standards expects responsibility from the student praises successes and encourages the student through setbacks Akey (2006) found that supportive teachers and
clear high expectations for behavior are key to developing both stu-dent engagement and perceived competence Teachers whom students see as supportive and who set clear expecta-tions for behavior create an atmosphere where students feel in control and confident about their ability to succeed in school Akeyrsquos findings suggest that supportive teacher relationships high academic expectations and high-quality pedagogy combine to enhance student engagement and academic competence which lead to higher achievement consistent with the RYDM conceptual framework The school and home supportive relationships measures however exhibit better psychometric qualities than many other instruments designed to measure similar constructs
Scores on four of the internal asset scalesmdashself-efficacy empathy problem solving and self- awarenessmdashare internally consistent and adequate for general research purposes But the RYDM items designed to measure cooperation and goalsaspirations do not however provide valid assess-ments of these constructs
Although the consistency of the associations of environmental and internal resilience assets to other related constructsmdashsuch as substance use school violence school-related behavior and stan-dardized test scoresmdashsuggests that the measures demonstrate construct validity the associations are weak Thus the constructs exhibit only moder-ate construct validity
Results of the analysis of the elementary school module
The elementary school resilience and youth devel-opment module uses 21 items to assess seven en-vironmental assets and three internal assets Reli-ably assessing so many factors with so few items is difficult however especially with a student
The secondary
school instrument
is appropriate as an
epidemiological tool
but is not well suited for
evaluating student-level
changes over time or
individual differences
across students
12 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
self-report instrument Not surprisingly the module reliably assesses only two environmental asset measures and one internal asset measure leaving consider-able room for improvement
The elementary school module measures meaningful participa-
tion pro-social peers and supportive relationships in the school and home environments but only the school supportive relationships and home support-ive relationships scales exhibit sufficiently high in-ternal consistency for further use Only one reliable internal resilience asset measure was detected for elementary school studentsmdashempathy The second factor detected goalsaspirations was not reliable enough to be recommended for further use The third factor problem solving was not identified
recoMMendaTionS
This report recommends that neither the second-ary school nor the elementary school resilience and youth development module be used to evaluate student-level changes over time or individual dif-ferences across students Estimates of student-level changes across time are likely to be imprecise be-cause of the instability of the resilience measures Other longer companion instruments should be developed to assess student-level changes The resilience and youth development module is still useful as an epidemiological surveillance tool for reporting aggregate district-level data however
The following sections provide recommendations to drop or revise specific items in the module Tables 3 4 and 5 present the recommended mea-sures (See appendix tables B24 B25 B26 and B27 for a side-by-side comparison of the current and recommended measures)
Secondary school environmental resilience assets
Recommendation 1mdashCombine the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items To maximize
construct validity and reduce redundancy across scales the ldquocaring relationshipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupportive relationshipsrdquo Caring relationships and high expectations are indistinguishable as currently measured by the module The new supportive relationships scale should continue to be assessed separately for school community and home environments
Recommendation 2mdashDrop Item R23 (ldquoI help other peoplerdquo) This item should not be used to indicate community meaningful participation because the item functions differently and thus has a differ-ent meaning for females and Mexican American youth A new item that taps involvement in activi-ties in the community should be developed
Recommendation 3mdashDrop Item R54 (ldquoI do fun things or go fun places with my parents or other adultsrdquo) The item is not developmentally appro-priate for older adolescents because 11th graders report substantially lower participation in such activities for a given level of home meaningful participation This item distorts developmental trends on the home meaningful participation scale and should be dropped A different item should be developed to replace it
Recommendation 4mdashDrop item R45 (ldquoMy friends get into a lot of troublerdquo) Because it is a biased in-dicator of pro-social peers for females and Chinese American students an alternative item should be developed to measure this construct
Secondary school internal resilience assets
Recommendation 5mdashDrop the cooperationcom-munication construct Two of the items used to measure cooperationcommunication measure more than one construct Items R36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without put-ting others downrdquo) Item R31 (ldquoI can work with someone who has different opinions than minerdquo) should be moved to the self-efficacy scale The measurement models suggest that this item
The elementary school
module reliably assesses
only two environmental
asset measures and one
internal asset measure
leaving considerable
room for improvement
recommendationS 13
measures self-efficacy better than it does coopera-tion and communication
Recommendation 6mdashDrop the goals and aspira-tions construct Two of the three items used to measure this constructmdashR24 (ldquoGoals and plans for the futurerdquo) and R26 (ldquoI plan to go to college or some other school after high schoolrdquo)mdashfunction differently across racialethnic groups
Recommendation 7mdashDrop item R27 (ldquoI know where to go for help with a problemrdquo) As an
indicator of problem solving this item should be dropped because it functions differently for males and females An alternative item should be devel-oped to assess problem solving
Elementary school environmental and internal assets
Recommendation 8mdashDevelop more elementary resilience items The elementary school resilience and youth development module tries to assess too many factors with too few items Because having an elementary school resilience assessment that
taBle 3
recommended measures of environmental resilience assets among secondary school students
construct item
School support
adult who really cares about me
adult who notices when irsquom not there
adult who listens to me when i have something
adult who tells me when i do a good job
adult who always wants me to do my best
adult who believes that i will be a success
School meaningful participation
i do interesting activities
i help decide things like class activities or rules
i do things that make a difference
community support
adult who really cares about me
adult who notices when i am upset about
adult whom i trust
adult who tells me when i do a good job
adult who believes that i will be a success
adult who always wants me to do my best
community meaningful participationi am part of clubs sports teams churchtemple or other
i am involved in taking lessons in music art literature
home support
adult who is interested in my school work
adult who talks with me about my problems
adult who listens to me when i have something
adult who expects me to follow the rules
adult who believes that i will be a success
adult who always wants me to do my best
home meaningful participationi do things at home that make a difference
i help make decisions with my family
peer caring relationships
a friend who really cares about me
a friend who talks with me about my problems
a friend who helps me when irsquom having a hard time
pro-social peersmy friends try to do what is right
my friends do well in school
14 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
is aligned with the secondary school module is important additional resilience items should be developed for the elementary school survey Each of the elementary school RYDM scales demon-strates inadequate domain coverage and marginal internal consistency at least one additional item should be developed for each of the school sup-portive relationships home supportive relation-ships and empathy subscales Two additional items should be developed for the meaningful participation at school and at home scales if it is retained in the survey
Recommendation 9mdashCombine the ldquocaring rela-tionshipsrdquo and ldquohigh expectationsrdquo items As with the secondary school module the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupport-ive relationshipsrdquo in both the school environment and the home environment
Recommendation 10mdashDrop meaningful participa-tion The meaningful participation scale should either be dropped or redeveloped because of low
internal consistency Moreover item R15 (ldquoDo you do things to be helpful at schoolrdquo) should not be used to indicate meaningful participation because the item functions differently for males and females
Recommendation 11mdashDrop pro-social peers The pro-social peers scale should be dropped because one of the two items used to measure it functions differently for males and females Perhaps items from other instruments that assess this construct should be used instead
Recommendation 12mdashDrop goals and aspirations The goals and aspirations scale should be dropped or modified because of its low internal consistency
Recommendation 13mdashDevelop a self-efficacy measure Items should be developed to assess self-efficacy because this important construct is currently not assessed
taBle 4
recommended measures of internal resilience assets among secondary school students
construct item
Self-efficacy
i can work with someone who has different opinions than mine
i can work out my problems
i can do most things if i try
there are many things that i do well
empathy
i feel bad when someone gets their feelings hurt
i try to understand what other people go through
i try to understand what other people feel and think
problem solving
When i need help i find someone to talk with
i try to work out problems by talking or writing about them
Self-awareness
there is a purpose to my life
i understand my moods and feelings
i understand why i do what i do
taBle 5
recommended measures of environmental and internal resilience assets among elementary school students
construct item
Environmental resilience assets
School support
do the teachers at school care about you
teachers listen when have something to say
teachers tell you when you do a good job
teachers believe that you can do a good job
home support
parent care about your school work
parent listen when you have something to say
parent believe that you can do a good job
parent at home want you to do your best
Internal resilience assets
empathy
do you try to understand how other people feel
do you feel bad when someone gets their feelings hurt
Appendix A 15
Appendix A AnAlytic strAtegy
To describe the psychometric properties of the secondary and elementary school resilience and youth development modules this report examines
The dimensionality of scales by using explor-bullatory and confirmatory factor analysis models
Measurement equivalence across demo-bullgraphic subgroups by estimating confirma-tory factor analysis models with covariates (such as multiple indicator multiple cause structural equation models)
Scale reliability by estimating internal consis-bulltency and test-retest reliability coefficients
Construct validity by examining the relation-bullship of scales to other theoretically related constructs and mean differences across demo-graphic subgroups
Data
Statewide data from the local administration of the Healthy Kids Survey The data for the analyses in this report are from local administration of the Healthy Kids Survey (HKS) in elementary middle and high schools These data were drawn from a database of all local HKS data processed between 1998 and spring 2005 by WestEdrsquos Health and Human Development Program (approximately 21 million observations) Analyzing such a large sample size would however make almost every parameter estimate statistically significant would inflate chi-square values of model fit and would make assessing substantive significance more difficult Thus two mutually exclusive analytic samples were used in the analyses a main sample and a validation sample The samples were drawn from the aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the secondary school analysis separate samples were drawn for each grade (7 9 and 11)
gender and ethnicity (Chinese American African American Mexican American and white Euro-pean American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be affected by genderethnic differences in the sample
The elementary school Healthy Kids Survey is ad-ministered only to fifth graders and does not ask students about their ethnicracial group Random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differ-ences in measurement structure were examined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data maximum likelihood estimation with missing at random (MAR) assumptions were used which assume that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006) (See section on missing data patterns)
The same procedures were used to draw the validation samples for both the secondary school and elementary school samplesmdashexcept that respondents included in the main sample were ex-cluded from the validation sample The data were weighted by grade raceethnicity and gender to represent the characteristics of HKS respondents surveyed from spring 2003 to spring 2005
Local evaluation HKS data Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in South-ern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and resilience and youth development module were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405
16 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
from students in a large county in Southern Cali-fornia were used to examine the relationship be-tween the RYDM constructs and standardized test scores Standardized test score and schoolcom-munity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students6 English Language Arts and Mathematics California Standards Test scale scores were used as criterion variables
Missing data patterns Approximately 05 percent of respondents in the elementary and secondary modules were excluded from the sampling pool because of missing data on more than half the resilience items (table A1) In the secondary school samples approximately 65 percent of respondents provided answers to all the survey items in the resilience and youth development module an ad-ditional 18 percent had missing values on one or two items 8 percent had missing values on 3 to 10 items and 8 percent had missing values on 11 or more items Respondents with missing values on 11 or more items had lower scores on about one-quarter of the secondary RYDM itemsmdashscoring approximately 9ndash12 percent of a standard devia-tion lower on these items These results held for both the main and validation samples Differences in item means were diminished significantly after controlling for one or two of the remaining items
suggesting that the missing at random assumption is reasonable
Approximately 81 percent of elementary students provided valid answers to all the RYDM items and 15 percent answered all but one or two items Respondents with missing values on two or more items had lower scores on seven of the elementary RYDM items (averaging 024 standard deviations) These differences were no longer apparent after controlling for any two of the remaining items again suggesting that maximum likelihood esti-mation with missing at random assumptions will yield unbiased parameter estimates
Exploratory and confirmatory factor analyses
Analyses were conducted to test empirically whether the factor structure of the resilience in-strument is consistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the mea-surement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Explor-atory factor analysis (EFA) models were estimated to determine roughly the number of factors under-lying the data and the measurement structure of the latent factors A combination of factors was
tAble A1
Missing data patterns for secondary and elementary samples from the resilience and youth development module
number of missing items
secondary elementary
Main sample validation sample Main sample validation sample
number of respondents percent
number of respondents percent
number of respondents percent
number of respondents percent
0 7819 652 7865 655 1627 814 1622 811
1 1634 136 1615 135 266 133 249 125
2 585 49 545 45 55 28 59 30
3ndash5 497 41 539 45 33 17 45 23
6ndash10 445 37 437 36 15 08 14 07
11 or more 1020 85 999 83 4 02 11 06
total 12000 100 12000 100 2000 100 2000 100
Note Analytic samples randomly drawn from students surveyed between spring 2003 and spring 2005 Secondary school resilience and youth development module has 51 survey items The elementary school module has 21 survey items
Appendix A 17
used to determine the number of factors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 conceptual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis mod-els were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit correlations among the latent constructs (factors) and factor-loading pat-terns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confirmatory factor analysis with ordinal indica-tors was used
In the general factor analysis model the relation-ship between the indicators (y) and the under-lying constructs (η) can be represented by
(A1) y = ν + Λη + ε
where ν is a vector of measurement intercepts Λ is a matrix of measurement slopes (factor loadings) and ε is a matrix of residuals assumed to be inde-pendent of η and with zero expectation The model implies the following covariance matrix of y
(A2) Σ = Λ Ψ Λʹ + Θ
where Ψ is the covariance matrix of η and Θ is the covariance matrix of ε (see Long 1983)
In general the indicators y are assumed to be normally distributed latent continuous variables A personrsquos observed score on item y depends on herhis position on y If the observed item is con-tinuous y is directly observed (y = y) However
if the observed item is dichotomous or ordinal the observed categorical variable (y) is linked to the latent continuous variable (y) in a nonlinear way through a model of thresholds (see Mutheacuten 1984) The relationships between an observed ordinal or dichotomous item y with c categories to y can be expressed as
(A3) y = c if τc lt y le τc+1
for c = 0 1 2 cndash1 The τs represent threshold parameters Mutheacutenrsquos (1987) approach models the relationships among these more fundamental latent y variables With ordinal items polychoric correlations represent the correlations of the underlying continuous y variables
The measurement model is estimated by mini-mizing the weighted least squares (WLS) fitting function
(A4) WLS = 12 (s ndash σ)ʹ W ndash1 (s ndash σ)
where s is a matrix of sample statistics (probit thresholds and polychoric correlations) σ is a matrix of the population counterparts to s implied by equation [A2] and W is the covariance matrix for the vector or sample statistics7
Confirmatory factor analysis models with covariates
MIMIC modelingmdashmultiple indicator multiple cause structural equation modelsmdashwas used to test for differential item functioning across school grade gender and ethnicity A simple graphical example of this approach is presented in figure A1 Panel A shows a classic MIMIC model that assumes there are no femalemale differences in measurement intercepts The three arrows connecting school meaningful participation to items R12 R13 and R14 are factor loadings and represent the strength of the relationships between the underlying constructs and the items used to measure them The arrows pointing from right to left toward the items (R12 R13 R14) are residuals and represent true measurement error and item-specific variation Finally the arrow pointing from
18 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
female to school meaningful participation indi-cates that the means of the underlying construct are allowed to be different for males and females The factor loadings are not allowed to be differ-ent for males and females and there is no direct effect of female on the individual items The model assumes that the items function identically for males and females in measuring school meaning-ful participation8
The measurement model in panel B allows for femalemale nonequivalence in the measurement intercept for item R14 That is it allows for a direct effect of female on R14 that is not ldquodependentrdquo on the underlying construct This is indicated by the arrow going directly from female to R14 A sig-nificant femalemale difference in measurement
intercept indicates that the item functions dif-ferently for females and males in measuring the underlying construct For example if the measure-ment intercept for R14 is 25 percent of a standard deviation (female rarr R14) lower for females than males then for a given level of school meaningful participation females score 25 percent of a standard deviation lower on R14 In this example a given score on item R14 does not mean the same thing for males and femalesmdashat least not with reference to the school meaningful participation construct
An applied strategy was used to ascertain whether group differences in measurement intercepts have implications for evaluation research Recommen-dations for item changes are made only when the measurement intercepts are substantively different across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Fit indices
A mean- and variance-adjusted χ2 test of model fit is obtained by multiplying the minimum func-tion by twice the total sample size and dividing by a scaling correction factor (for more details see Mutheacuten 1984 1987 Mutheacuten amp Mutheacuten 2006) After adjusting for the scaling correction fac-tor (see Satorra 2000 Satorra amp Bentler 1999 Mutheacuten amp Mutheacuten 2006) the difference in χ2 tests for two nested models follows a χ2 distribution and can be used to test whether a model results in a statistically significant improvement in fit However χ2 difference tests are sensitive to sample size and can be influenced by substantively mean-ingless parameter differences in large samples For this reason the analysis also relied on several other indices of model fit
For EFA models root mean square residual (RMSR) and root mean square error of approxi-mation (RMSEA) values were used to assess model fit (Hu amp Bentler 1999) RMSR is the square root of the mean of the squared residuals and indexes the difference between the sample variancecovari-ance matrix and the variancecovariance matrix predicted by the model Hu and Bentler (1999)
R12
R13
R14
Schoolmeaningful
participation
Panel A MIMIC modelingmdashno measurement invariance
Female
R12
R13
R14
Schoolmeaningful
participation
Panel B MIMIC modelingmdashhypothetical gender measurement intercept invariance (differential item functioning for R14)
Female
figure A1
Hypothetical example of MiMic approach for testing for measurement equivalence
Note MIMIC refers to multiple indicators multiple causes structural equation models
Appendix A 19
suggest that RMSR values less than 005 indicate good fit The RMSEA is also based on differences between the observed and predicted variancecovariance matrices but penalizes for model com-plexity RMSEA is computed by
(A5) RMSEA = χ2ndash(ndf) 1 ( )n
where χ2 is the model chi-square value n is the total sample size and df is the degrees of free-dom RMSEA penalizes for model complexity by dividing χ2 by (ndf ) Hu and Bentler (1999) recommend RMSEA values of 006 or less as the cut-off for good model fit Based on Hu and Bentlerrsquos recommendations more emphasis is placed on RMSEA than on RMSR in EFA model selection
In addition to RMSEA several additional fit indices were used to assess CFA models includ-ing Bentlerrsquos comparative fit index (CFI) the Tucker-Lewis index (TLI) and Mutheacuten and Mutheacutenrsquos (2006) weighted root mean square residual (WRMR) As implemented in Mplus both the CFI and TLI compare estimated CFA models to baseline models with uncorrelated variables (independence model) CFI and TLI are calculated as follows
(A6) CFI =1ndashmax χ2
HondashdfHo 0
max χ2HondashdfHo χ
2BndashdfB 0
(A7) TLI =
χ2B
dfB
χ2Ho
dfHo
ndash
χ2B
dfB
ndash1
where χ2Ηο and dfHo denote the chi-squared value
and degrees of freedom of the estimated model and χ2
Β and dfB denote the same for the baseline model Both CFI and TLI are not appreciably influenced by sample size By convention CFI and TLI values greater than 095 indicate good fit (Hu amp Bentler 1999)
Yu and Mutheacuten (2001) recently developed WRMR to identify good-fitting models with categorical outcomes It is defined as follows
(A8) WRMR =e
(sr ndash σr)vr
sume
r
where sr is an element in the sample variancecovariance (or probit thresholdpolychoric cor-relation) matrix σr is the element in the variancecovariance matrix predicted by the model νr is an estimate of the variance of sr and e is the number of elements in the variancecovariance matrix According to Mutheacuten WRMR is suitable for models where sample statistics have widely varying variances when sample statistics are on different scales and in models with categorical outcomes Yu and Mutheacuten (2001) suggest WRMR values less than or equal to 100 for good models with categorical outcomes Because WRMR has been tested for models with categorical outcomes greater weight is placed on this index in CFA model selection
Modification indices and χ2 difference testing were also used to compare nested confirmatory factor analyses models particularly for testing measurement intercept invariance
Additional reliability and validity analyses
Internal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consis-tency reliability for the secondary school survey Because of the notoriously low internal consis-tency evident in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary school resilience and youth development module To examine test-retest reli-ability RYDM survey data collected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
20 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Differences in resilience scale scores across the demographic subgroups were also examined To make demographic differences in the resil-ience scales more interpretable effect sizes were calculated to represent the magnitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standard-ized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated for two groups when the number of observations in each cell is equal (Cohen 1988) Cohenrsquos f was calculated by
(A9) f =σ
(mi ndash m)2
ksumk
i=1
where mi represents the mean for each subgroup i m represents the population mean k the number of subgroups and σ the pooled standard deviation
Construct validity was assessed by examining the relationship of the derived resilience scales to other theoretically related constructsmdashincluding substance use school violence school-related behavior and standardized test scores To exam-ine these relationships using a common metric correlations between resilience constructs and criterion variables from confirmatory factor analy-sis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus poly-serial correlations are presented which represent the correlation between a continuous variable and a dichotomous or ordinal variable that reflects an underlying continuous variable (Bedrick amp Breslin 1996)
Appendix b 21
Appendix B results
This appendix presents the results of the analyses conducted to evaluate the psychometric properties of the resilience and youth development module
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items The EFA models suggested that the environmental resilience assets items measure eight factors9 The factor pattern and loadings for the main sample and cross-validation sample are displayed in tables B1 and B2 respec-tively The 8-factor EFA solutions show conceptu-ally clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instrument The pattern of fac-tor loadings across all the demographic subgroups is consistent with those displayed in tables B1 and B210 Distinct factors are apparent for support and meaningful participation in the school community and home environments as well as caring and pro-social relationships in the peer environment
However the factor pattern evident in the 8-factor solution is inconsistent with how the instrument currently is being used in California because the results suggest that caring relationships and high expectations at school in the home and in the community are not distinct factors
Confirmatory factor analysis results A CFA model equivalent to the 8-factor EFA models in tables B1 and B2 was estimatedmdashexcept that all but the highest magnitude loadings from the EFA model were constrained to be zero11 That is each item was forced to load on only one factor As with the EFA models the results were consistent across each sample The CFA models indicated that item R45 (ldquoMy friends get into a lot of troublerdquo) has a relatively small factor loadingmdashsuggesting that an association with peers who get into a lot of trouble is a less sensitive indicator of pro-social peers
than the other two items assessing this construct Moreover there was a relatively high correlation between home support and home meaningful participation (078 and 079) which suggests that these two constructs may not be distinct
The CFA models were re-estimated to include covari-ates to detect differences in measurement intercepts across demographic subgroups Several measure-ment intercepts differed by demographic subgroup
The results for R23 (ldquoI help other peoplerdquo) bullsuggest that for a given level of community meaningful participation female and Mexi-can American youth report between one-fifth and one-third of a standard deviation higher for ldquohelping other peoplerdquo The item thus has a different meaning for these two populations
For R54 (ldquoI do fun things or go fun places bullwith my parentsrdquo) 11th graders report substantially lower levels of participation in fun activities with parents for a given level of home meaningful participation than do sev-enth and ninth graders (029 to 033 standard deviations) This represents a developmental difference in the appropriateness of this item
Female and Chinese American youth report bulllower frequencies on R45 (ldquoMy friends get into a lot of troublerdquo) for a given level of pro-social peersmdashreflecting the different meaning at-tached to this item by these populations
Each of these measurement intercept differences is substantively significant That is these particular items assess the underlying constructs differently for demographic subgroups and thus should not be used as indicators Dropping these items however leaves three subscales with only two items which is far from ideal Table B3 presents revised CFA mod-els after dropping the items with non-invariant measurement intercepts Table B4 reports latent factor correlations12 Note that the correlations between home support and home meaningful par-ticipation remain relatively high (073) indicating a high degree of overlap between these two factors
22 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b1
secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 schlcare schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 schlcare schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 schlhigh schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 schlhigh schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 schlpart schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 schlpart schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 schlpart schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare A friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare A friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare A friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh My friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh My friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh My friends do well in school 002 003 ndash001 001 005 005 ndash002 068
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
Appendix b 23
tAble b2
secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 schlcare schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 schlcare schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 schlhigh schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 schlhigh schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 schlpart schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 schlpart schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 schlpart schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare A friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare A friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare A friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh My friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh My friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh My friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
24 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b3
Final secondary school environmental assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
r6 schlcare schoolmdashadult who really cares about me 1 080
r8 schlcare schoolmdashadult who notices when irsquom not there 098 079
r10 schlcare schoolmdashadult who listens to me when i have something 108 086
r7 schlhigh schoolmdashadult who tells me when i do a good job 105 084
r9 schlhigh schoolmdashadult who always wants me to do my best 109 087
r11 schlhigh schoolmdashadult who believes that i will be a success 110 088
School meaningful participation
r12 schlpart schoolmdashi do interesting activities 1 078
r13 schlpart schoolmdashi help decide things like class activities or rules 098 077
r14 schlpart schoolmdashi do things that make a difference 112 088
Community support
r15 comcare communitymdashadult who really cares about me 1 092
r17 comcare communitymdashadult who notices when i am upset about 099 091
r20 comcare communitymdashadult whom i trust 097 088
r16 comhigh communitymdashadult who tells me when i do a good job 103 094
r18 comhigh communitymdashadult who believes that i will be a success 104 095
r19 comhigh communitymdashadult who always wants me to do my best 104 095
Community meaningful participation
r21 compart i am part of clubs sports teams churchtemple or other 1 088
r22 compart i am involved in taking lessons in music art literature 097 086
Home support
r49 homecare homemdashadult who is interested in my schoolwork 1 084
r51 homecare homemdashadult who talks with me about my problems 103 087
r53 homecare homemdashadult who listens to me when i have something 105 089
r48 homehigh homemdashadult who expects me to follow the rules 093 078
r50 homehigh homemdashadult who believes that i will be a success 110 092
r52 homehigh homemdashadult who always wants me to do my best 110 092
Home meaningful participation
r55 homepart i do things at home that make a difference 1 085
r56 homepart i help make decisions with my family 102 086
Peer caring relationships
r42 peercare A friend who really cares about me 1 092
r43 peercare A friend who talks with me about my problems 101 092
r44 peercare A friend who helps me when irsquom having a hard time 103 094
Pro-social peers
r46 peerhigh My friends try to do what is right 1 086
r47 peerhigh My friends do well in school 091 078
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 25
Elementary school environmental resilience assets
Exploratory factor analysis results An identi-cal strategy was used to analyze the elementary school RYDM environmental resilience items EFA models suggested that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (car-ing relationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers (tables B5 and B6) These results were found for both the main sample and the validation sample and for both boys and girls
tAble b4
correlations among secondary school environmental resilience assets final confirmatory factor analysis model
factors
Main sample (1) (2) (3) (4) (5) (6) (7) (8)
(1) school support 100
(2) school meaningful participation 059 100
(3) community support 054 042 100
(4) community meaningful participation 042 058 046 100
(5) home support 047 037 059 044 100
(6) home meaningful participation 048 059 051 038 073 100
(7) peer caring relationships 041 035 046 034 046 044 100
(8) pro-social peers 042 040 038 039 049 050 054 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b5
elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 074 005 001 ndash001
13 schlcare teachers listen when have something to say 062 007 000 005
11 schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 schlpart do you make class ruleschoose things to do at school 014 ndash016 048 ndash005
15 schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart do you make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
26 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Confirmatory factor analysis results The CFA results also supported the 4-factor model The analyses of differential item functioning suggested that the measurement intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls For a given level of meaning ful participation females report between 20 and 36 percent of a standard deviation higher frequen-cies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because of the magnitude of these measurement intercept differences these items should not be used to measure the underlying constructs Because dropping item 51 means that only one item is left to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should also be dropped The elementary school module thus would not assess pro-social peer assets
After dropping the pro-social peer items a 3-factor model is leftmdashwith factors for school support home support and meaningful participation
Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statistically significant im-provement in model fit (see ∆χ2 values for Model 4 versus Model 3 in appendix C) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicates that these meaningful participation items are only weakly related to underlying school and home factors (026 037 and 024 respectively) Thus the 3-factor model has the most support
Table B7 presents the results for the final CFA model A look at the standardized factor loadings reveals that the relationships between meaning-ful participation and its items are still weak (040 053 and 030 for items 9 56 and 57 respectively) suggesting that the items are insensitive indicators of meaningful participation Overall however the results are consistent with those reported for the secondary school resilience and youth development
tAble b6
elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 073 003 003 ndash001
13 schlcare teachers listen when have something to say 065 002 003 ndash001
11 schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 schlpart do you make class ruleschoose things to do at school 005 ndash020 062 ndash006
15 schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart do you make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 27
modulemdashwith the exception that meaningful par-ticipation is global rather than domain-specific for the elementary school items and that pro-social peers cannot be measured adequately
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicated that two of the three items used to assess cooperation and communicationmdashR36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor For simplicity these items were dropped from the analysis and EFA and CFA models were estimated on the remaining set of items The EFA results suggested that five factors underlie the observed itemsmdashself-efficacy empathy problem solving self-awareness and goalsaspirations (tables B8
and B9) The 5-factor solution is conceptually clear and is consistent with how the instrument is cur-rently used in California
Confirmatory factor analysis results CFA models consistent with the 5-factor EFA model were esti-mated with all but the highest loadings from the EFA models constrained to be zero Several consis-tent substantively significant differences in mea-surement intercepts across racialethnic groups were evident when covariates were included
Female youth are between 022 and 034 of a bullstandard deviation less likely to endorse item R27 (ldquoI know where to go for help with a prob-lemrdquo) for a given level of problem solving
African American and Mexican American bullyouth report higher levels of ldquohaving goals and plans for the futurerdquo (R24) than white
tAble b7
Final elementary school environmental resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
10 schlcare do the teachers at school care about you 1 076
13 schlcare teachers listen when you have something to say 090 068
11 schlhigh do the teachers tell you when you do a good job 079 060
14 schlhigh do the teachers believe that you can do a good job 095 072
Home support
52 homecare does a parent care about your school work 1 078
55 homecare does a parent listen when you have something to say 089 069
53 homehigh does a parent believe that you can do a good job 111 086
54 homehigh does a parent at home want you to do your best 101 079
Meaningful participation
9 schlpart do you make class rules or choose things to do at school 1 040
56 homepart do you help out at home 136 053
57 homepart do you get to make rules or choose things to do at home 077 030
latent factor correlations
(1) (2) (3)
(1) school support 100
(2) home support 064 100
(3) Meaningful participation 048 062 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
28 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
European American and Chinese American youth even after accounting for ethnic group differences in the latent construct
Chinese American youth report substantially bulllower levels of ldquohaving goals and plans for the futurerdquo than the other ethnic groups for a given score on the underlying construct In addition Chinese American youth also are about 25ndash30 percent of a standard deviation less likely to report that they plan to go to college after high school (R26) for a given level on goals
With such pronounced racialethnic group mea-surement intercept differences items R24 and R26 should be dropped and so goals would not be as-sessed on the secondary school module Item R27 should not be used to assess problem solving
Table B10 shows the final recommended CFA model for the secondary school internal resilience
items after dropping items R24 R25 R26 and R27 from the analysis Overall the latent constructs are consistent with current usage of the RYDM except that the communication and cooperation construct is dropped because two of the items for this scale did not uniquely load on one factor the goals construct is dropped because of measure-ment slope invariance and the problem-solving construct is measured with just two items
Elementary school internal resilience assets
Exploratory factor analysis results The elementary school resilience and youth development module was designed to measure three internal resilience traitsmdashempathy problem solving and goals and aspirationsmdashwith seven items Although explor-atory factor analyses of these items suggest that a 2-factor solution was appropriate for both the main and validation samples the factor patterns were different for the two samples as well as for
tAble b8
secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 066 ndash009 015 011
r30 selfeff i can do most things if i try 050 ndash011 016 035
r32 selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probsolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probsolv i know where to go for help with a problem 068 ndash001 007 011
r28 probsolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 selfAware there is a purpose to my life 012 006 046 028
r40 selfAware i understand my moods and feelings 001 005 091 ndash007
r41 selfAware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 29
males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample (see tables E124andashE132) The EFA factor patterns were still ambiguous after drop-ping item 40 most likely because so few items re-mained to be analyzed (tables B11 and B12) After moving to a CFA framework two nested models were estimatedmdasha 1-factor model measuring over-all internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results The 2-factor CFA modelmdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model Table B13 presents the factor load-ings and factor correlations for this CFA model based on the main sample An examination of the
standardized item loadings for goalsaspirations indicates that two of the four items are weakly as-sociated with the underlying construct Although goalsaspirations is poorly measured by the in-cluded items this scale should be retained so that its reliability and relationship to other constructs can be further investigated
Reliability of the secondary and elementary school scales
Internal consistency The internal consistency of the RYDM scales was estimated using Cronbachrsquos alpha coefficient for the main sample the valida-tion sample and each demographic subsample (tables B14 and B15) The secondary school RYDM scales (table B14) demonstrate acceptable levels of reliability with all scales exhibiting reliabilities greater than 070 and 11 of 13 scales demonstrat-ing reliabilities greater than 075 The school support community support and peer caring relationships scales exhibit the highest internal
tAble b9
secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 065 ndash006 013 012
r30 selfeff i can do most things if i try 055 ndash010 010 036
r32 selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probsolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probsolv i know where to go for help with a problem 066 002 009 007
r28 probsolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 selfAware there is a purpose to my life 017 005 045 027
r40 selfAware i understand my moods and feelings ndash002 007 094 ndash007
r41 selfAware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
30 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
consistency with alphas all exceeding 090 The problem-solving (alpha = 073) and pro-social peers (alpha = 074) scales exhibit moderate but acceptable levels of internal consistency especially
considering that the scales have only two items Internal consistency does not differ markedly by student grade gender or raceethnicity However the problem-solving scale shows lower reliability
tAble b10
Final secondary school internal resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Self-efficacy
r31 coop i can work with someone who has different opinions 100 077
r29 selfeff i can work out my problems 104 080
r30 selfeff i can do most things if i try 109 084
r32 selfeff there are many things that i do well 104 080
Empathy
r33 empathy i feel bad when someone gets their feelings hurt 100 082
r34 empathy i try to understand what other people go through 111 091
r38 empathy i try to understand what other people feel and think 109 090
Problem solving
r35 probsolv When i need help i find someone to talk with 100 085
r28 probsolv i try to work out problems by talkingwriting about them 094 080
Self-awareness
r39 selfAware there is a purpose to my life 100 084
r40 selfAware i understand my moods and feelings 102 086
r41 selfAware i understand why i do what i do 099 083
latent factor correlations
(1) (2) (3) (4)
(1) self-efficacy 100
(2) empathy 073 100
(3) problem solving 078 082 100
(4) self-awareness 082 069 062 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b11
elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probsolv do you know where to go to get help with a problem ndash006 063
40 probsolv do you try to work out your problems by talkingwriting 031 036
41 goalsAsp do you try to do your best 017 052
42 goalsAsp do you have goals and plans for the future ndash003 038
16 goalsAsp do you plan to go to college after high school ndash007 034
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 31
for African American students than for other ethnic groups
Internal consistency reliabilities for the elemen-tary school RYDM scales are noticeably lower than those for the secondary school instrument (see table B15) These low reliabilities are typical of instruments administered to elementary school students The school support home support and empathy subscales demonstrate adequate reliabil-itymdashwith alphas ranging from 063 to 065 for em-pathy to 070 to 072 for school and home support The elementary school meaningful participation
and goalsaspirations scales exhibit low levels of reliability These scales should not be used in research or local evaluation activities requiring precise measurement
Stability Tables B16 and B17 show construct- and item-level test-retest stability coefficients for the secondary school RYDM asset measures Unlike the internal consistency estimates the resilience scales evidence fairly low levels of stability with 8 of the 12 scales exhibiting pre-post correlations of less than 060 Only the community meaningful participa-tion home support peer caring relationships and
tAble b13
Final elementary school internal resilience asset model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Empathy
37 empathy do you try to understand how other people feel 1 071
38 empathy do you feel bad when someone gets their feelings hurt 107 076
Goalsaspirations
39 probsolv do you know where to go to get help with a problem 1 050
41 goalsAsp do you try to do your best 156 078
42 goalsAsp do you have goals and plans for the future 069 035
16 goalsAsp do you plan to go to college after high school 050 025
latent factor correlations
(1) (2)
(1) empathy 100
(2) goalsaspirations 064 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b12
elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probsolv do you know where to go to get help with a problem 020 042
40 probsolv do you try to work out your problems by talkingwriting 038 022
41 goalsAsp do you try to do your best 034 036
42 goalsAsp do you have goals and plans for the future ndash017 076
16 goalsAsp do you plan to go to college after high school ndash008 056
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
32 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
self-awareness scales demonstrate adequate stabil-ity In the context of relatively high levels of internal consistency these comparatively low levels of stabil-ity suggest that the resilience assets assessed by the secondary school module demonstrate adequate reliability at a single point in time
A look at the item-specific stability coefficients in tables B16 and B17 shows the variation across
items Although several are particularly unstable the individual item test-retest reliabilities have a negligible impact on the total scale test-retest reliabilities For example the pre-post correlation of item R8 (ldquoThere is a teacher or some other adult who notices when I am not thererdquo) is only 029 However dropping this item from the school sup-port scale does not markedly improve the stability of the scale score (054 versus 055)
tAble b14
secondary school internal consistency reliability coefficients by demographic subgroup
grade gender raceethnicity
All 7 9 11 Male femaleAfrican
Americanchinese
AmericanMexican
American White
Environmental resilience assets
school support 090 089 091 092 090 091 089 090 090 091
school meaningful participation 078 076 077 080 077 078 074 079 078 079
community support 095 094 095 095 095 095 095 095 095 095
community meaningful participation 075 073 076 077 076 075 076 072 077 073
home support 089 089 089 088 089 088 090 086 090 088
home meaningful participation 078 076 078 079 078 078 075 079 077 079
peer caring relationships 090 088 090 092 089 090 089 090 091 089
pro-social peers 074 073 075 074 072 074 072 071 075 073
Internal resilience assets
self-efficacy 082 081 082 082 083 080 082 082 082 081
empathy 085 086 085 085 085 083 084 085 085 086
problem solving 073 073 073 072 073 069 068 074 073 076
self-awareness 081 080 081 082 082 080 081 082 080 081
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Results are based on main sample Cronbachrsquos alpha coefficients were almost identical in the validation sample
tAble b15
elementary school internal consistency reliability coefficients by gender
Main sample validation sample
All Male female All Male female
Environmental resilience assets
school support 071 070 072 070 071 069
home support 071 070 071 072 071 073
Meaningful participation 034 032 035 032 030 034
Internal resilience assets
empathy 063 064 057 065 063 064
goalsaspirations 036 041 027 039 043 033
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 33
tAble b16
test-retest reliability of secondary school environmental resilience asset constructs and items
itemoriginal construct construct and associated items
stabilitycoefficient (r)
School support 054
r6 schlcare schoolmdashadult who really cares about me 050
r8 schlcare schoolmdashadult who notices when irsquom not there 029
r10 schlcare schoolmdashadult who listens to me when i have something 051
r7 schlhigh schoolmdashadult who tells me when i do a good job 043
r9 schlhigh schoolmdashadult who always wants me to do my best 047
r11 schlhigh schoolmdashadult who believes that i will be a success 046
School meaningful participation 053
r12 schlpart schoolmdashi do interesting activities 033
r13 schlpart schoolmdashi help decide things like class activities or rules 056
r14 schlpart schoolmdashi do things that make a difference 037
Community support 044
r15 comcare communitymdashadult who really cares about me 033
r17 comcare communitymdashadult who notices when i am upset about 041
r20 comcare communitymdashadult whom i trust 053
r16 comhigh communitymdashadult who tells me when i do a good job 044
r18 comhigh communitymdashadult who believes that i will be a success 039
r19 comhigh communitymdashadult who always wants me to do my best 046
Community meaningful participation 082
r21 compart i am part of clubs sports teams churchtemple or other 083
r22 compart i am involved in taking lessons in music art literature 064
Home support 068
r49 homecare homemdashadult who is interested in my schoolwork 057
r51 homecare homemdashadult who talks with me about my problems 062
r53 homecare homemdashadult who listens to me when i have something 060
r48 homehigh homemdashadult who expects me to follow the rules 053
r50 homehigh homemdashadult who believes that i will be a success 052
r52 homehigh homemdashadult who always wants me to do my best 063
Home meaningful participation 049
r55 homepart i do things at home that make a difference 052
r56 homepart i help make decisions with my family 043
Peer caring relationships 073
r42 peercare A friend who really cares about me 052
r43 peercare A friend who talks with me about my problems 062
r44 peercare A friend who helps me when irsquom having a hard time 076
Pro-social peers 051
r46 peerhigh My friends try to do what is right 051
r47 peerhigh My friends do well in school 046
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
34 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
The elementary school RYDM scales exhibit higher stability than the secondary school scales (table B18) Only two of the five elementary school scales exhibit pre-post correlations below 060 The stability coefficients in table B18 are similar or higher than the internal consistency reliability estimates presented in table B15 for elementary school students
Validity of the secondary and elementary school scales
Scale means To assess construct validity demo-graphic differences in resilience scale scores were examined across grade gender and racialethnic groups Secondary school RYDM scale means standard deviations and standardized differences across groups are presented in table B19 With the exception of caring relationships with peers 9th and 11th graders report marginally lower environmen-tal resilience assets than seventh graders Caring relationships with peers increases with school grade consistent with the notion that adolescents become more involved with peers (although not necessar-ily pro-social ones) as they age Student internal
resilience asset scores do not differ markedly by grade although empathy increases with school grade and self-awareness declines with grade
Gender differences in resilience assets gener-ally favor females who report marginally higher school and community support and substantially higher peer caring relationships and exposure to pro-social peers Females also report considerably higher levels of empathy and problem solving These differences are consistent with expecta-tionsmdashgirls often have more extensive social support resources than boys (Colarossi amp Eccles 2000 Crosnoe Johnson amp Elder 2004 Frey amp Roumlthlisberger 1996) and evidence higher empathy (Eisenberg amp Lennon 1983)
White students generally report the highest envi-ronmental assets in each area except for pro-social peers Chinese American students report the highest affiliation with pro-social peers Mexican American students report the lowest environmental resilience assets in the school and peer domains and the low-est meaningful participation in the community
tAble b17
test-retest reliability of secondary school internal resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Self-efficacy 058
r31 i can work with someone who has different opinions 036
r29 i can work out my problems 058
r30 i can do most things if i try 037
r32 there are many things that i do well 050
Empathy 057
r33 i feel bad when someone gets their feelings hurt 044
r34 i try to understand what other people go through 045
r38 i try to understand what other people feel and think 045
Problem solving 052
r35 When i need help i find someone to talk with 048
r28 i try to work out problems by talkingwriting about them 066
Self-awareness 071
r39 there is a purpose to my life 059
r40 i understand my moods and feelings 048
r41 i understand why i do what i do 066
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
Appendix b 35
Chinese American students exhibit the lowest envi-ronmental resilience assets in the home domain and the lowest reported community support
White students also report the highest level of internal assets in self-efficacy empathy and problem solving Mexican American and Chinese American students report the lowest self-efficacy African American students exhibit the lowest empathy scores
Table B20 presents elementary school RYDM scale means for males and females Overall the gender differences for elementary school students are
consistent with those for secondary school students Compared with boys girls report marginally higher school support meaningful participation and goalsaspirations and substantially higher empathy
Relationships with other constructs To further assess construct validity the relationship of each resilience asset construct to other theoretically related constructs assessed on the Healthy Kids Survey was examinedmdashincluding substance use violence harassment depression and self-reported school grades and truancy The relation-ships of resilience assets to California Standard-ized English Language Arts and Mathematics
tAble b18
test-retest reliability of elementary school resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Environmental resilience assets
School support
10 do the teachers at school care about you 053
13 do the teachers listen when you have something to say 052
11 do the teachers tell you when you do a good job 038
14 do the teachers believe that you can do a good job 039
Home support 070
52 does a parent care about your school work 056
55 does a parent listen when you have something to say 065
53 does a parent believe that you can do a good job 053
54 does a parent at home want you to do your best 029
Meaningful participation 057
9 do you make class rules or choose things to do at school 039
56 do you help out at home 034
57 do you get to make rules or choose things to do at home 044
Internal resilience assets
Empathy 070
37 do you try to understand how other people feel 055
38 do you feel bad when someone gets their feelings hurt 056
Goalsaspirations 041
39 do you know where to go to get help with a problem 030
41 do you try to do your best 049
42 do you have goals and plans for the future ndash004
16 do you plan to go to college after high school ndash003
Note Results are based on a sample of 136 fifth-grade respondents from eight classrooms in three schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
36 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
test scores were examined using data previously collected by WestEd
Table B21 shows the relationships between envi-ronmental resilience assets and theoretically re-lated constructs for secondary school students All but one of the assessed dimensions of environmen-tal assets are correlated with student substance use Students who report high environmental resilience
assets are less likely to report that they engage in substance use The exception is peer caring rela-tionships which is weakly correlated with most of the substance use indicators except substance use on school property
Environmental resilience assets are also nega-tively associated with student depression and truancy and positively associated with studentsrsquo
tAble b19
secondary school subscale means by demographic subgroup
Grade Standard ized differencea Male Female
Standard ized differencea
African American
Chinese American
Mexican American White
Standard ized differencea7 9 11
Environmental resilience assets
school support 291(080)
274(082)
283(081)
017 277(083)
289(080)
014 284(085)
279(076)
274(082)
296(080)
020
school meaningful participation
232(086)
220(084)
221(087)
012 224(085)
226(085)
002 228(088)
222(081)
213(084)
236(086)
020
community support
324(092)
315(094)
317(095)
008 311(096)
326(090)
016 319(097)
300(096)
312(095)
344(081)
034
community meaningful participation
293(110)
281(112)
281(112)
011 286(111)
282(112)
ndash005 284(113)
289(105)
251(116)
316(101)
042
home support 345(071)
336(074)
333(074)
014 335(076)
340(071)
007 335(080)
327(070)
334(075)
355(064)
028
home meaningful participation
288(094)
272(094)
271(094)
017 273(096)
281(093)
009 276(098)
265(093)
272(095)
294(091)
023
peer caring relationships
310(093)
317(091)
326(089)
015 292(096)
344(078)
058 313(095)
315(087)
307(096)
337(084)
025
pro-social peers 305(085)
295(082)
296(078)
011 284(083)
313(077)
035 289(085)
318(073)
283(084)
304(079)
033
Internal resilience assets
self-efficacy 324(072)
318(072)
322(072)
008 319(074)
323(067)
006 322(076)
315(068)
312(073)
336(064)
025
empathy 310(087)
317(082)
323(078)
013 297(088)
336(071)
046 303(090)
322(074)
310(085)
331(077)
026
problem solving 287(099)
285(096)
287(095)
002ns 264(100)
308(088)
045 282(100)
282(093)
281(099)
299(094)
015
self-awareness 331(078)
321(080)
321(079)
012 322(082)
327(076)
006 327(083)
316(078)
323(079)
332(076)
014
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d) With more than two groups the standardized difference is represented by multiplying Cohenrsquos f by 2mdashwhich is generally equivalent to the standardized difference calculated for two groups (see appendix A)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005
Appendix b 37
self-reported school connectedness and grades The environmental resilience asset scales are less consistently related to indicators of violence ha-rassment and perceptions of school safety
The criterion variablesmdashCalifornia Standards Test (CST) English Language Arts and Mathematics test scoresmdashare associated with school and community assets as well as home support The associations are weak however with school support showing the strongest relationship to test scores Test scores are not significantly associated with meaningful participation in the home environment peer car-ing relationships and pro-social peers
Table B21 suggests that the secondary school RYDM instrument provides a valid assessment of environ-mental resilience assets because these constructs are associated with student substance use depres-sion self-reported grades truancy and test scores in expected ways Although the correlations with school connectedness and self-reported grades are moderate and have medium effect sizes the correla-tions for most of the criterion variables are small
Table B22 shows correlations between internal resilience assets and the criterion variables for
secondary school students The results are similar to those for environmental assets With the excep-tion of standardized test scores each dimension of internal resiliencemdashself-efficacy empathy problem solving and self-awarenessmdashis correlated with most of the considered criterion variables which supports construct validity
Table B23 presents correlations between the el-ementary school resilience assets and the criterion variables of substance use aggression perceived safety and self-reported academic performance Both the environmental resilience and internal resilience scales are positively associated with most of the criterion variables which supports construct validity Although the criterion variables are differ-ent in the two samples the correlations are stron-ger for the elementary school resilience instrument than for the secondary school instrument
Comparison of current and recommended measures of resilience assets
Tables B24ndashB27 compare the current use of items to measure resilience assets among secondary and elementary students with this studyrsquos recom-mended use
tAble b20
elementary school subscale means by gender
All Male femalestandardized
differencea
Environmental resilience assets
school support 332(061)
328(062)
337(059)
015
home support 372(044)
370(046)
374(042)
007ns
Meaningful participation 250(060)
246(060)
254(060)
012
Internal resilience assets
empathy 301(079)
284(084)
318(071)
042
goalsaspirations 224(035)
221(039)
226(031)
015
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
38 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b21
correlations between secondary school environmental resilience assets and criterion variables
school support
school meaningful
participationcommunity
support
community meaningful
participationhome
support
home meaningful
participationpeer caring
relationshipspro-social
peers
Substance use
lifetime tobacco use ndash017 ndash020 ndash014 ndash025 ndash021 ndash020 ndash002ns ndash030
30-day tobacco use ndash017 ndash018 ndash015 ndash027 ndash024 ndash023 ndash002ns ndash033
tobacco use at school ndash018 ndash023 ndash025 ndash026 ndash033 ndash029 ndash016 ndash037
lifetime alcohol use ndash016 ndash015 ndash007 ndash016 ndash020 ndash020 003ns ndash028
30-day alcohol use ndash016 ndash014 ndash006 ndash017 ndash020 ndash020 003ns ndash028
30-day binge drinking ndash013 ndash014 ndash005 ndash016 ndash019 ndash018 003ns ndash029
Alcohol use at school ndash016 ndash010 ndash014 ndash018 ndash023 ndash021 ndash011 ndash027
lifetime marijuana use ndash016 ndash016 ndash008 ndash019 ndash018 ndash019 000ns ndash029
30-day marijuana use ndash020 ndash019 ndash010 ndash022 ndash020 ndash020 ndash004ns ndash032
Marijuana use at school ndash019 ndash018 ndash013 ndash022 ndash020 ndash024 ndash014 ndash033
Violence
been pushed shoved etc ndash010 ndash006 ndash008 ndash004ns ndash009 ndash008 ndash014 ndash015
Afraid of being beat up ndash008 ndash008 ndash006 ndash008 ndash010 ndash008 ndash007 ndash008
physical fight ndash014 ndash007 ndash010 ndash009 ndash014 ndash012 ndash016 ndash026
Mean rumors about you ndash004ns 000ns 002ns 000ns ndash010 ndash009 006 ndash011
sexual jokes comments ndash004ns ndash003ns 001ns 000ns ndash010 ndash011 009 ndash014
had property stolen ndash006 ndash002ns ndash006 002ns ndash009 ndash007 ndash007 ndash011
offered drugs ndash012 ndash010 ndash005 ndash010 ndash016 ndash017 000ns ndash033
damaged school property ndash018 ndash008 ndash014 ndash009 ndash022 ndash017 ndash012 ndash029
feel unsafe at school ndash012 000ns ndash009 ndash001ns ndash015 ndash012 ndash009 ndash021
Psychological well-being
depressed ndash016 ndash016 ndash010 ndash015 ndash021 ndash023 ndash005 ndash017
School-related factors
school connectedness 049 038 030 026 032 029 028 030
school grades (self-report) 024 026 013 029 020 019 013 029
truancy ndash015 ndash015 ndash008 ndash015 ndash023 ndash022 001ns ndash027
Standardized test scoresa
cst english language Arts 015 004 012 012 012 000ns 002ns 002ns
cst Mathematics 011 004 009 010 009 ndash003ns ndash002ns 001ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
Appendix b 39
tAble b22
correlations between secondary school internal resilience assets and criterion variables
self-efficacy empathy problem solving self-awareness
Substance use
lifetime tobacco use ndash022 ndash014 ndash017 ndash024
30-day tobacco use ndash019 ndash011 ndash014 ndash022
tobacco use at school ndash020 ndash013 ndash017 ndash021
lifetime alcohol use ndash020 ndash014 ndash016 ndash022
30-day alcohol use ndash020 ndash013 ndash012 ndash020
30-day binge drinking ndash017 ndash017 ndash014 ndash018
Alcohol use at school ndash022 ndash020 ndash022 ndash025
lifetime marijuana use ndash029 ndash023 ndash014 ndash019
30-day marijuana use ndash020 ndash016 ndash008 ndash014
Marijuana use at school ndash025 ndash023 ndash020 ndash021
Violence
been pushed shoved etc ndash013 ndash014 ndash012 ndash011
Afraid of being beat up ndash012 001ns ndash002ns ndash010
physical fight ndash016 ndash025 ndash022 ndash013
Mean rumors about you ndash011 003ns 002ns ndash012
sexual jokes comments ndash009 004 001ns ndash015
had property stolen ndash011 ndash005 ndash008 ndash015
offered drugs ndash019 ndash014 ndash016 ndash022
damaged school property ndash023 ndash026 ndash026 ndash023
feel unsafe at school ndash025 ndash017 ndash021 ndash024
Psychological well-being
depressed ndash026 002 ndash011 ndash030
School-related factors
school connectedness 033 029 028 032
school grades (self-report) 029 022 021 ndash020
truancy ndash020 ndash015 ndash017 ndash019
Standardized test scoresa
cst english language Arts 005ns 009 ndash003ns 002ns
cst Mathematics 005ns 005ns ndash005ns 002ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
40 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b23
correlations between elementary school resilience assets and criterion variables
environmental assets internal assets
schoolsupport home support
Meaningful participation empathy
goals and aspirations
Substance use
lifetime tobacco use ndash025 ndash031 ndash020 ndash020 ndash028
lifetime alcohol use ndash026 ndash021 ndash023 ndash018 ndash028
lifetime marijuana use ndash012 ndash015 ndash013 ndash001ns ndash014
Aggression victimization
been pushed shoved etc ndash017 ndash012 ndash007 ndash007 ndash014
Mean rumors about you ndash010 ndash013 ndash012 005ns ndash014
been teased about body ndash010 ndash013 ndash012 002ns ndash006 ns
Aggression perpetration
pushed shoved hit ndash028 ndash023 ndash022 ndash033 ndash034
spread mean rumors ndash022 ndash021 ndash012 ndash022 ndash031
Perceived safety
feel unsafe at school ndash048 ndash030 ndash014 ndash019 ndash041
feel unsafe at other places ndash020 ndash020 ndash011 ndash001ns ndash025
Academic performance
school performance 017 020 014 009 025
ns = not statistically significant from 0 (p lt 05)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 41tA
ble
b24
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
sec
on
dar
y sc
ho
ol s
tud
ents
Curr
ent u
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f sec
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choo
l ite
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Reco
mm
ende
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e of
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ry s
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Cons
truc
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nstr
uct
Item
Scho
ol c
arin
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latio
nshi
ps
Adul
t who
real
ly c
ares
abo
ut m
e
Scho
ol su
ppor
t
Adul
t who
real
ly c
ares
abo
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e
Adul
t who
not
ices
whe
n Irsquom
not
ther
eAd
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ho n
otic
es w
hen
Irsquom n
ot th
ere
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
ho li
sten
s to
me
whe
n I h
ave
som
ethi
ng
Scho
ol h
igh
expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Ad
ult w
ho b
elie
ves t
hat I
will
be
a su
cces
s
Scho
ol m
eani
ngfu
l pa
rtic
ipat
ion
I do
inte
rest
ing
activ
ities
Sc
hool
mea
ning
ful
part
icip
atio
n
I do
inte
rest
ing
activ
ities
I hel
p de
cide
thin
gs li
ke c
lass
act
iviti
es o
r rul
es
I hel
p de
cide
thin
gs li
ke c
lass
act
iviti
es o
r rul
es
I do
thin
gs th
at m
ake
a di
ffere
nce
I do
thin
gs th
at m
ake
a di
ffere
nce
Com
mun
ity c
arin
g re
latio
ns
Adul
t who
real
ly c
ares
abo
ut m
e
Com
mun
ity su
ppor
t
Adul
t who
real
ly c
ares
abo
ut m
e
Adul
t who
not
ices
whe
n I a
m u
pset
abo
ut
Adul
t who
not
ices
whe
n I a
m u
pset
abo
ut
Adul
t who
m I
trus
tAd
ult w
hom
I tr
ust
Com
mun
ity h
igh
expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s ch
urch
tem
ple
or o
ther
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s c
hurc
hte
mpl
e o
r oth
er
I am
invo
lved
in ta
king
less
ons i
n m
usic
art
lite
ratu
re
I am
invo
lved
in ta
king
less
ons i
n m
usic
art
lite
ratu
re
I hel
p ot
her p
eopl
eIt
em d
ropp
edmdash
func
tion
s di
ffer
entl
y fo
r fem
ale
Mex
ican
Am
eric
ans
Hom
e ca
ring
rela
tions
hips
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Hom
e su
ppor
t
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Adul
t who
talk
s with
me
abou
t my
prob
lem
sAd
ult w
ho ta
lks w
ith m
e ab
out m
y pr
oble
ms
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
ho li
sten
s to
me
whe
n I h
ave
som
ethi
ng
Hom
e hi
gh e
xpec
tatio
ns
Adul
t who
exp
ects
me
to fo
llow
the
rule
sAd
ult w
ho e
xpec
ts m
e to
follo
w th
e ru
les
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Ad
ult w
ho b
elie
ves t
hat I
will
be
a su
cces
s
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Hom
e m
eani
ngfu
l pa
rtic
ipat
ion
I do
fun
thin
gs o
r go
fun
plac
es w
ith m
y pa
rent
s or o
ther
H
ome
mea
ning
ful
part
icip
atio
n
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for 1
1th
grad
ers
I do
thin
gs a
t hom
e th
at m
ake
a di
ffere
nce
I do
thin
gs a
t hom
e th
at m
ake
a di
ffere
nce
I hel
p m
ake
deci
sion
s with
my
fam
ily
I hel
p m
ake
deci
sion
s with
my
fam
ily
Peer
car
ing
rela
tions
hips
A fr
iend
who
real
ly c
ares
abo
ut m
e
Peer
car
ing
rela
tions
hips
A fr
iend
who
real
ly c
ares
abo
ut m
e
A fr
iend
who
talk
s with
me
abou
t my
prob
lem
sA
frie
nd w
ho ta
lks w
ith m
e ab
out m
y pr
oble
ms
A fr
iend
who
hel
ps m
e w
hen
Irsquom h
avin
g a
hard
tim
eA
frie
nd w
ho h
elps
me
whe
n Irsquom
hav
ing
a ha
rd ti
me
Pro-
soci
al p
eers
My
frie
nds
get i
nto
a lo
t of t
roub
le
Pro-
soci
al p
eers
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for f
emal
esC
hine
se A
mer
ican
s
My
frie
nds t
ry to
do
wha
t is r
ight
M
y fr
iend
s try
to d
o w
hat i
s rig
ht
My
frie
nds d
o w
ell i
n sc
hool
M
y fr
iend
s do
wel
l in
scho
ol
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
42 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAbl
e b2
5
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of i
nte
rnal
res
ilien
ce a
sset
s am
on
g s
eco
nd
ary
sch
oo
l stu
den
ts
curr
ent u
se o
f sec
ond
ary
scho
ol it
ems
reco
mm
end
ed u
se o
f sec
ond
ary
scho
ol it
ems
con
stru
ctit
emc
onst
ruct
item
coo
per
atio
n an
dco
mm
unic
atio
n
I sta
nd
up
for m
ysel
f wit
ho
ut p
utt
ing
oth
ers
dow
n
coo
per
atio
n an
d co
mm
unic
atio
na
Item
dro
pp
edmdash
cros
s-lo
adin
gs
I enj
oy w
ork
ing
tog
eth
er w
ith
oth
er s
tud
ents
my
age
Item
dro
pp
edmdash
cros
s-lo
adin
gs
i can
wor
k w
ith
som
eone
who
has
d
iffer
ent o
pin
ions
than
min
e
self-
effica
cy
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k w
ith
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has
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pin
ions
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e
self-
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cy
i can
wor
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t my
pro
ble
ms
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wor
k ou
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pro
ble
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i can
do
mos
t thi
ngs
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ry
i can
do
mos
t thi
ngs
if i t
ry
ther
e ar
e m
any
thin
gs th
at i
do
wel
lth
ere
are
man
y th
ings
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o w
ell
emp
athy
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l bad
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n so
meo
ne g
ets
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r fee
lings
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t
emp
athy
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l bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
t
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
feel
and
thin
ki t
ry to
und
erst
and
wha
t oth
er p
eop
le fe
el a
nd th
ink
prob
lem
sol
ving
I kn
ow w
her
e to
go
for h
elp
wit
h a
pro
ble
m
prob
lem
sol
ving
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for f
emal
es a
nd
mal
es
Whe
n i n
eed
help
i fin
d so
meo
ne to
talk
wit
hW
hen
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lp i
find
som
eone
to ta
lk w
ith
i try
to w
ork
out p
rob
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y ta
lkin
g or
wri
ting
ab
out t
hem
i t
ry to
wor
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ble
ms
by
talk
ing
or w
riti
ng a
bou
t the
m
self-
awar
enes
s
ther
e is
a p
urp
ose
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y lif
e
self-
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enes
s
ther
e is
a p
urp
ose
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y lif
e
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
why
i d
o w
hat i
do
i und
erst
and
why
i d
o w
hat i
do
goa
ls a
nd a
spir
atio
ns
I hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
goa
ls a
nd a
spir
atio
nsa
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for
Afr
ican
Am
eric
ans
Mex
ican
Am
eric
ans
I pla
n to
gra
du
ate
fro
m h
igh
sch
oo
lIt
em d
rop
ped
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
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n to
go
to c
olle
ge
or s
om
e o
ther
sc
ho
ol a
fter
hig
h s
cho
ol
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for C
hin
ese
Am
eric
ans
a C
onst
ruct
dro
pped
bec
ause
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nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
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tem
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tioni
ng i
ncon
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oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
Appendix b 43tA
ble
b26
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
scho
ol c
arin
g re
lati
onsh
ips
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
scho
ol s
upp
ort
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
teac
hers
list
en w
hen
have
som
ethi
ng to
say
te
ache
rs
li
sten
whe
n
ha
ve s
omet
hing
to s
ay
scho
ol h
igh
exp
ecta
tion
ste
ache
rs
te
ll yo
u w
hen
you
do
a g
ood
job
teac
hers
tell
you
whe
n yo
u d
o a
goo
d jo
b
teac
hers
bel
ieve
that
you
can
do
a g
ood
job
te
ache
rs
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
hom
e ca
ring
re
lati
onsh
ips
pare
nt
c
are
abou
t you
r sch
ool w
ork
hom
e su
pp
ort
pare
nt
c
are
abou
t you
r sch
ool w
ork
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
hom
e hi
gh e
xpec
tati
ons
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
a
t hom
e w
ant y
ou to
do
your
bes
tpa
rent
at h
ome
wan
t you
to d
o yo
ur b
est
scho
ol m
eani
ngfu
l p
arti
cip
atio
nD
o yo
u m
ake
clas
s ru
les
cho
ose
thin
gs
to d
o sc
ho
ol
Mea
ning
ful
par
tici
pat
iona
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
do
thin
gs
to b
e h
elp
ful a
t sch
oo
lIt
em d
rop
ped
mdashfu
ncti
ons
diff
eren
tly
for b
oys
and
girl
s
hom
e m
eani
ngfu
l p
arti
cip
atio
n
Do
you
hel
p o
ut a
t ho
me
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
mak
e ru
les
or c
ho
ose
thin
gs
to d
o at
ho
me
It
em d
rop
ped
mdashco
nst
ruct
has
lo
w in
tern
al c
on
sist
ency
pro
-soc
ial p
eers
Do
you
r bes
t fri
end
s g
et in
to tr
ou
ble
pr
o-s
ocia
l pee
rsb
Item
dro
pp
edmdash
func
tion
s d
iffer
entl
y fo
r boy
s an
d gi
rls
Do
you
r bes
t fri
end
s tr
y to
do
the
rig
ht t
hin
gIt
em n
ot u
sed
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
b C
onst
ruct
dro
pped
bec
ause
of i
nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s ar
e dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
tAbl
e b2
7
cu
rren
t an
d r
eco
mm
end
ed m
easu
rem
ent o
f in
tern
al r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
emp
athy
do
you
try
to u
nder
stan
d ho
w o
ther
peo
ple
feel
em
pat
hyd
o yo
u tr
y to
und
erst
and
how
oth
er p
eop
le fe
el
do
you
feel
bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
td
o yo
u fe
el b
ad w
hen
som
eone
get
s th
eir f
eelin
gs h
urt
prob
lem
sol
ving
Do
you
try
to w
ork
out y
our p
rob
lem
s b
y ta
lkin
gw
riti
ng
pr
oble
m s
olvi
ngIt
em d
rop
ped
mdashin
con
sist
ent l
oad
ing
scr
oss-
load
ing
s
Do
you
know
wh
ere
to g
o to
get
hel
p w
ith
a p
rob
lem
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
goa
lsa
spir
atio
ns
Do
you
try
to d
o yo
ur b
est
goa
lsa
spir
atio
ns
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
Do
you
hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
Do
you
pla
n to
go
to c
olle
ge
afte
r hig
h s
cho
ol
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
Not
e G
reen
item
s ar
e dr
oppe
d th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re c
on-
stru
ct B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
s bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
44 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Appendix c results And Model selection detAils
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items Figure C1 shows scree plots for the main and validation samples based on the total sample of secondary students In both cases seven eigenvalues are greater than 10 Focusing on the number of fac-tors indicated on the x-axis before the plotted line turns sharply right the plots are consistent with solutions ranging from 6 to 10 extracted factors
An examination of the goodness-of-fit information for the EFA results produces ambiguous results (table C1)13 Using the RMSEA cut-off value of 006 a 7-factor solution is supported while the RMSR cut-off value of 005 supports a 5-factor solution What is clear from table C1 (and figure C1) is that the 4-factor solution is not supported by the pat-tern of fit indices
To adjudicate between these different solutions the factor loadings for solutions ranging from
four to nine extracted factors were examined The factor pattern and loadings for these models are presented in appendix tables E4andashE10b Appendix tables E11ndashE63 show EFA factor loadings for each demographic subgroup (main sample only) The
2 4 6 8 10 20 30 330
1
2
3
5
10
15
Eigenvalue
Main sample Validation sample
Factors2 4 6 8 10 20 30 33
0
1
2
3
5
10
15
Eigenvalue
Factors
figure c1
secondary environmental resilience asset scree plot total analytic samples
tAble c1
secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0187 0163 0186 0158
2 factor 0159 0129 0156 0123
3 factor 0131 0092 0133 0092
4 factor 0108 0064 0111 0066
5 factor 0081 0042 0084 0045
6 factor 0064 0033 0067 0034
7 factor 0044 0021 0047 0021
8 factor 0030 0012 0033 0013
9 factor 0024 0012 0025 0010
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 45
patterns of loadings for 4-factor solutions (tables E4a and E4b) suggest that global 9-item school- 6-item community- and 9-item home asset constructs can be assessed by the RYDM items There is also some support for a 5-item peer asset construct although the loadings for the peer high expectations items (R46 and R47) are quite low However several of the items do not consistently load on any of the underlying constructs More-over the factor patterns differ for 7th graders 11th graders and males (see tables E10 E22 and E28 respectively)
The 5-factor solutions presented in tables E5a and E5b produce a more general meaningful participa-tion factor based on the school and community meaningful participation items However item R55 (ldquoI do things at home that make a differencerdquo) cross-loads on two factors and item R45 (ldquoMy friends get into a lot of troublerdquo) does not load on any factor Item cross-loadings and inconsistency across the main and validation samples are also apparent for the 6-factor and 7-factor solutions in tables E6andashE7b
The 8-factor solutions in tables E8a and E8b show conceptually clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instru-ment The pattern of factor loadings across all the demographic subgroups was consistent with those displayed in tables E8a and E8b14 Distinct factors are apparent for support and meaningful participation in the school community and home environments and caring and pro-social relation-ships in the peer environment The factor pattern evident in the 8-factor solution is inconsistent with how the instrument is currently being used in California because the results suggest that caring relationships and high expectations at school in the home and the community are not distinct factors
Confirmatory factor analysis results CFA mod-els were estimated based on the EFA results Table C2 shows CFA goodness-of-fit information
for 4-factor 7-factor and 8-factor CFA models These models are equivalent to the EFA models shown in the appendix tables E4a E4b E7a E7b E8a E8b except that all but the highest magnitude loadings from the EFA models were constrained to be zero An examination of the fit indices shows that the 4-factor solution has relatively poor fit as demonstrated by the CFI RMSEA and WRMR values (model 1) The 7-fac-tor model (model 2)mdashwhich includes a global home environmental assets factor peer caring relations and peer high expectations factors and distinct factors for support and meaningful participation in the school and community en-vironments (4 factors)mdashprovided a significantly better fit to the observed data than the 4-factor model This is evident by the significant χ2 dif-ference between the 7- and 4-factor models and the RMSEA values of 053 and 055 for the main and validation samples respectively The 8-factor model (model 3a) was an improvement in fit over the 7-factor model with a highly significant χ2 difference test and CFI TLI and RMSEA values all within the thresholds for acceptable fit The 8-factor solution is thus the most suitable model
To test for differential item functioning across demographic subgroups the CFA models were re-estimated with covariates to detect differences in measurement intercepts An inspection of the measurement intercept modification indices revealed that several measurement intercepts dif-fered by demographic subgroup Models 3b and 3c in table C2 show fit indices for models with and without restrictions on the measurement intercepts identified15 A comparison of model 3b and model 3c suggests that relaxing the assump-tion of equal measurement intercepts improves model fit Table C3 presents estimates of these measurement intercept differences for model 3c for both the main and the validation sample Items R23 (ldquoI help other peoplerdquo) R54 (ldquoI do fun things or go fun places with my parentsrdquo) and R45 (ldquoMy friends get into a lot of troublerdquo) assess the underlying constructs differently for demographic subgroups
46 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble c2
secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factorsmdashschool community home peers 0878 0968 0091 6678
(2) 7 factorsmdashone home factor 0944 0989 0053 3514 414452 12
(3a) 8 factorsmdashsee preferred efA model (table b1) 0961 0993 0042 2869 104500 6
(3b) 8 factorsmdashinvariant measurement intercepts 0959 0991 0038 2453
(3c) 8 factorsmdash5 variant measurement intercepts 0962 0992 0037 2380 41798 5
(4) 8 factorsmdash3 items deleted 0969 0993 0035 2168a
Validation sample
(1) 4 factorsmdashschool community home peers 0857 0966 0094 6896
(2) 7 factorsmdashone home factor 0935 0988 0055 3641 447126 12
(3a) 8 factorsmdashsee preferred efA model (table b2) 0956 0993 0043 2761 116009 6
(3b) 8 factorsmdashinvariant measurement intercepts 0954 0991 0040 2555
(3c) 8 factorsmdash5 variant measurement intercepts 0956 0991 0039 2497 34433 5
(4) 8 factorsmdash3 items deleted 0965 0993 0037 2253a
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le 100)
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
0
1
2
3
4
5
0
1
2
3
4
5
Eigenvalue
Main sample Validation sample
Factors
Eigenvalue
Factors2 4 6 8 10 12 14 2 4 6 8 10 12 14
figure c2
elementary school environmental resilience asset scree plot total analytic samples
Appendix c 47
Elementary school environmental resilience assets
Exploratory factor analysis results Figure C2 shows scree plots for the main and validation samples based on the total sample of elementary students In both cases four eigenvalues are greater than 10mdashsuggesting that a 4-factor solu-tion is most appropriate for the data The fit indi-ces in table C4 and the factor loadings for solutions ranging from 2 to 5 extracted factors (see appen-dix tables E65ndashE72) suggest that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (caring re-lationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers These results were found for both the main and the validation sample and for both boys and girls
Confirmatory factor analysis results Based on the EFA results table C5 presents goodness-of-fit information for 3- and 4-factor CFA models One 3-factor model (model 1) was fitted with distinct global factors for assets in the school home and
tAble c3
Measurement intercept differences for environmental resilience assets secondary school sample
item female grade 9 grade 11African
Americanchinese
AmericanMexican
American
Main sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemp 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 032 000 000 000 000 020
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash029 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 022 000 000 000 024 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Validation sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemple 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 028 000 000 000 000 018
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash033 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 020 000 000 000 018 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
48 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
peer environments This model fit the data less well than the 4-factor model with distinct factors for school support home support meaningful participation and pro-social peers (model 2a)
To test for differences in measurement intercepts model 2a was re-estimated with a covariate for student gender (model 2b)16 The measurement intercept modification indices suggest that the intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls Allowing these measurement intercepts to vary by gender significantly improves the fit of the model (see table C5 models 2b versus 2c) For a given level of meaningful participation females report between 20 and 36 percent of a standard deviation higher frequencies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation (table C6) In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because these measurement intercept differences are so large these items should not be used to measure the underlying constructs
Because dropping item 51 leaves only one item to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should be dropped as well and pro-social peer assets not be assessed on the elementary module
After the pro-social peer items are dropped the 3-factor model is leftmdashwith factors for school support home support and meaningful participa-tion (model 4 in table C6) Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statisti-cally significant improvement in model fit (see ∆χ2 values for model 4) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicated that these meaning-ful participation items are weakly related to the underlying school and home factors (026 037 and 024 respectively) Therefore the most support is found for the 3-factor model
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicate that two of the three items used to assess cooperation and communication among middle and high school studentsmdashR36 (ldquoI enjoy work-ing together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor These items were therefore dropped from the analysis Figure C3 presents scree plots for the main and validation samples The plot shows that four eigenvalues are greater than one and the plots are consistent with solutions ranging from three to six extracted fac-tors Using conventional cut-off levels the RMSEA and RMSR values presented in table C7 are consis-tent with 4- and 3-factor solutions respectively A comparison of the factor pattern and loadings for the 3-factor and 4-factor models (see tables E84a E84b E85a and E85b) suggests that the 4-factor solution has a simpler and more conceptually clear
tAble c4
elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0093 0087 0092 0089
2 factor 0079 0063 0079 0063
3 factor 0067 0048 0063 0042
4 factor 0046 0032 0048 0030
5 factor 0033 0020 0043 0023
6 factor 0021 0014 mdash mdash
7 factor 0007 0008 mdash mdash
mdash indicates solution could not be obtained due to over-factoring (Heywood case)
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 49
factor structure In the 3-factor solution two items load on more than one factor (see table E84a) The 5-factor solution (table E86a)mdashwith distinct factors
identified for self-efficacy empathy problem solv-ing self- awareness and goalsaspirationsmdashis also conceptually clear and is consistent with how the
tAble c5
elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 3 factorsmdashschool home peers 0908 0951 0058 1911
(2a) 4 factorsmdashsee preferred efA model 0938 0966 0048 1578 8239 3
(2b) 4 factorsmdashinvariant measurement intercepts 0932 0960 0049 1598
(2c) 4 factorsmdash2 variant measurement intercepts 0943 0966 0045 1480 4631 2
(3) 2 factorsmdashschool and home (3 items deleted) 0943 0966 0053 1729
(4) 3 factorsmdashschool support home support meaningful participation 0944 0966 0053 1663 1071 2
Validation sample
(1) 3 factorsmdashschool home peers 0898 0932 0065 2148
(2a) 4 factorsmdashsee preferred efA model 0943 0963 0048 1601 12524 3
(2b) 4 factorsmdashinvariant measurement intercepts 0942 0960 0046 1556
(2c) 4 factorsmdash2 variant measurement intercepts 0948 0962 0045 1495 2379 2
(3) 2 factorsmdashschool and home 0948 0962 0053 1785
(4) 3 factorsmdashschool support home support meaningful participation (3 items deleted) 0948 0961 0049 1731a 807 2
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le100)
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
tAble c6
gender measurement intercept differences for environmental resilience assets elementary school sample
item construct Main sample validation sample
Meaningful participation
9 make class rules or choose things to do at school 0000 0000
15 do you do things to be helpful at school 0363 0201
56 do you help out at home 0000 0000
57 do you get to make ruleschoose things to do at home 0000 0000
Pro-social peers
50 do your best friends get into trouble 0000 0000
51 do your best friends try to do the right thing ndash0425 ndash0431
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
50 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
instrument is currently being used in California CFA models were estimated to help adjudicate between the 4- and 5-factor solutions
Confirmatory factor analysis results CFA models were estimated consistent with the 4- and 5-factor EFA models with all but the highest loadings from the EFA models constrained to be zero As shown
in table C8 estimation of the 5-factor model resulted in an improvement in fit over the 4-factor model The CFA models confirmed the pattern of factor loadings in table E86a
Several consistent substantively significant dif-ferences in measurement intercepts across racialethnic groups were evident when covariates were included in the CFA models These differences are presented in table C9 Items R27 (ldquoI know where to go for help with a problemrdquo) R24 (ldquohaving goals and plans for the futurerdquo) and R26 (ldquoplan to go to college after high schoolrdquo) function differently across demographic subgroups
Elementary school internal resilience assets
Exploratory factor analysis results Exploratory factor analyses of the elementary school internal resilience asset items suggested that a 2-factor so-lution was appropriate for both the main and vali-dation samples However the factor patterns were different for the two samples and for males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample
0
1
2
4
6
8
10Eigenvalue
Main sample Validation sample
Factors
0
1
2
4
6
8
10Eigenvalue
Factors2 4 6 8 10 12 14 16 2 4 6 8 10 12 14 16
figure c3
secondary school internal resilience asset scree plot total analytic samples
tAble c7
secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0130 0091 0132 0090
2 factor 0097 0062 0099 0064
3 factor 0072 0036 0075 0037
4 factor 0054 0024 0056 0025
5 factor 0028 0011 0029 0011
6 factor 0021 0008 0017 0007
7 factor 0016 0005 0017 0006
RMSEA = Root mean square error of approximation
RMSR = Root mean square residual
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 51
tAble c8
secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factors 0891 0979 0079 4841
(2a) 5 factors 0915 0984 0068 3988 77099 4
(2b) 5 factorsmdashinvariant measurement intercepts 0923 0980 0055 3200
(2c) 5 factorsmdash5 variant measurement intercepts 0931 0982 0053 3007 28845 3
(3) 4 factorsmdash4 items deleted 0955 0988 0067 3731
Validation sample
(1) 4 factors 0881 0980 0077 4702
(2a) 5 factors 0910 0985 0066 3827 76137 4
(2b) 5 factorsmdashinvariant measurement intercepts 0919 0981 0054 3123
(2c) 5 factorsmdash5 variant measurement intercepts 0926 0982 0052 2955 25152 3
(3) 4 factorsmdash4 items deleted 0948 0988 0066 3623
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble c9
Measurement intercept differences for internal resilience assets secondary school sample
item construct femaleAfrican
Americanchinese
AmericanMexican
American
Main sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash034 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 034 ndash051 023
r26 i plan to go to college or some other school after high school 000 000 ndash025 000
Validation sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash022 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 032 ndash052 020
r26 i plan to go to college or some other school after high school 000 000 ndash030 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
52 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
(see tables E124andashE132) The EFA factor patterns continued to be ambiguous after dropping item 40mdashmost likely because so few items remained to be analyzed Thus a CFA framework was estimated with two nested modelsmdasha 1-factor model mea-suring overall internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results Table C10 shows goodness-of-fit information for the 1-factor and 2-factor CFA models The 2-factor model (model 2)mdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model
0
1
2
3
Eigenvalue
Main sample Validation sample
Factors
0
1
2
3
Eigenvalue
Factors1 2 3 4 5 6 7 1 2 3 4 5 6 7
figure c4
elementary school internal resilience asset scree plot total analytic samples
tAble c10
elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 1 factormdashitem 40 dropped 0919 0898 0079 2198
(2) 2 factormdashempathy amp goalsaspirations 0987 0982 0033 1014 6957 1
Validation sample
(1) 1 factormdashitem 40 deleted 0877 0846 0103 2777
(2) 2 factormdashempathy and goalsaspirations 0959 0942 0063 1649 7992 1
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix d 53
Appendix d otHer AssessMents oF resilience And relAted FActors
This appendix describes the quality and psycho-metric properties of other elementary and sec-ondary school assessments of environmental and internal resilience assets
The Search Institutersquos Attitude and Behavior Questionnaire (ABQ) the most commonly used asset assessment in the United States is a 152-item questionnaire designed to assess 40 developmental assets17 among students in grades 6ndash12mdashincluding social competence self-esteem and social sup-port in the school and home environments (Price Dake amp Kucharewski 2002) The instrument averages 23 items per subscale (asset) with 13 of the 40 Search Institute assets measured by just one item Price et alrsquos psychometric analyses of the ABQ indicated that the items assess eight develop-mental assetsmdashwith average internal consistency of 050 and stability reliabilities of 045 (Price et al 2002) Thus the ABQ has relatively poor psychometric properties In addition the ABQ is not built upon a strong theoretical approach and assesses only one environmental asset in the school domain (caring school climate)
The Communities That Care Youth Survey (CTC) was designed to assess an array of risk and protec-tive factors among adolescents aged 11 to 18 in-cluding family attachment peer pro-social involve-ment and opportunities for pro-social involvement and recognition of pro-social involvement in the school family and community domains (Arthur Hawkins Pollard Catalano amp Baglioni 2002) The instrument contains an average of 33 items per protective factor measured with a mean alpha of 075 (Arthur et al 1996) The protective fac-tor scales have demonstrated respectable internal consistency on large national samples (Beyers Toumbourou Catalano Arthur amp Hawkins 2004) Although the content of the CTC survey overlaps with the resilience and youth development module its coverage of environmental and internal as-sets is more limited Just two are used to measure
opportunities for pro-social involvement and just three for recognition of pro-social involvement in the school domain These constructs exhibited internal consistency reliabilities of 055 and 060 No test-retest reliabilities have been reported
Several environmental and internal asset scales also have been developed for the Child Develop-ment Project (CDP) (Battistich 2003 Battistich Schaps Watson Solomon amp Lewis 2000 Battis-tich Schaps amp Wilson 2004) The items designed for students in grades 3ndash6 assess sense of school community (18 items alpha=081) trust and respect for teachers (6 items alpha=079) positive teacher-student relations (3 items alpha=063) and peersrsquo positive involvement in school (5 items alpha=078) The CDP instrument also assesses personal and social attitudes consistent with resilience theory including concern for others (10 items alpha=080) efficacy (9 items alpha=081) and global self-esteem (3 items alpha=079) The domains covered by CDP are consistent with Benardrsquos (2004) resiliency framework and the protective factor scales demonstrate respectable internal consistency reliability particularly given that the instrument targets elementary school students However with 147 items the instrument is too lengthy for widespread administration in California school settings
The Social Skills Rating System (SSRS) Student Form (Gresham amp Elliot 1990) another more widely used and respected assessment assesses several personal strengths characteristic of re-silience The instrument includes 10-item scales measuring cooperation (alpha=068) assertion (alpha=059) empathy (alpha=075) and self-con-trol (alpha=066) Stability reliabilities for these scales average 058 (Gresham amp Elliot 1990) Thus both internal consistency and stability reliabilities for the SSRS student form are below conventional levels of adequacy
Numerous other resilience-related assessments exist including the Resilience Scale (Wagnild amp Young 1993) the Rochester Evaluation of Asset Development for Youth (Klein et al 2006) the
54 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Youth Asset Survey (Oman et al 2002) the Individual Protective Factors Index (Springer amp Philips 1995) and the Resilience Scale for Ado-lescents (Hjemda Friborg Stiles Martinussen amp Rosenvinge 2006) However no other instrument
when compared with the resilience and youth de-velopment module provides as comprehensive and balanced coverage of environmental and internal assets and is short enough for widespread admin-istration in classroom settings18
appendix e 55
E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 60
E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 60
E3 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 61
E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 62
E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 63
E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 64
E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 65
E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution 66
E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution 67
E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution 68
E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution 69
E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution 70
E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution 71
E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution 72
E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution 73
E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution 74
E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution 75
E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution 76
E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution 77
E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution 78
E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution 79
E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution 80
E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution 81
E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution 82
E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution 83
E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution 84
E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution 85
E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution 86
E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution 87
appendix e deTailed TableS
56 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution 88
E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution 89
E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution 90
E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution 91
E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution 92
E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution 93
E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution 94
E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution 95
E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution 96
E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution 97
E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution 98
E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution 99
E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution 100
E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution 101
E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution 102
E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution 103
E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution 104
E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution 105
E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution 106
E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution 107
E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution 108
E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution 109
E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution 110
E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution 111
E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution 112
E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution 113
E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution 114
E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution 115
E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution 116
E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution 117
E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution 118
appendix e 57
E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution 119
E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution 120
E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution 121
E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution 122
E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution 123
E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution 124
E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution 125
E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution 126
E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution 127
E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information for EFA Models 128
E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution 128
E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution 129
E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution 129
E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution 130
E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 130
E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 131
E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 131
E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 132
E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution 132
E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution 134
E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution 134
E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution 135
E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution 135
E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 136
E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 136
E82 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 137
E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 138
E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 138
58 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model 140
E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model 140
E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model 141
E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model 141
E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model 142
E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model 142
E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model 143
E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model 143
E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model 144
E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model 144
E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model 145
E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model 145
E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model 146
E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model 146
E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model 147
E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model 147
E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model 148
E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model 148
E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model 149
E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model 149
E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model 150
E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model 150
E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model 151
E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model 151
E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model 152
E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model 152
E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model 153
E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model 153
E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model 154
appendix e 59
E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model 154
E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model 155
E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model 155
E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model 156
E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model 156
E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model 157
E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model 157
E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model 158
E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model 158
E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model 159
E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model 159
E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models 160
E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model 160
E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model 160
E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 161
E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 161
E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 161
E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model 162
E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model 162
E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model 162
E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model 163
E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model 163
E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model 163
60 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e1
Secondary rydM environmental assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample
validation sample
main sample
validation sample
main sample
validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0165 0143 0167 0141 0194 0168 0194 0165 0202 0182 0199 0174
2 factor 0140 0113 0142 0112 0164 0132 0163 0129 0169 0139 0164 0131
3 factor 0113 0079 0121 0083 0136 0096 0138 0095 0143 0103 0140 0098
4 factor 0091 0058 0103 0065 0111 0064 0113 0068 0120 0075 0114 0067
5 factor 0074 0041 0077 0045 0083 0043 0087 0046 0086 0045 0088 0046
6 factor 0055 0031 0061 0034 0067 0034 0070 0035 0070 0035 0072 0035
7 factor 0037 0019 0041 0021 0049 0023 0049 0022 0050 0023 0053 0023
8 factor 0028 0014 0030 0014 0032 0014 0033 0014 0036 0014 0039 0016
9 factor 0024 0012 0024 0012 0025 0011 0025 0010 0028 0011 0029 0012
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e2
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0183 0153 0185 0150 0186 0170 0182 0164
2 factor 0156 0120 0156 0115 0156 0134 0153 0131
3 factor 0124 0082 0131 0085 0131 0097 0129 0095
4 factor 0104 0059 0111 0062 0108 0070 0106 0069
5 factor 0078 0041 0086 0044 0082 0046 0082 0046
6 factor 0062 0032 0068 0034 0065 0034 0067 0036
7 factor 0043 0021 0046 0021 0046 0022 0048 0023
8 factor 0029 0012 0031 0012 0032 0014 0036 0015
9 factor 0023 0010 0024 0010 0026 0011 0027 0011
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 61
taBl
e e3
envi
ron
men
tal a
sset
s a
fric
an a
mer
ican
ch
ines
e a
mer
ican
Mex
ican
am
eric
an a
nd
Wh
ite
go
od
nes
s o
f fit
info
rmat
ion
for
efa
Mo
del
s
afr
ican
am
eric
anc
hine
se a
mer
ican
mex
ican
am
eric
anW
hite
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mod
elrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Sr
1 fa
ctor
022
20
154
022
50
157
023
10
149
024
30
155
024
60
174
023
90
165
022
80
164
023
10
160
2 fa
ctor
018
70
119
018
90
123
018
60
111
019
90
117
020
80
136
020
00
129
019
10
130
019
40
124
3 fa
ctor
015
10
083
015
80
089
015
60
084
016
90
090
017
10
096
017
10
097
016
10
095
016
30
091
4 fa
ctor
012
40
083
013
20
064
012
70
058
014
00
066
013
70
067
013
90
071
013
10
065
013
50
064
5 fa
ctor
009
00
039
009
20
040
009
50
040
010
10
042
010
40
045
010
60
047
009
90
042
010
40
045
6 fa
ctor
007
10
029
007
30
030
007
60
031
008
10
032
008
20
034
008
70
037
007
70
033
008
30
034
7 fa
ctor
004
70
019
005
50
022
006
10
023
006
10
022
005
90
023
006
10
024
005
50
021
005
80
021
8 fa
ctor
003
30
013
003
80
014
004
60
016
004
80
016
004
10
014
004
20
015
003
70
013
004
10
014
9 fa
ctor
002
60
010
003
10
011
003
70
013
003
80
012
003
30
012
003
20
011
003
10
011
003
20
011
Not
e A
naly
tic s
ampl
es c
onsi
st o
f 30
00 re
spon
dent
s per
raci
ale
thni
c gr
oup
sam
pled
from
surv
eys a
dmin
iste
red
betw
een
sprin
g 20
03 a
nd s
prin
g 20
05
Wei
ghte
d da
ta
RMSE
A =
Roo
t mea
n sq
uare
err
or o
f app
roxi
mat
ion
(rec
omm
ende
d va
lue
le 0
06)
RMSR
= R
oot m
ean
squa
re re
sidu
al (r
ecom
men
ded
valu
e le
00
5)
62 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e4a
Secondary rydM environmental asset efa results Main Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 012 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 012 ndash008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash004 ndash014
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 013 ndash007 ndash010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 014 ndash007 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash003 ndash013
r12 Schlpart Schoolmdashi do interesting activities 051 ndash011 010 016
r13 Schlpart Schoolmdashi help decide things like class activities or rules 064 ndash026 004 018
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash020 009 020
r15 comcare communitymdashadult who really cares about me 010 084 000 010
r17 comcare communitymdashadult who notices when i am upset about 007 078 011 009
r20 comcare communitymdashadult whom i trust 009 072 016 007
r16 comhigh communitymdashadult who tells me when i do a good job 011 079 012 008
r18 comhigh communitymdashadult who believes that i will be a success 011 080 013 008
r19 comhigh communitymdashadult who always wants me to do my best 012 084 006 008
r21 compart i am part of clubs sports teams churchtemple or other 029 ndash005 017 034
r22 compart i am involved in taking lessons in music art literature 028 ndash005 016 035
r23 compart i help other people 029 003 018 029
r49 homecare homemdashadult who is interested in my school work ndash008 008 086 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash006 007 093 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash004 008 096 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash009 013 068 008
r50 homehigh homemdashadult who believes that i will be a success ndash007 017 088 ndash003
r52 homehigh homemdashadult who always wants me to do my best ndash011 017 090 ndash001
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 078 ndash003
r55 homepart i do things at home that make a difference 018 ndash012 068 005
r56 homepart i help make decisions with my family 010 ndash009 078 ndash001
r42 peercare a friend who really cares about me ndash011 018 ndash011 093
r43 peercare a friend who talks with me about my problems ndash016 014 ndash018 105
r44 peercare a friend who helps me when irsquom having a hard time ndash015 014 ndash013 102
r45 peerhigh my friends get into a lot of trouble ndash002 006 ndash006 ndash024
r46 peerhigh my friends try to do what is right 004 ndash008 019 054
r47 peerhigh my friends do well in school 007 ndash010 021 046
appendix e 63
taBle e4B
Secondary rydM environmental asset efa results validation Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 010 ndash001 ndash012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 010 ndash007 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 089 009 ndash011 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 012 ndash007 ndash006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 013 ndash013 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 010 ndash009 ndash005
r12 Schlpart Schoolmdashi do interesting activities 045 ndash013 020 015
r13 Schlpart Schoolmdashi help decide things like class activities or rules 052 ndash026 020 016
r14 Schlpart Schoolmdashi do things that make a difference 049 ndash020 022 020
r15 comcare communitymdashadult who really cares about me 008 084 013 002
r17 comcare communitymdashadult who notices when i am upset about 005 077 009 015
r20 comcare communitymdashadult whom i trust 006 072 009 018
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 009 015
r18 comhigh communitymdashadult who believes that i will be a success 012 079 009 014
r19 comhigh communitymdashadult who always wants me to do my best 012 085 008 007
r21 compart i am part of clubs sports teams churchtemple or other 012 ndash008 049 019
r22 compart i am involved in taking lessons in music art literature 012 ndash007 049 020
r23 compart i help other people 021 002 036 020
r49 homecare homemdashadult who is interested in my school work ndash009 010 ndash008 087
r51 homecare homemdashadult who talks with me about my problems ndash009 011 ndash013 094
r53 homecare homemdashadult who listens to me when i have something ndash005 013 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash007 013 006 067
r50 homehigh homemdashadult who believes that i will be a success ndash002 018 ndash008 087
r52 homehigh homemdashadult who always wants me to do my best ndash004 019 ndash006 086
r54 homepart i do fun things or go fun places with my parents or other 002 ndash004 ndash005 080
r55 homepart i do things at home that make a difference 009 ndash011 011 072
r56 homepart i help make decisions with my family 002 ndash006 000 082
r42 peercare a friend who really cares about me ndash009 019 094 ndash015
r43 peercare a friend who talks with me about my problems ndash015 015 107 ndash021
r44 peercare a friend who helps me when irsquom having a hard time ndash013 017 104 ndash018
r45 peerhigh my friends get into a lot of trouble ndash005 006 ndash013 ndash015
r46 peerhigh my friends try to do what is right 002 ndash008 049 024
r47 peerhigh my friends do well in school 003 ndash007 044 023
64 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e5a
Secondary rydM environmental asset efa results Main Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 003 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 003 003 000 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 003 005 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 003 002 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 003 006 005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 061 000 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 022 076 ndash010 ndash014 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 021 076 ndash004 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 090 ndash003 005
r17 comcare communitymdashadult who notices when i am upset about 000 005 084 007 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 008 085 008 000
r18 comhigh communitymdashadult who believes that i will be a success 005 004 085 009 002
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash017 080 017 ndash002 001
r22 compart i am involved in taking lessons in music art literature ndash016 077 016 ndash003 004
r23 compart i help other people 001 054 013 005 013
r49 homecare homemdashadult who is interested in my school work 003 ndash008 003 084 002
r51 homecare homemdashadult who talks with me about my problems 000 ndash001 003 090 ndash008
r53 homecare homemdashadult who listens to me when i have something 002 ndash003 004 093 ndash011
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash011 008 067 014
r50 homehigh homemdashadult who believes that i will be a success 006 ndash013 012 085 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash017 012 087 008
r54 homepart i do fun things or go fun places with my parents or other ndash005 025 ndash006 071 ndash007
r55 homepart i do things at home that make a difference ndash004 046 ndash008 057 ndash005
r56 homepart i help make decisions with my family ndash003 032 ndash008 070 ndash006
r42 peercare a friend who really cares about me 000 ndash003 011 ndash004 088
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash004 006 ndash005 096
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash008 ndash027
r46 peerhigh my friends try to do what is right 005 015 ndash016 019 054
r47 peerhigh my friends do well in school 005 016 ndash017 021 046
appendix e 65
taBle e5B
Secondary rydM environmental asset efa results validation Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 005 ndash006 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 004 ndash002 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 004 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash004 004 003 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 003 000
r12 Schlpart Schoolmdashi do interesting activities 024 060 ndash002 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 024 072 ndash011 ndash007 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 022 072 ndash005 ndash004 ndash003
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash003 006
r17 comcare communitymdashadult who notices when i am upset about 000 004 083 010 002
r20 comcare communitymdashadult whom i trust 001 006 078 013 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 007 084 010 001
r18 comhigh communitymdashadult who believes that i will be a success 007 005 084 009 002
r19 comhigh communitymdashadult who always wants me to do my best 007 001 090 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 081 015 ndash006 005
r22 compart i am involved in taking lessons in music art literature ndash016 079 015 ndash004 005
r23 compart i help other people 002 055 012 003 014
r49 homecare homemdashadult who is interested in my school work 001 ndash007 004 084 000
r51 homecare homemdashadult who talks with me about my problems ndash004 002 006 089 ndash008
r53 homecare homemdashadult who listens to me when i have something 001 000 008 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash012 006 066 016
r50 homehigh homemdashadult who believes that i will be a success 008 ndash011 012 084 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash016 012 084 007
r54 homepart i do fun things or go fun places with my parents or other ndash005 029 ndash004 070 ndash011
r55 homepart i do things at home that make a difference ndash007 050 ndash008 056 ndash002
r56 homepart i help make decisions with my family ndash007 035 ndash005 070 ndash007
r42 peercare a friend who really cares about me 001 000 011 ndash006 087
r43 peercare a friend who talks with me about my problems ndash005 002 005 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 000 007 ndash007 095
r45 peerhigh my friends get into a lot of trouble ndash008 001 012 ndash017 ndash017
r46 peerhigh my friends try to do what is right 007 008 ndash019 027 052
r47 peerhigh my friends do well in school 007 009 ndash017 025 046
66 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e6a
Secondary rydM environmental asset efa results Main Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 003 ndash002 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 002 ndash005 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 002 000 004 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 002 001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash001 001 005 001 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 005 005 004 003 ndash005
r12 Schlpart Schoolmdashi do interesting activities 016 058 001 013 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 077 ndash008 ndash006 ndash007 008
r14 Schlpart Schoolmdashi do things that make a difference 015 075 ndash001 000 ndash003 007
r15 comcare communitymdashadult who really cares about me 004 ndash003 093 ndash001 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 087 ndash010 007 008
r20 comcare communitymdashadult whom i trust 002 003 080 ndash002 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 088 ndash003 007 002
r18 comhigh communitymdashadult who believes that i will be a success 005 001 088 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash012 054 015 060 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash010 050 013 063 ndash008 ndash018
r23 compart i help other people 001 044 013 032 003 005
r49 homecare homemdashadult who is interested in my school work 003 ndash008 002 014 079 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash001 002 003 ndash006 089 ndash002
r53 homecare homemdashadult who listens to me when i have something 002 000 004 ndash006 092 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash015 007 029 058 001
r50 homehigh homemdashadult who believes that i will be a success 007 ndash013 011 018 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 007 ndash020 010 027 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash007 028 ndash005 ndash004 071 003
r55 homepart i do things at home that make a difference ndash008 048 ndash006 ndash002 058 007
r56 homepart i help make decisions with my family ndash006 036 ndash007 ndash009 071 007
r42 peercare a friend who really cares about me ndash001 ndash001 011 015 ndash002 080
r43 peercare a friend who talks with me about my problems ndash004 004 006 006 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 089
r45 peerhigh my friends get into a lot of trouble ndash008 007 012 ndash033 ndash001 ndash011
r46 peerhigh my friends try to do what is right 006 002 ndash015 063 007 029
r47 peerhigh my friends do well in school 007 004 ndash016 060 010 019
appendix e 67
taBle e6B
Secondary rydM environmental asset efa results validation Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 004 ndash003 ndash005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 003 ndash005 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 000 ndash002 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 003 002 001 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash001 003 004 000 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 006 002 001 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 020 058 ndash001 015 ndash001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 019 073 ndash009 ndash005 000 006
r14 Schlpart Schoolmdashi do things that make a difference 016 072 ndash002 001 002 007
r15 comcare communitymdashadult who really cares about me 002 ndash002 093 ndash001 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 085 ndash008 011 006
r20 comcare communitymdashadult whom i trust 000 002 080 000 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 086 ndash003 009 003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash004 093 002 001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash012 056 014 064 ndash011 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 053 014 067 ndash009 ndash017
r23 compart i help other people 001 047 012 033 001 006
r49 homecare homemdashadult who is interested in my school work 002 ndash006 002 019 077 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash003 004 006 ndash003 088 ndash003
r53 homecare homemdashadult who listens to me when i have something 002 002 007 ndash003 088 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash015 005 033 054 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 020 076 ndash005
r52 homehigh homemdashadult who always wants me to do my best 011 ndash016 010 026 073 ndash004
r54 homepart i do fun things or go fun places with my parents or other ndash006 031 ndash004 ndash004 071 000
r55 homepart i do things at home that make a difference ndash009 051 ndash006 ndash002 058 009
r56 homepart i help make decisions with my family ndash009 037 ndash004 ndash011 072 007
r42 peercare a friend who really cares about me 001 ndash001 010 011 ndash004 082
r43 peercare a friend who talks with me about my problems ndash005 003 005 004 ndash005 094
r44 peercare a friend who helps me when irsquom having a hard time ndash002 001 007 006 ndash002 090
r45 peerhigh my friends get into a lot of trouble ndash009 004 012 ndash030 ndash009 ndash003
r46 peerhigh my friends try to do what is right 006 002 ndash018 060 011 030
r47 peerhigh my friends do well in school 006 003 ndash015 056 010 023
68 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e7a
Secondary rydM environmental asset efa results Main Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 013 002 ndash004 ndash003 005 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 008 001 ndash006 002 004 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 006 ndash003 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 000 ndash001 004 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash003 ndash001 000 004 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash002 004 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash001 029 ndash003 001 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 077 ndash003 011 ndash015 003 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 013 073 002 016 ndash011 002 001
r15 comcare communitymdashadult who really cares about me 003 ndash005 094 002 ndash006 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 007 089 ndash006 005 005 ndash004
r20 comcare communitymdashadult whom i trust 001 003 082 000 009 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 001 005 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 001 006 ndash002 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 094 002 000 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash007 019 002 080 004 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 012 ndash002 087 004 ndash002 ndash003
r23 compart i help other people 001 029 009 040 004 007 009
r49 homecare homemdashadult who is interested in my school work 005 ndash008 ndash004 011 084 003 ndash004
r51 homecare homemdashadult who talks with me about my problems 000 010 001 ndash007 091 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 008 003 ndash010 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 000 023 063 007 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 006 011 082 001 002
r52 homehigh homemdashadult who always wants me to do my best 008 ndash025 005 018 083 001 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 035 001 ndash011 067 ndash004 007
r55 homepart i do things at home that make a difference ndash010 054 001 ndash005 050 ndash003 010
r56 homepart i help make decisions with my family ndash007 045 ndash001 ndash015 065 ndash001 005
r42 peercare a friend who really cares about me 002 ndash003 005 004 002 083 006
r43 peercare a friend who talks with me about my problems ndash002 005 ndash001 ndash004 000 096 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 000 ndash004 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash005 006 003 003 004 002 ndash046
r46 peerhigh my friends try to do what is right ndash001 002 002 ndash005 ndash006 005 093
r47 peerhigh my friends do well in school 003 004 ndash001 003 003 ndash002 070
appendix e 69
taBle e7B
Secondary rydM environmental asset efa results validation Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 003 ndash003 ndash004 005 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash006 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 006 ndash001 ndash006 008 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 003 002 ndash003 004 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash005 002 ndash001 006 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 005 001 ndash003 004 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 020 048 ndash002 029 ndash006 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 074 ndash005 012 ndash014 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 070 002 017 ndash012 002 ndash001
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash007 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 088 ndash006 007 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 082 000 008 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 000 006 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 088 003 006 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash007 095 005 000 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash008 015 002 082 004 ndash003 ndash002
r22 compart i am involved in taking lessons in music art literature ndash007 009 001 087 007 ndash003 ndash003
r23 compart i help other people 001 028 008 043 003 009 006
r49 homecare homemdashadult who is interested in my school work 004 ndash006 ndash004 012 084 000 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash002 015 003 ndash006 088 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 013 005 ndash009 088 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash024 ndash002 021 063 007 011
r50 homehigh homemdashadult who believes that i will be a success 010 ndash010 006 011 081 000 002
r52 homehigh homemdashadult who always wants me to do my best 012 ndash020 004 015 081 003 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 043 001 ndash011 060 ndash007 008
r55 homepart i do things at home that make a difference ndash011 061 ndash001 ndash002 044 003 008
r56 homepart i help make decisions with my family ndash009 053 002 ndash017 059 000 005
r42 peercare a friend who really cares about me 003 ndash003 004 002 002 083 005
r43 peercare a friend who talks with me about my problems ndash002 005 ndash002 ndash003 001 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 003 091 003
r45 peerhigh my friends get into a lot of trouble ndash006 004 004 001 ndash003 009 ndash043
r46 peerhigh my friends try to do what is right ndash001 002 ndash001 ndash002 ndash004 008 086
r47 peerhigh my friends do well in school 001 005 003 ndash003 ndash004 ndash001 078
70 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e8a
Secondary rydM environmental asset efa results Main Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 Schlpart Schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare a friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh my friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh my friends do well in school 002 003 ndash001 001 005 005 ndash002 068
appendix e 71
taBle e8B
Secondary rydM environmental asset efa results validation Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare a friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh my friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh my friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
72 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e9a
Secondary rydM environmental asset efa results Main Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 007 002 002 ndash004 ndash005 005 003 011
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 001 001 001 ndash001 ndash002 004 ndash003 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 003 ndash002 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 001 000 004 004 ndash005 002 000 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash002 ndash001 004 000 ndash003 ndash002 ndash012
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 005 ndash005 000 008 ndash004 000 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 057 ndash001 017 008 ndash004 ndash001 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash008 000 ndash003 000 001 007
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash002 ndash004 009 000 002 ndash004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash003 ndash008 001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 090 ndash002 002 001 004 ndash001 009
r20 comcare communitymdashadult whom i trust 002 ndash004 082 004 004 004 000 002 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 090 003 004 ndash001 ndash001 001 005
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash005 007 003 ndash001 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 000 095 ndash003 002 ndash001 ndash002 000 ndash011
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 083 003 ndash002 ndash004 ndash001 002
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash003 098 002 ndash003 ndash001 ndash003 000
r23 compart i help other people 005 010 009 044 ndash010 021 008 006 ndash005
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 001 089 ndash003 001 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash004 004 001 002 084 006 001 001 044
r53 homecare homemdashadult who listens to me when i have something 002 ndash004 003 ndash002 078 019 ndash004 001 030
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 006 075 ndash010 006 003 ndash012
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash004 083 008 001 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 006 002 089 001 000 001 ndash006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 ndash001 028 066 ndash002 000 002
r55 homepart i do things at home that make a difference ndash002 013 001 002 006 074 000 003 ndash003
r56 homepart i help make decisions with my family 004 000 ndash002 ndash003 022 072 003 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 005 004 004 ndash002 083 005 ndash005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash002 ndash001 000 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 003 092 002 ndash001
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 002 000 003 002 ndash045 001
r46 peerhigh my friends try to do what is right ndash003 002 002 ndash004 ndash002 000 004 093 000
r47 peerhigh my friends do well in school 002 002 ndash001 004 006 001 ndash002 068 001
appendix e 73
taBle e9B
Secondary rydM environmental asset efa results validation Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 002 005 ndash010 001 006 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 000 ndash004 ndash001 003 ndash002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 ndash002 ndash002 005 002 ndash001 ndash001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 003 002 ndash003 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 001 005 000 ndash004 ndash001 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 008 001 ndash007 006 001 ndash001 ndash001 ndash012
r12 Schlpart Schoolmdashi do interesting activities 011 058 ndash001 018 007 ndash008 ndash004 003 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash007 ndash001 ndash002 000 001 009
r14 Schlpart Schoolmdashi do things that make a difference 002 082 004 ndash004 ndash002 009 000 000 ndash007
r15 comcare communitymdashadult who really cares about me 002 ndash004 095 004 ndash006 ndash005 003 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 089 ndash003 003 001 004 000 011
r20 comcare communitymdashadult whom i trust 000 ndash002 082 004 005 002 ndash001 005 007
r16 comhigh communitymdashadult who tells me when i do a good job 002 000 089 003 002 002 ndash001 000 005
r18 comhigh communitymdashadult who believes that i will be a success 003 007 089 ndash005 009 002 ndash001 ndash003 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 ndash003 004 ndash001 ndash003 ndash002 ndash013
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 001 084 003 ndash003 ndash002 000 002
r22 compart i am involved in taking lessons in music art literature 000 ndash009 ndash002 099 003 ndash002 ndash002 ndash003 001
r23 compart i help other people 004 013 008 044 ndash008 020 009 004 ndash009
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 088 ndash002 ndash001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash005 005 001 002 075 010 003 ndash001 048
r53 homecare homemdashadult who listens to me when i have something 003 ndash002 005 ndash001 070 019 ndash002 000 034
r48 homehigh homemdashadult who expects me to follow the rules 001 000 001 005 078 ndash013 006 008 ndash008
r50 homehigh homemdashadult who believes that i will be a success 005 001 008 ndash003 082 010 ndash001 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash006 006 001 085 004 002 ndash002 ndash003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 021 070 ndash006 003 003
r55 homepart i do things at home that make a difference ndash004 016 ndash002 003 003 076 004 001 ndash006
r56 homepart i help make decisions with my family 002 ndash001 001 ndash004 014 078 002 000 007
r42 peercare a friend who really cares about me 004 ndash004 004 003 003 ndash001 083 004 ndash003
r43 peercare a friend who talks with me about my problems ndash002 002 ndash002 ndash002 000 001 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 001 000 001 ndash002 003 001 091 003 001
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash002 ndash003 ndash002 009 ndash042 001
r46 peerhigh my friends try to do what is right ndash002 001 ndash001 ndash002 000 001 008 084 ndash003
r47 peerhigh my friends do well in school ndash001 003 003 ndash002 ndash002 000 ndash001 079 003
74 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e10
Secondary rydM environmental asset efa results grade 7 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 008 ndash018 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 ndash016 010
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 010 ndash012 008
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 011 ndash015 010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 012 ndash017 010
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 015 ndash014 010
r12 Schlpart Schoolmdashi do interesting activities 053 ndash007 025 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 065 ndash018 024 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash016 029 ndash009
r15 comcare communitymdashadult who really cares about me 008 086 002 002
r17 comcare communitymdashadult who notices when i am upset about 005 080 013 003
r20 comcare communitymdashadult whom i trust 006 075 015 002
r16 comhigh communitymdashadult who tells me when i do a good job 012 080 015 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 009 081 016 001
r19 comhigh communitymdashadult who always wants me to do my best 012 086 008 001
r21 compart i am part of clubs sports teams churchtemple or other 034 008 047 ndash035
r22 compart i am involved in taking lessons in music art literature 033 009 049 ndash031
r23 compart i help other people 034 005 040 ndash004
r49 homecare homemdashadult who is interested in my school work ndash011 011 081 006
r51 homecare homemdashadult who talks with me about my problems ndash013 008 085 007
r53 homecare homemdashadult who listens to me when i have something ndash011 007 087 006
r48 homehigh homemdashadult who expects me to follow the rules ndash013 016 070 010
r50 homehigh homemdashadult who believes that i will be a success ndash014 018 084 011
r52 homehigh homemdashadult who always wants me to do my best ndash019 018 088 009
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 070 010
r55 homepart i do things at home that make a difference 019 ndash015 068 006
r56 homepart i help make decisions with my family 009 ndash009 072 009
r42 peercare a friend who really cares about me 008 010 010 075
r43 peercare a friend who talks with me about my problems 008 002 005 084
r44 peercare a friend who helps me when irsquom having a hard time 005 002 010 085
r45 peerhigh my friends get into a lot of trouble ndash009 007 ndash007 ndash025
r46 peerhigh my friends try to do what is right 016 ndash013 032 045
r47 peerhigh my friends do well in school 016 ndash014 033 036
appendix e 75
taBle e11
Secondary rydM environmental asset efa results grade 7 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 004 003 ndash008 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 ndash002 003 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 004 005 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 ndash001 006 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 ndash006 006 003 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 ndash001 010 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 027 051 ndash003 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 067 ndash011 ndash010 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 030 066 ndash010 ndash004 ndash001
r15 comcare communitymdashadult who really cares about me 007 000 086 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 003 004 080 009 005
r20 comcare communitymdashadult whom i trust 002 007 076 009 004
r16 comhigh communitymdashadult who tells me when i do a good job 008 009 080 010 000
r18 comhigh communitymdashadult who believes that i will be a success 007 006 081 012 002
r19 comhigh communitymdashadult who always wants me to do my best 009 004 086 004 003
r21 compart i am part of clubs sports teams churchtemple or other ndash018 084 019 ndash006 ndash006
r22 compart i am involved in taking lessons in music art literature ndash019 083 020 ndash005 ndash002
r23 compart i help other people 003 052 010 011 009
r49 homecare homemdashadult who is interested in my school work 002 ndash004 007 085 ndash005
r51 homecare homemdashadult who talks with me about my problems 001 ndash005 004 089 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash007 002 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules ndash003 ndash006 013 073 004
r50 homehigh homemdashadult who believes that i will be a success 000 ndash007 015 086 002
r52 homehigh homemdashadult who always wants me to do my best ndash004 ndash008 015 091 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash001 019 ndash008 065 004
r55 homepart i do things at home that make a difference 000 040 ndash015 054 004
r56 homepart i help make decisions with my family 001 024 ndash011 066 003
r42 peercare a friend who really cares about me ndash002 000 014 ndash006 086
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash011 097
r44 peercare a friend who helps me when irsquom having a hard time ndash004 ndash005 005 ndash003 096
r45 peerhigh my friends get into a lot of trouble ndash011 007 008 ndash008 ndash027
r46 peerhigh my friends try to do what is right 007 007 ndash013 022 052
r47 peerhigh my friends do well in school 009 008 ndash015 025 041
76 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e12
Secondary rydM environmental asset efa results grade 7 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 002 ndash005 ndash007 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash008 ndash001 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 008 002 ndash004 005 ndash006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 007 005 ndash004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 003 ndash001 003 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 006 008 ndash002 002 ndash003
r12 Schlpart Schoolmdashi do interesting activities 022 045 ndash002 023 001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash004 008 ndash008 007
r14 Schlpart Schoolmdashi do things that make a difference 021 066 ndash004 015 ndash003 005
r15 comcare communitymdashadult who really cares about me 006 ndash008 088 003 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 000 002 083 ndash004 009 008
r20 comcare communitymdashadult whom i trust 001 000 077 006 009 005
r16 comhigh communitymdashadult who tells me when i do a good job 006 002 082 005 009 001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 083 004 011 003
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash004 088 006 003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash011 031 014 077 ndash008 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 026 014 087 ndash010 ndash014
r23 compart i help other people 003 030 008 045 008 004
r49 homecare homemdashadult who is interested in my school work 004 ndash003 005 005 083 ndash007
r51 homecare homemdashadult who talks with me about my problems ndash001 011 007 ndash019 090 ndash001
r53 homecare homemdashadult who listens to me when i have something 004 007 004 ndash017 094 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash018 009 021 067 ndash002
r50 homehigh homemdashadult who believes that i will be a success 003 ndash009 012 010 082 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash018 010 018 086 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash005 027 ndash005 001 065 008
r55 homepart i do things at home that make a difference ndash007 047 ndash010 007 053 009
r56 homepart i help make decisions with my family ndash005 036 ndash006 ndash005 066 009
r42 peercare a friend who really cares about me ndash003 004 015 001 ndash004 084
r43 peercare a friend who talks with me about my problems ndash005 011 009 ndash011 ndash007 096
r44 peercare a friend who helps me when irsquom having a hard time ndash005 006 007 ndash009 000 094
r45 peerhigh my friends get into a lot of trouble ndash016 017 012 ndash021 ndash004 ndash018
r46 peerhigh my friends try to do what is right 011 ndash011 ndash018 044 014 040
r47 peerhigh my friends do well in school 014 ndash011 ndash019 043 018 027
appendix e 77
taBle e13
Secondary rydM environmental asset efa results grade 7 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 000 ndash002 ndash005 008 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 000 ndash005 001 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash003 006 ndash004 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 004 002 ndash002 003 000 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash005 ndash001 002 005 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 003 005 000 004 000 ndash002
r12 Schlpart Schoolmdashi do interesting activities 019 045 000 020 ndash001 ndash003 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 080 005 003 ndash014 ndash001 000
r14 Schlpart Schoolmdashi do things that make a difference 015 071 003 009 ndash009 ndash004 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 092 002 ndash004 003 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 087 ndash006 007 004 ndash004
r20 comcare communitymdashadult whom i trust ndash001 002 081 003 007 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 086 002 007 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 088 ndash001 008 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 000 093 ndash001 000 ndash002 005
r21 compart i am part of clubs sports teams churchtemple or other ndash002 012 000 081 002 001 ndash012
r22 compart i am involved in taking lessons in music art literature ndash003 005 ndash001 091 ndash001 001 ndash002
r23 compart i help other people 003 025 006 041 008 003 011
r49 homecare homemdashadult who is interested in my school work 006 ndash007 002 006 083 ndash003 000
r51 homecare homemdashadult who talks with me about my problems 001 011 005 ndash013 090 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 008 003 ndash014 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash025 003 021 067 001 011
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 008 010 082 001 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash023 005 017 086 ndash004 009
r54 homepart i do fun things or go fun places with my parents or other ndash007 030 ndash003 ndash004 062 004 005
r55 homepart i do things at home that make a difference ndash010 052 ndash006 000 049 003 006
r56 homepart i help make decisions with my family ndash007 041 ndash003 ndash010 063 004 001
r42 peercare a friend who really cares about me 003 ndash006 006 008 001 081 005
r43 peercare a friend who talks with me about my problems 001 003 000 ndash002 ndash002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 ndash002 ndash002 006 089 004
r45 peerhigh my friends get into a lot of trouble ndash009 008 002 005 003 000 ndash046
r46 peerhigh my friends try to do what is right ndash006 008 003 ndash008 ndash004 006 094
r47 peerhigh my friends do well in school 002 007 ndash001 ndash002 009 ndash003 067
78 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e14
Secondary rydM environmental asset efa results grade 7 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 000 ndash002 ndash006 000 007 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 ndash004 ndash001 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 000 002 ndash001 001 005 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 004 002 ndash001 004 ndash004 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 ndash001 004 004 ndash003 ndash001 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 ndash002 006 003 001 002 ndash001 ndash001
r12 Schlpart Schoolmdashi do interesting activities 014 051 ndash003 015 006 ndash003 ndash002 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 091 001 ndash008 ndash002 ndash002 002 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 074 001 002 ndash001 003 ndash002 006
r15 comcare communitymdashadult who really cares about me 004 ndash002 092 001 000 ndash010 003 ndash002
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 088 ndash005 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash003 082 005 003 005 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 001 007 ndash002 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 003 002 088 000 007 001 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 ndash002 000 ndash003 005
r21 compart i am part of clubs sports teams churchtemple or other 001 002 001 083 ndash002 006 000 ndash012
r22 compart i am involved in taking lessons in music art literature 000 ndash005 000 095 ndash003 002 000 ndash002
r23 compart i help other people 004 017 006 042 004 010 003 012
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash003 089 ndash006 ndash001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash002 010 004 ndash016 082 021 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash014 082 025 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash005 001 014 078 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 001 ndash003 007 005 083 000 002 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash013 004 013 088 ndash003 ndash003 008
r54 homepart i do fun things or go fun places with my parents or other 003 ndash008 000 007 034 053 001 006
r55 homepart i do things at home that make a difference ndash004 016 ndash003 009 018 058 001 008
r56 homepart i help make decisions with my family 003 ndash001 001 000 030 062 002 003
r42 peercare a friend who really cares about me 002 ndash001 005 006 005 ndash006 081 004
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash001 003 004 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 003 003 007 ndash002 009 000 ndash046
r46 peerhigh my friends try to do what is right ndash005 003 003 ndash007 ndash006 007 005 094
r47 peerhigh my friends do well in school 004 001 ndash001 000 005 009 ndash003 066
appendix e 79
taBle e15
Secondary rydM environmental asset efa results grade 7 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 006 ndash001 006 ndash005 ndash005 006 003 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 000 000 ndash002 002 000 007
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 002 000 001 005 ndash005 003 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 001 002 005 ndash006 000 000 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash006 000 ndash001 003 000 000 ndash003 ndash014
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 ndash006 ndash003 008 001 ndash007 ndash019
r12 Schlpart Schoolmdashi do interesting activities 014 053 ndash002 009 005 000 ndash001 ndash001 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 091 001 ndash008 ndash003 ndash001 002 ndash002 005
r14 Schlpart Schoolmdashi do things that make a difference 008 075 001 000 ndash001 004 ndash002 005 001
r15 comcare communitymdashadult who really cares about me 003 ndash003 091 005 002 ndash013 002 002 006
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 088 ndash003 003 004 004 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 081 008 004 003 001 003 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 002 008 ndash002 ndash003 001 001
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 ndash006 006 005 000 ndash002 ndash011
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash001 094 ndash003 ndash003 003 ndash001 001 ndash011
r21 compart i am part of clubs sports teams churchtemple or other 000 002 001 081 000 004 ndash001 ndash009 ndash001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash008 ndash001 099 ndash001 ndash002 ndash001 002 001
r23 compart i help other people 004 017 006 041 005 010 002 012 ndash002
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash002 092 ndash007 ndash002 ndash001 010
r51 homecare homemdashadult who talks with me about my problems ndash004 006 002 ndash001 087 011 002 ndash004 039
r53 homecare homemdashadult who listens to me when i have something 005 ndash004 001 ndash004 084 020 ndash004 000 027
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash004 001 009 080 ndash015 004 005 ndash007
r50 homehigh homemdashadult who believes that i will be a success 002 001 008 ndash005 083 005 004 ndash002 ndash007
r52 homehigh homemdashadult who always wants me to do my best 003 ndash010 005 005 088 003 ndash001 002 ndash008
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 032 057 003 002 ndash003
r55 homepart i do things at home that make a difference ndash003 019 ndash002 004 015 062 001 004 000
r56 homepart i help make decisions with my family 003 000 001 ndash001 029 063 002 002 010
r42 peercare a friend who really cares about me 002 ndash001 005 005 005 ndash005 081 003 ndash002
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 093 000 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash003 003 005 089 003 ndash001
r45 peerhigh my friends get into a lot of trouble ndash007 004 003 002 ndash005 011 001 ndash046 ndash002
r46 peerhigh my friends try to do what is right ndash006 002 003 ndash002 ndash005 004 004 096 000
r47 peerhigh my friends do well in school 004 001 ndash001 000 006 009 ndash002 062 ndash007
80 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e16
Secondary rydM environmental asset efa results grade 9 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 010 ndash008 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash011 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 013 ndash017 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 010 ndash012 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 011 ndash018 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 014 ndash014 000
r12 Schlpart Schoolmdashi do interesting activities 050 ndash008 023 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 063 ndash024 027 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash016 028 002
r15 comcare communitymdashadult who really cares about me 010 086 010 ndash002
r17 comcare communitymdashadult who notices when i am upset about 006 080 012 006
r20 comcare communitymdashadult whom i trust 009 072 009 013
r16 comhigh communitymdashadult who tells me when i do a good job 009 081 009 009
r18 comhigh communitymdashadult who believes that i will be a success 011 082 007 011
r19 comhigh communitymdashadult who always wants me to do my best 012 085 007 004
r21 compart i am part of clubs sports teams churchtemple or other 030 ndash003 041 011
r22 compart i am involved in taking lessons in music art literature 029 ndash003 043 009
r23 compart i help other people 030 007 034 012
r49 homecare homemdashadult who is interested in my school work ndash008 004 ndash002 088
r51 homecare homemdashadult who talks with me about my problems ndash005 004 ndash010 092
r53 homecare homemdashadult who listens to me when i have something ndash002 005 ndash011 093
r48 homehigh homemdashadult who expects me to follow the rules ndash008 012 005 070
r50 homehigh homemdashadult who believes that i will be a success ndash005 015 ndash007 090
r52 homehigh homemdashadult who always wants me to do my best ndash008 018 ndash005 089
r54 homepart i do fun things or go fun places with my parents or other 004 ndash010 004 077
r55 homepart i do things at home that make a difference 021 ndash011 011 063
r56 homepart i help make decisions with my family 015 ndash013 003 076
r42 peercare a friend who really cares about me ndash017 019 094 ndash009
r43 peercare a friend who talks with me about my problems ndash020 013 104 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash020 015 102 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 007 ndash021 ndash009
r46 peerhigh my friends try to do what is right 006 ndash006 057 016
r47 peerhigh my friends do well in school 007 ndash008 050 017
appendix e 81
taBle e17
Secondary rydM environmental asset efa results grade 9 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 014 002 ndash004 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 005 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 002 004 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 000 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 017 062 002 ndash005 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 020 078 ndash009 ndash015 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 019 078 ndash001 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash003 003
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 086 004 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 007 000
r18 comhigh communitymdashadult who believes that i will be a success 006 001 087 010 001
r19 comhigh communitymdashadult who always wants me to do my best 009 ndash003 090 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash014 075 013 002 007
r22 compart i am involved in taking lessons in music art literature ndash013 072 012 001 011
r23 compart i help other people 003 051 014 005 016
r49 homecare homemdashadult who is interested in my school work 003 ndash007 ndash001 086 005
r51 homecare homemdashadult who talks with me about my problems ndash004 005 004 089 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash002 006 005 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash017 007 068 014
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 011 087 002
r52 homehigh homemdashadult who always wants me to do my best 010 ndash021 014 086 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 031 ndash007 071 ndash004
r55 homepart i do things at home that make a difference ndash005 050 ndash005 054 ndash004
r56 homepart i help make decisions with my family ndash003 039 ndash009 068 ndash007
r42 peercare a friend who really cares about me ndash003 ndash002 011 ndash005 089
r43 peercare a friend who talks with me about my problems ndash007 003 005 ndash010 097
r44 peercare a friend who helps me when irsquom having a hard time ndash006 001 007 ndash006 095
r45 peerhigh my friends get into a lot of trouble ndash008 ndash002 012 ndash010 ndash024
r46 peerhigh my friends try to do what is right 014 006 ndash016 017 059
r47 peerhigh my friends do well in school 013 007 ndash017 018 052
82 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e18
Secondary rydM environmental asset efa results grade 9 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 016 002 ndash003 ndash003 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 005 ndash008 ndash001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 004 004 ndash001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 000 002 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash002 ndash001 007 001 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 005 007 003 ndash006
r12 Schlpart Schoolmdashi do interesting activities 014 059 003 016 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 077 ndash008 ndash002 ndash010 005
r14 Schlpart Schoolmdashi do things that make a difference 016 076 000 002 ndash003 005
r15 comcare communitymdashadult who really cares about me 003 ndash001 094 ndash002 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 089 ndash011 005 009
r20 comcare communitymdashadult whom i trust 002 004 079 ndash002 010 004
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 089 ndash005 006 003
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 089 001 008 001
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash005 092 005 000 ndash001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 058 012 061 ndash002 ndash019
r22 compart i am involved in taking lessons in music art literature ndash012 053 011 062 ndash004 ndash014
r23 compart i help other people 001 045 014 029 004 007
r49 homecare homemdashadult who is interested in my school work 003 ndash008 ndash002 014 082 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash003 005 003 ndash004 088 ndash004
r53 homecare homemdashadult who listens to me when i have something ndash001 005 004 ndash004 090 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash018 006 026 061 001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 011 017 081 ndash007
r52 homehigh homemdashadult who always wants me to do my best 008 ndash021 013 024 078 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash008 029 ndash006 ndash009 072 008
r55 homepart i do things at home that make a difference ndash005 049 ndash004 ndash005 055 008
r56 homepart i help make decisions with my family ndash001 037 ndash009 ndash011 070 007
r42 peercare a friend who really cares about me ndash001 ndash003 011 016 ndash003 081
r43 peercare a friend who talks with me about my problems ndash004 003 004 008 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 090
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash032 ndash004 ndash008
r46 peerhigh my friends try to do what is right 008 001 ndash014 062 005 032
r47 peerhigh my friends do well in school 008 003 ndash014 060 007 023
appendix e 83
taBle e19
Secondary rydM environmental asset efa results grade 9 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 017 002 ndash005 ndash003 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 009 003 ndash008 001 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 004 003 ndash006 007 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash002 ndash002 004 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 ndash003 001 005 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 005 000 003 ndash007 009
r12 Schlpart Schoolmdashi do interesting activities 014 048 001 033 ndash005 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 016 ndash018 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 072 003 019 ndash011 001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash003 095 000 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 008 090 ndash005 003 008 ndash008
r20 comcare communitymdashadult whom i trust 000 004 081 ndash002 007 ndash001 004
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 090 000 005 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash009 093 005 001 ndash005 005
r21 compart i am part of clubs sports teams churchtemple or other ndash008 022 002 077 008 ndash006 001
r22 compart i am involved in taking lessons in music art literature ndash006 014 ndash002 084 008 002 ndash004
r23 compart i help other people 002 031 010 037 005 009 007
r49 homecare homemdashadult who is interested in my school work 004 ndash007 ndash007 011 086 006 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash002 013 001 ndash003 089 000 ndash011
r53 homecare homemdashadult who listens to me when i have something 000 014 004 ndash006 089 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 009 ndash024 001 018 066 007 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 007 011 085 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 008 017 083 ndash001 003
r54 homepart i do fun things or go fun places with my parents or other ndash010 041 000 ndash015 064 000 007
r55 homepart i do things at home that make a difference ndash007 059 003 ndash007 044 ndash002 011
r56 homepart i help make decisions with my family ndash003 050 ndash003 ndash014 061 ndash001 005
r42 peercare a friend who really cares about me 001 ndash005 005 003 001 083 009
r43 peercare a friend who talks with me about my problems ndash001 004 ndash002 ndash002 ndash001 094 001
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 000 ndash003 004 092 002
r45 peerhigh my friends get into a lot of trouble ndash003 001 004 ndash002 000 006 ndash043
r46 peerhigh my friends try to do what is right 001 002 001 ndash004 ndash007 008 092
r47 peerhigh my friends do well in school 002 003 000 002 001 001 072
84 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e20
Secondary rydM environmental asset efa results grade 9 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 002 ndash004 ndash008 007 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 003 003 ndash005 ndash004 005 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 002 ndash001 001 006 ndash002 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 000 002 000 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash004 004 008 ndash010 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 003 005 002 003 ndash002 ndash007 008
r12 Schlpart Schoolmdashi do interesting activities 007 054 001 023 005 ndash004 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash009 000 ndash003 001 002
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 000 000 005 000 003
r15 comcare communitymdashadult who really cares about me 004 ndash007 095 003 ndash006 ndash001 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 ndash001 008 008 ndash008
r20 comcare communitymdashadult whom i trust 002 ndash003 081 001 003 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 090 002 000 007 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 001 006 091 ndash004 012 ndash007 ndash003 004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 093 001 009 ndash014 ndash004 005
r21 compart i am part of clubs sports teams churchtemple or other ndash004 006 002 081 003 003 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash007 ndash004 098 002 ndash001 002 ndash007
r23 compart i help other people 006 008 011 044 ndash011 022 009 005
r49 homecare homemdashadult who is interested in my school work ndash001 005 ndash007 001 085 006 006 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash004 007 002 ndash009 073 032 000 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash001 002 004 ndash008 071 037 ndash004 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash004 001 010 075 ndash016 007 008
r50 homehigh homemdashadult who believes that i will be a success 004 001 008 001 085 002 ndash002 003
r52 homehigh homemdashadult who always wants me to do my best 005 ndash006 009 007 089 ndash010 ndash001 005
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash008 ndash002 001 025 070 001 004
r55 homepart i do things at home that make a difference 000 010 003 006 003 074 ndash001 008
r56 homepart i help make decisions with my family 006 ndash002 ndash004 001 020 074 000 001
r42 peercare a friend who really cares about me 002 ndash005 005 005 003 ndash005 083 009
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 ndash001 ndash001 001 094 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash002 003 001 092 002
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash004 002 ndash005 006 ndash042
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash008 ndash003 004 007 092
r47 peerhigh my friends do well in school 001 004 000 ndash001 004 003 001 070
appendix e 85
taBle e21
Secondary rydM environmental asset efa results grade 9 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 009 003 000 ndash006 ndash001 001 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 003 000 ndash001 ndash005 007 ndash004 013
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 003 000 001 005 ndash002 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 003 004 ndash006 001 002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash004 000 006 ndash002 ndash001 ndash002 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 004 005 ndash004 000 009 ndash006 003 ndash018
r12 Schlpart Schoolmdashi do interesting activities 007 055 001 021 004 000 ndash002 ndash003 ndash006
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash008 001 ndash007 001 003 008
r14 Schlpart Schoolmdashi do things that make a difference 003 081 004 ndash003 ndash001 010 001 000 ndash005
r15 comcare communitymdashadult who really cares about me 004 ndash006 095 004 ndash004 ndash005 000 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash002 001 000 007 ndash004 010
r20 comcare communitymdashadult whom i trust 002 ndash004 081 000 002 010 000 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 091 005 004 ndash003 ndash001 002 011
r18 comhigh communitymdashadult who believes that i will be a success 001 005 091 ndash006 010 001 ndash002 000 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash003 005 ndash003 ndash003 000 ndash015
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 082 004 ndash001 ndash006 002 003
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash004 100 004 ndash005 002 ndash005 000
r23 compart i help other people 006 007 011 044 ndash012 023 009 004 ndash003
r49 homecare homemdashadult who is interested in my school work ndash001 006 ndash007 002 088 002 006 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash003 002 002 002 079 010 ndash002 001 044
r53 homecare homemdashadult who listens to me when i have something 000 ndash002 004 ndash001 073 024 ndash005 001 028
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash002 001 005 075 ndash008 007 004 ndash008
r50 homehigh homemdashadult who believes that i will be a success 003 002 008 ndash002 086 004 ndash002 001 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash004 009 002 089 ndash001 000 000 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash007 ndash002 ndash004 024 073 002 ndash001 003
r55 homepart i do things at home that make a difference ndash001 012 002 001 000 079 000 003 ndash002
r56 homepart i help make decisions with my family 006 ndash001 ndash004 ndash003 019 077 001 ndash003 003
r42 peercare a friend who really cares about me 002 ndash004 005 003 002 ndash001 083 007 ndash007
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 000 ndash001 ndash001 095 002 004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash003 002 003 092 001 ndash001
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash005 001 ndash003 006 ndash042 001
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash005 ndash002 ndash001 006 093 000
r47 peerhigh my friends do well in school 001 003 000 002 006 ndash002 001 070 002
86 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e22
Secondary rydM environmental asset efa results grade 11 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 ndash002 013 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 ndash010 011 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 091 ndash013 012 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash008 013 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash014 013 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 ndash013 014 001
r12 Schlpart Schoolmdashi do interesting activities 043 037 ndash015 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 053 039 ndash029 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 049 044 ndash022 000
r15 comcare communitymdashadult who really cares about me 012 014 085 ndash001
r17 comcare communitymdashadult who notices when i am upset about 009 010 078 012
r20 comcare communitymdashadult whom i trust 011 009 073 016
r16 comhigh communitymdashadult who tells me when i do a good job 011 012 080 010
r18 comhigh communitymdashadult who believes that i will be a success 013 012 080 011
r19 comhigh communitymdashadult who always wants me to do my best 011 011 086 004
r21 compart i am part of clubs sports teams churchtemple or other 017 057 ndash005 009
r22 compart i am involved in taking lessons in music art literature 018 053 ndash007 007
r23 compart i help other people 020 043 003 011
r49 homecare homemdashadult who is interested in my school work ndash005 ndash006 007 082
r51 homecare homemdashadult who talks with me about my problems ndash004 ndash012 004 093
r53 homecare homemdashadult who listens to me when i have something ndash002 ndash019 006 097
r48 homehigh homemdashadult who expects me to follow the rules ndash004 012 010 064
r50 homehigh homemdashadult who believes that i will be a success ndash002 ndash003 015 085
r52 homehigh homemdashadult who always wants me to do my best ndash007 001 013 087
r54 homepart i do fun things or go fun places with my parents or other 001 ndash001 ndash005 079
r55 homepart i do things at home that make a difference 009 012 ndash010 069
r56 homepart i help make decisions with my family 003 004 ndash008 079
r42 peercare a friend who really cares about me ndash016 091 026 ndash010
r43 peercare a friend who talks with me about my problems ndash024 105 025 ndash016
r44 peercare a friend who helps me when irsquom having a hard time ndash020 101 026 ndash015
r45 peerhigh my friends get into a lot of trouble 005 ndash021 005 ndash009
r46 peerhigh my friends try to do what is right ndash002 049 ndash004 021
r47 peerhigh my friends do well in school 000 044 ndash008 023
appendix e 87
taBle e23
Secondary rydM environmental asset efa results grade 11 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 009 004 ndash001 006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 006 001 004 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 002 001 004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 003 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 001 001 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 006 001
r12 Schlpart Schoolmdashi do interesting activities 019 066 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 023 079 ndash012 ndash012 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 018 080 ndash003 ndash009 ndash005
r15 comcare communitymdashadult who really cares about me 003 002 093 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about 001 004 086 009 000
r20 comcare communitymdashadult whom i trust 003 004 080 012 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 087 006 001
r18 comhigh communitymdashadult who believes that i will be a success 004 005 087 007 002
r19 comhigh communitymdashadult who always wants me to do my best 002 001 094 001 003
r21 compart i am part of clubs sports teams churchtemple or other ndash017 079 017 ndash002 005
r22 compart i am involved in taking lessons in music art literature ndash013 075 013 ndash003 002
r23 compart i help other people ndash002 057 014 003 011
r49 homecare homemdashadult who is interested in my school work 004 ndash010 002 081 004
r51 homecare homemdashadult who talks with me about my problems 003 ndash006 001 092 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash010 003 096 ndash012
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash005 004 061 020
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 009 082 010
r52 homehigh homemdashadult who always wants me to do my best 005 ndash016 006 084 015
r54 homepart i do fun things or go fun places with my parents or other ndash006 021 ndash002 076 ndash012
r55 homepart i do things at home that make a difference ndash006 043 ndash003 063 ndash011
r56 homepart i help make decisions with my family ndash006 029 ndash004 075 ndash010
r42 peercare a friend who really cares about me 005 ndash005 009 ndash003 088
r43 peercare a friend who talks with me about my problems 000 ndash004 005 ndash008 099
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash004 007 ndash006 096
r45 peerhigh my friends get into a lot of trouble 002 ndash004 012 ndash007 ndash029
r46 peerhigh my friends try to do what is right ndash003 022 ndash014 016 052
r47 peerhigh my friends do well in school ndash003 025 ndash016 017 045
88 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e24
Secondary rydM environmental asset efa results grade 11 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 010 004 000 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash002 003 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 004 001 ndash001 003 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 008 003 ndash001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 000 001 003 ndash001 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 003 003 003 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 015 064 ndash002 008 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 080 ndash012 ndash009 ndash006 009
r14 Schlpart Schoolmdashi do things that make a difference 012 080 ndash002 ndash003 ndash005 010
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 001 ndash006 004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 ndash009 009 004
r20 comcare communitymdashadult whom i trust 003 002 082 ndash005 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 090 ndash003 006 002
r18 comhigh communitymdashadult who believes that i will be a success 004 001 089 ndash001 006 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash003 097 ndash002 000 002
r21 compart i am part of clubs sports teams churchtemple or other ndash011 059 017 056 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash006 054 013 051 ndash006 ndash021
r23 compart i help other people ndash002 049 014 027 002 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 002 013 077 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 ndash003 000 ndash001 090 ndash003
r53 homecare homemdashadult who listens to me when i have something 005 ndash006 003 ndash004 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash010 004 029 055 005
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 009 017 077 000
r52 homehigh homemdashadult who always wants me to do my best 008 ndash019 006 027 077 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 025 ndash002 ndash007 076 001
r55 homepart i do things at home that make a difference ndash011 046 ndash003 ndash004 063 003
r56 homepart i help make decisions with my family ndash010 034 ndash004 ndash013 076 007
r42 peercare a friend who really cares about me 002 ndash001 008 017 ndash001 080
r43 peercare a friend who talks with me about my problems ndash004 004 004 008 ndash002 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 006 010 ndash001 089
r45 peerhigh my friends get into a lot of trouble ndash002 006 011 ndash038 000 ndash008
r46 peerhigh my friends try to do what is right 002 005 ndash011 067 005 021
r47 peerhigh my friends do well in school 003 008 ndash014 065 007 013
appendix e 89
taBle e25
Secondary rydM environmental asset efa results grade 11 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 004 ndash003 ndash002 005 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 008 000 ndash003 004 ndash002 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 004 000 ndash004 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 001 000 004 002 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash001 001 ndash002 001 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 003 004 ndash006 004 ndash005 007
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash005 032 ndash002 005 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash009 013 ndash013 006 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 010 076 001 017 ndash012 006 ndash001
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 004 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 090 ndash005 006 001 ndash002
r20 comcare communitymdashadult whom i trust 003 002 082 000 011 000 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 091 001 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 003 005 000 000
r19 comhigh communitymdashadult who always wants me to do my best 002 ndash006 097 003 ndash001 000 000
r21 compart i am part of clubs sports teams churchtemple or other ndash010 021 006 082 003 ndash008 005
r22 compart i am involved in taking lessons in music art literature ndash005 016 ndash001 082 005 ndash008 ndash002
r23 compart i help other people ndash002 032 010 041 003 005 009
r49 homecare homemdashadult who is interested in my school work 005 ndash011 ndash004 013 082 004 ndash007
r51 homecare homemdashadult who talks with me about my problems 002 004 ndash002 ndash004 092 001 ndash008
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash008 095 ndash006 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash018 ndash003 026 059 012 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash015 005 011 081 005 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash023 000 020 082 006 003
r54 homepart i do fun things or go fun places with my parents or other ndash008 031 003 ndash012 070 ndash006 006
r55 homepart i do things at home that make a difference ndash010 051 005 ndash008 054 ndash007 014
r56 homepart i help make decisions with my family ndash009 043 003 ndash018 069 ndash001 006
r42 peercare a friend who really cares about me 002 ndash001 004 000 003 085 006
r43 peercare a friend who talks with me about my problems ndash004 008 000 ndash007 002 099 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 006 002 ndash007 002 094 003
r45 peerhigh my friends get into a lot of trouble ndash003 008 003 004 005 003 ndash051
r46 peerhigh my friends try to do what is right 003 ndash002 001 000 ndash006 005 087
r47 peerhigh my friends do well in school 003 001 ndash003 008 001 ndash001 071
90 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e26
Secondary rydM environmental asset efa results grade 11 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash003 ndash003 000 005 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 002 ndash001 005 000 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 000 000 ndash001 002 000 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 003 001 001 003 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 001 002 ndash005 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 001 004 ndash004 003 000 ndash005 006
r12 Schlpart Schoolmdashi do interesting activities 005 064 ndash001 019 011 ndash009 000 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 001 080 006 002 ndash006 007 001 005
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 003 ndash003 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 090 ndash006 002 007 001 ndash001
r20 comcare communitymdashadult whom i trust 003 ndash002 082 001 007 007 001 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 001 002 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 090 000 007 ndash003 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 001 ndash001 097 001 003 ndash007 ndash001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash006 008 004 084 003 ndash001 ndash005 003
r22 compart i am involved in taking lessons in music art literature 003 ndash006 ndash004 094 000 002 ndash004 ndash007
r23 compart i help other people 005 005 008 052 ndash016 025 010 004
r49 homecare homemdashadult who is interested in my school work ndash001 004 ndash001 002 085 ndash001 000 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash003 008 001 ndash012 082 022 ndash001 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash013 082 027 ndash007 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 000 002 000 014 072 ndash018 008 009
r50 homehigh homemdashadult who believes that i will be a success 006 ndash007 007 004 080 004 003 002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash006 003 009 089 ndash008 003 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 003 036 059 ndash002 001
r55 homepart i do things at home that make a difference ndash002 010 001 007 014 069 ndash002 009
r56 homepart i help make decisions with my family 001 ndash001 ndash002 ndash001 028 070 005 ndash001
r42 peercare a friend who really cares about me 005 ndash006 003 004 004 ndash002 085 005
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash005 000 002 099 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash004 001 001 094 002
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 001 001 004 ndash050
r46 peerhigh my friends try to do what is right 000 002 003 ndash004 ndash002 004 004 087
r47 peerhigh my friends do well in school 001 003 ndash003 005 004 004 ndash002 070
appendix e 91
taBle e27
Secondary rydM environmental asset efa results grade 11 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 004 000 000 ndash005 006 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 001 ndash001 002 ndash001 004 000 ndash003 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 ndash001 000 ndash001 001 001 ndash002 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 000 000 006 004 ndash004 004 ndash003 009
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 ndash001 000 ndash002 ndash002 000 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 002 004 ndash006 001 003 ndash005 004 ndash007
r12 Schlpart Schoolmdashi do interesting activities 005 063 ndash001 020 012 ndash011 001 ndash002 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 002 000 ndash001 002
r14 Schlpart Schoolmdashi do things that make a difference 001 082 006 ndash002 ndash008 012 000 002 ndash007
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 001 ndash005 ndash003 001 001 ndash007
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 091 ndash004 004 002 002 001 010
r20 comcare communitymdashadult whom i trust 003 ndash004 083 006 009 ndash001 002 000 013
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 000 002 004 ndash001 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash001 006 ndash001 ndash002 000 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 001 000 097 ndash001 001 ndash003 ndash001 ndash001 ndash006
r21 compart i am part of clubs sports teams churchtemple or other ndash006 006 004 085 005 ndash006 ndash004 006 001
r22 compart i am involved in taking lessons in music art literature 003 ndash007 ndash005 095 002 ndash002 ndash003 ndash004 ndash001
r23 compart i help other people 005 005 007 049 ndash017 029 010 003 ndash007
r49 homecare homemdashadult who is interested in my school work ndash002 004 ndash001 003 086 ndash004 000 ndash003 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash004 003 ndash001 001 088 004 003 003 030
r53 homecare homemdashadult who listens to me when i have something 003 ndash006 003 ndash002 084 015 ndash005 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 006 001 003 065 ndash004 004 002 ndash037
r50 homehigh homemdashadult who believes that i will be a success 007 ndash004 007 ndash003 078 010 001 ndash002 ndash015
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 004 002 085 ndash001 001 003 ndash018
r54 homepart i do fun things or go fun places with my parents or other 001 ndash004 ndash001 000 037 059 ndash002 ndash001 004
r55 homepart i do things at home that make a difference ndash002 012 001 002 013 072 ndash004 005 ndash001
r56 homepart i help make decisions with my family 001 001 ndash002 ndash005 028 070 004 ndash003 005
r42 peercare a friend who really cares about me 005 ndash006 003 004 003 ndash002 085 005 ndash004
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash003 000 001 099 000 001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 001 000 094 002 001
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 002 001 004 ndash049 004
r46 peerhigh my friends try to do what is right 000 001 002 ndash003 ndash001 002 004 085 ndash002
r47 peerhigh my friends do well in school 001 001 ndash003 009 006 ndash002 ndash001 072 006
92 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e28
Secondary rydM environmental asset efa results Male 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 001 005 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash008 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 ndash015 005 006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash011 005 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash017 002 006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 ndash012 007 006
r12 Schlpart Schoolmdashi do interesting activities 038 035 000 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 049 047 ndash013 ndash021
r14 Schlpart Schoolmdashi do things that make a difference 048 049 ndash006 ndash015
r15 comcare communitymdashadult who really cares about me 003 004 091 ndash002
r17 comcare communitymdashadult who notices when i am upset about 002 008 083 006
r20 comcare communitymdashadult whom i trust 004 006 078 011
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 086 005
r18 comhigh communitymdashadult who believes that i will be a success 008 002 086 007
r19 comhigh communitymdashadult who always wants me to do my best 007 001 089 003
r21 compart i am part of clubs sports teams churchtemple or other 011 044 013 008
r22 compart i am involved in taking lessons in music art literature 009 046 014 010
r23 compart i help other people 020 040 009 011
r49 homecare homemdashadult who is interested in my school work ndash001 ndash005 002 086
r51 homecare homemdashadult who talks with me about my problems ndash001 ndash003 002 085
r53 homecare homemdashadult who listens to me when i have something 000 ndash007 004 089
r48 homehigh homemdashadult who expects me to follow the rules ndash002 ndash004 008 079
r50 homehigh homemdashadult who believes that i will be a success 002 ndash007 011 088
r52 homehigh homemdashadult who always wants me to do my best ndash001 ndash009 010 092
r54 homepart i do fun things or go fun places with my parents or other 003 012 ndash005 068
r55 homepart i do things at home that make a difference 010 026 ndash012 058
r56 homepart i help make decisions with my family 006 020 ndash011 067
r42 peercare a friend who really cares about me ndash016 086 014 000
r43 peercare a friend who talks with me about my problems ndash021 104 005 ndash008
r44 peercare a friend who helps me when irsquom having a hard time ndash019 100 006 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 ndash010 011 ndash005
r46 peerhigh my friends try to do what is right 005 046 ndash012 027
r47 peerhigh my friends do well in school 008 039 ndash012 027
appendix e 93
taBle e29
Secondary rydM environmental asset efa results Male 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 071 010 002 ndash004 008
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 005 002 000 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 004 002 008 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 006 003 003 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 001 ndash001 007 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 007 005 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 018 059 002 ndash006 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 085 ndash008 ndash021 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 019 082 ndash001 ndash015 ndash003
r15 comcare communitymdashadult who really cares about me 002 ndash001 092 ndash002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 007 085 005 001
r20 comcare communitymdashadult whom i trust 002 003 079 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 005 001
r18 comhigh communitymdashadult who believes that i will be a success 006 002 087 007 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 091 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash013 068 016 004 003
r22 compart i am involved in taking lessons in music art literature ndash012 063 016 006 009
r23 compart i help other people 003 051 011 006 014
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 086 ndash001
r51 homecare homemdashadult who talks with me about my problems 000 003 001 085 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 004 088 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash016 007 078 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 009 087 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash021 009 090 006
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 ndash003 065 ndash008
r55 homepart i do things at home that make a difference ndash008 051 ndash009 053 ndash002
r56 homepart i help make decisions with my family ndash008 042 ndash008 062 ndash004
r42 peercare a friend who really cares about me 000 ndash005 012 ndash001 084
r43 peercare a friend who talks with me about my problems ndash003 000 002 ndash009 097
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash002 003 ndash003 094
r45 peerhigh my friends get into a lot of trouble ndash009 001 012 ndash003 ndash017
r46 peerhigh my friends try to do what is right 005 013 ndash014 021 048
r47 peerhigh my friends do well in school 006 014 ndash013 021 041
94 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e30
Secondary rydM environmental asset efa results Male 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 002 ndash004 ndash004 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 002 ndash009 001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash001 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 008 002 ndash002 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 ndash002 004 005 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 004 002 005 ndash004
r12 Schlpart Schoolmdashi do interesting activities 016 051 003 019 ndash005 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 081 ndash005 001 ndash014 001
r14 Schlpart Schoolmdashi do things that make a difference 016 075 002 007 ndash010 004
r15 comcare communitymdashadult who really cares about me 001 ndash004 093 002 ndash003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 086 ndash007 007 006
r20 comcare communitymdashadult whom i trust 002 ndash001 080 004 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 005 088 001 005 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash001 088 001 007 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash005 092 002 002 001
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 014 072 ndash002 ndash018
r22 compart i am involved in taking lessons in music art literature ndash008 023 014 074 ndash001 ndash012
r23 compart i help other people 003 033 010 042 003 004
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 005 084 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 007 002 ndash010 086 001
r53 homecare homemdashadult who listens to me when i have something 002 004 004 ndash008 089 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash020 006 016 072 000
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 008 011 083 ndash003
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 007 018 084 ndash003
r54 homepart i do fun things or go fun places with my parents or other ndash010 033 ndash002 000 066 ndash001
r55 homepart i do things at home that make a difference ndash010 051 ndash006 001 054 007
r56 homepart i help make decisions with my family ndash009 043 ndash006 ndash006 065 006
r42 peercare a friend who really cares about me 001 ndash003 012 007 001 078
r43 peercare a friend who talks with me about my problems ndash002 006 002 ndash002 ndash004 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 003 002 002 089
r45 peerhigh my friends get into a lot of trouble ndash009 012 013 ndash032 004 ndash003
r46 peerhigh my friends try to do what is right 003 ndash004 ndash015 056 011 028
r47 peerhigh my friends do well in school 005 ndash003 ndash013 054 011 020
appendix e 95
taBle e31
Secondary rydM environmental asset efa results Male 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 011 002 ndash006 ndash003 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 001 ndash007 003 006 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash004 007 ndash004 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 006 001 ndash001 004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 ndash003 002 006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 004 ndash002 005 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 048 001 025 ndash005 001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 082 ndash003 007 ndash018 ndash002 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 015 075 004 011 ndash013 001 000
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash004 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 009 088 ndash005 005 004 ndash005
r20 comcare communitymdashadult whom i trust 002 ndash002 081 004 009 001 000
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 005 090 001 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 000 090 ndash001 005 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash004 093 000 001 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash005 017 002 076 006 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 006 ndash001 088 008 002 ndash004
r23 compart i help other people 003 027 006 041 004 006 010
r49 homecare homemdashadult who is interested in my school work 005 ndash006 ndash004 007 085 002 ndash004
r51 homecare homemdashadult who talks with me about my problems 002 009 ndash001 ndash005 087 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 003 007 004 ndash008 089 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash022 001 016 074 003 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 006 009 084 ndash002 004
r52 homehigh homemdashadult who always wants me to do my best 010 ndash026 003 015 086 000 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 037 003 ndash008 063 ndash006 008
r55 homepart i do things at home that make a difference ndash011 055 ndash001 ndash008 050 001 010
r56 homepart i help make decisions with my family ndash009 047 ndash002 ndash012 061 002 004
r42 peercare a friend who really cares about me 002 ndash006 007 005 004 079 004
r43 peercare a friend who talks with me about my problems ndash001 004 ndash003 ndash003 ndash001 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 000 004 088 004
r45 peerhigh my friends get into a lot of trouble ndash008 009 005 ndash002 008 008 ndash043
r46 peerhigh my friends try to do what is right ndash002 002 001 ndash005 000 008 086
r47 peerhigh my friends do well in school 002 005 001 000 004 001 068
96 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e32
Secondary rydM environmental asset efa results Male 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 002 ndash005 ndash006 002 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 001 ndash005 ndash001 002 006 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash003 002 000 002 004 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 002 001 000 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash004 ndash003 004 006 ndash007 ndash004 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 001 005 001 002 001 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 009 054 000 018 005 ndash004 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 089 ndash003 ndash008 ndash003 002 ndash003 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash003 001 000 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 002 ndash004 ndash003 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 089 ndash004 000 009 004 ndash005
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 003 091 001 000 004 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 004 090 ndash003 008 ndash004 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash001 005 ndash008 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash001 006 002 079 001 004 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 001 ndash009 ndash002 098 003 ndash001 003 ndash006
r23 compart i help other people 005 014 006 044 ndash005 014 006 009
r49 homecare homemdashadult who is interested in my school work ndash003 010 ndash003 ndash002 087 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 006 000 ndash008 075 024 004 ndash011
r53 homecare homemdashadult who listens to me when i have something 004 ndash005 004 ndash008 072 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules ndash001 002 002 006 085 ndash017 003 005
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 002 083 002 ndash002 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash008 004 008 091 ndash010 ndash001 007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 002 005 024 064 ndash006 006
r55 homepart i do things at home that make a difference ndash002 012 ndash001 002 007 071 001 008
r56 homepart i help make decisions with my family 003 ndash001 ndash002 001 018 072 003 000
r42 peercare a friend who really cares about me 002 ndash005 007 006 006 ndash005 079 004
r43 peercare a friend who talks with me about my problems ndash001 003 ndash003 ndash003 ndash002 002 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 001 003 002 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash002 004 005 008 ndash042
r46 peerhigh my friends try to do what is right ndash003 001 001 ndash007 001 007 008 084
r47 peerhigh my friends do well in school 000 005 001 ndash002 006 005 001 067
appendix e 97
taBle e33
Secondary rydM environmental asset efa results Male 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 007 003 ndash002 ndash004 ndash005 008 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 ndash002 000 ndash004 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash003 002 000 002 002 ndash004 001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 004 001 ndash003 001 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 ndash004 001 005 000 ndash003 ndash002 ndash013
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 ndash003 ndash001 008 ndash003 000 ndash012
r12 Schlpart Schoolmdashi do interesting activities 009 055 000 015 004 002 002 ndash004 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 090 ndash002 ndash007 ndash003 000 ndash003 000 006
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash004 000 003 001 002 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 001 ndash004 ndash001 000 000 ndash004
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 000 001 000 003 001 017
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 002 091 002 001 002 000 001 003
r18 comhigh communitymdashadult who believes that i will be a success 004 005 090 ndash005 007 ndash001 ndash002 001 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 094 ndash003 005 ndash005 ndash001 000 ndash004
r21 compart i am part of clubs sports teams churchtemple or other ndash002 006 002 079 001 002 ndash005 ndash001 000
r22 compart i am involved in taking lessons in music art literature 000 ndash010 ndash001 100 003 ndash005 002 ndash004 001
r23 compart i help other people 005 014 006 045 ndash005 012 006 010 003
r49 homecare homemdashadult who is interested in my school work ndash003 009 ndash003 001 089 ndash004 001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash002 003 000 003 082 005 001 001 044
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 004 ndash002 073 023 ndash003 001 023
r48 homehigh homemdashadult who expects me to follow the rules 000 004 002 002 085 ndash010 004 000 ndash006
r50 homehigh homemdashadult who believes that i will be a success 004 ndash001 006 ndash002 083 007 ndash001 001 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash007 003 002 091 ndash001 001 000 ndash007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 ndash001 022 071 ndash004 000 ndash005
r55 homepart i do things at home that make a difference ndash002 014 ndash001 ndash002 006 075 002 004 000
r56 homepart i help make decisions with my family 003 001 ndash002 ndash001 017 073 004 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 007 003 005 001 080 000 ndash009
r43 peercare a friend who talks with me about my problems ndash001 002 ndash003 ndash001 ndash002 ndash002 095 004 009
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 ndash001 002 004 089 002 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash004 003 008 009 ndash043 000
r46 peerhigh my friends try to do what is right ndash004 000 002 ndash003 001 001 006 090 004
r47 peerhigh my friends do well in school 001 006 001 ndash002 006 006 002 062 ndash007
98 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e34
Secondary rydM environmental asset efa results female 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 012 ndash010 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash012 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash015 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 013 ndash012 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 015 ndash018 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash015 ndash001
r12 Schlpart Schoolmdashi do interesting activities 050 ndash011 028 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 061 ndash023 026 000
r14 Schlpart Schoolmdashi do things that make a difference 059 ndash019 028 006
r15 comcare communitymdashadult who really cares about me 014 084 012 ndash003
r17 comcare communitymdashadult who notices when i am upset about 008 079 010 011
r20 comcare communitymdashadult whom i trust 011 071 011 014
r16 comhigh communitymdashadult who tells me when i do a good job 014 078 009 012
r18 comhigh communitymdashadult who believes that i will be a success 012 079 011 013
r19 comhigh communitymdashadult who always wants me to do my best 013 085 011 005
r21 compart i am part of clubs sports teams churchtemple or other 028 ndash003 058 ndash004
r22 compart i am involved in taking lessons in music art literature 029 ndash005 059 ndash007
r23 compart i help other people 030 004 034 012
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash002 083
r51 homecare homemdashadult who talks with me about my problems ndash007 008 ndash012 095
r53 homecare homemdashadult who listens to me when i have something ndash005 008 ndash014 096
r48 homehigh homemdashadult who expects me to follow the rules ndash005 012 010 060
r50 homehigh homemdashadult who believes that i will be a success ndash006 018 ndash002 086
r52 homehigh homemdashadult who always wants me to do my best ndash010 019 000 087
r54 homepart i do fun things or go fun places with my parents or other 005 ndash007 ndash004 080
r55 homepart i do things at home that make a difference 020 ndash011 005 066
r56 homepart i help make decisions with my family 012 ndash009 ndash005 080
r42 peercare a friend who really cares about me ndash018 020 093 ndash007
r43 peercare a friend who talks with me about my problems ndash024 019 101 ndash011
r44 peercare a friend who helps me when irsquom having a hard time ndash024 019 100 ndash007
r45 peerhigh my friends get into a lot of trouble ndash003 008 ndash014 ndash022
r46 peerhigh my friends try to do what is right 009 ndash013 039 031
r47 peerhigh my friends do well in school 010 ndash017 032 033
appendix e 99
taBle e35
Secondary rydM environmental asset efa results female 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 004 ndash004 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 001 003 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash001 004 002 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 004 000 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 003 001
r12 Schlpart Schoolmdashi do interesting activities 020 061 ndash001 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 025 071 ndash010 ndash006 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash005 ndash001 ndash010
r15 comcare communitymdashadult who really cares about me 007 002 089 ndash004 005
r17 comcare communitymdashadult who notices when i am upset about 001 004 084 009 001
r20 comcare communitymdashadult whom i trust 002 007 076 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 083 011 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 004 006 084 012 002
r19 comhigh communitymdashadult who always wants me to do my best 006 005 089 003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash020 085 018 ndash009 007
r22 compart i am involved in taking lessons in music art literature ndash017 084 015 ndash013 010
r23 compart i help other people ndash001 059 015 006 004
r49 homecare homemdashadult who is interested in my school work 000 ndash009 006 081 006
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash008 006 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 002 ndash010 005 095 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash003 009 057 017
r50 homehigh homemdashadult who believes that i will be a success 004 ndash014 014 083 009
r52 homehigh homemdashadult who always wants me to do my best 000 ndash013 015 084 011
r54 homepart i do fun things or go fun places with my parents or other ndash003 017 ndash006 078 ndash010
r55 homepart i do things at home that make a difference ndash002 042 ndash004 062 ndash014
r56 homepart i help make decisions with my family 000 023 ndash006 077 ndash014
r42 peercare a friend who really cares about me 002 000 008 ndash006 089
r43 peercare a friend who talks with me about my problems ndash001 ndash002 006 ndash008 095
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash004 005 ndash004 095
r45 peerhigh my friends get into a lot of trouble ndash004 ndash006 014 ndash018 ndash021
r46 peerhigh my friends try to do what is right 006 022 ndash020 023 046
r47 peerhigh my friends do well in school 005 023 ndash023 025 039
100 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e36
Secondary rydM environmental asset efa results female 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 010 003 ndash003 000 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 004 003 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 003 002 ndash001 003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 002 000 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 004 ndash002 ndash004 008
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 007 001 ndash004 008
r12 Schlpart Schoolmdashi do interesting activities 017 060 ndash002 002 004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 071 ndash012 003 009 ndash016
r14 Schlpart Schoolmdashi do things that make a difference 018 072 ndash006 007 005 ndash010
r15 comcare communitymdashadult who really cares about me 007 ndash001 093 ndash007 003 ndash004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 009 005 ndash013
r20 comcare communitymdashadult whom i trust 002 005 079 011 005 ndash007
r16 comhigh communitymdashadult who tells me when i do a good job 004 006 087 009 ndash001 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 004 004 088 009 001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 001 094 ndash001 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 072 018 ndash012 ndash010 040
r22 compart i am involved in taking lessons in music art literature ndash013 071 015 ndash017 ndash009 043
r23 compart i help other people ndash001 055 016 005 ndash001 018
r49 homecare homemdashadult who is interested in my school work 001 ndash008 005 074 ndash001 020
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash004 005 090 001 ndash002
r53 homecare homemdashadult who listens to me when i have something 001 ndash006 004 092 000 ndash001
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash006 010 045 001 036
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 014 073 ndash001 024
r52 homehigh homemdashadult who always wants me to do my best 002 ndash014 015 072 ndash004 033
r54 homepart i do fun things or go fun places with my parents or other ndash005 020 ndash008 077 001 ndash004
r55 homepart i do things at home that make a difference ndash004 044 ndash005 063 ndash002 ndash004
r56 homepart i help make decisions with my family ndash002 026 ndash008 078 001 ndash009
r42 peercare a friend who really cares about me 000 000 006 ndash004 084 017
r43 peercare a friend who talks with me about my problems ndash004 001 004 ndash001 093 003
r44 peercare a friend who helps me when irsquom having a hard time ndash003 ndash002 003 003 092 005
r45 peerhigh my friends get into a lot of trouble ndash007 000 011 ndash008 ndash003 ndash038
r46 peerhigh my friends try to do what is right 010 010 ndash015 004 014 071
r47 peerhigh my friends do well in school 010 011 ndash017 008 004 068
appendix e 101
taBle e37
Secondary rydM environmental asset efa results female 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 013 003 ndash003 ndash003 000 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash005 002 002 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 004 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash001 ndash002 003 001 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 000 ndash001 003 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 003 005 ndash002 003 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash003 031 ndash004 004 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 014 ndash012 006 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 012 071 001 019 ndash008 002 001
r15 comcare communitymdashadult who really cares about me 006 ndash007 093 003 ndash007 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 090 ndash006 006 003 ndash004
r20 comcare communitymdashadult whom i trust ndash001 007 082 ndash005 007 002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 003 088 002 007 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 002 ndash001 089 003 008 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash006 095 004 ndash001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash008 020 003 082 002 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature ndash004 015 ndash002 086 ndash002 ndash002 ndash001
r23 compart i help other people ndash001 032 011 044 006 000 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 ndash004 013 083 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash001 010 003 ndash009 092 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 009 003 ndash012 094 001 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 ndash001 029 056 005 008
r50 homehigh homemdashadult who believes that i will be a success 008 ndash015 007 012 082 003 ndash001
r52 homehigh homemdashadult who always wants me to do my best 006 ndash022 006 020 083 000 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 034 ndash002 ndash012 069 ndash002 006
r55 homepart i do things at home that make a difference ndash009 054 003 ndash002 050 ndash006 009
r56 homepart i help make decisions with my family ndash005 043 000 ndash015 068 ndash003 005
r42 peercare a friend who really cares about me 002 ndash003 003 004 000 085 010
r43 peercare a friend who talks with me about my problems ndash002 005 000 ndash002 002 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time ndash002 004 001 ndash006 005 093 002
r45 peerhigh my friends get into a lot of trouble ndash003 003 003 003 ndash004 002 ndash045
r46 peerhigh my friends try to do what is right ndash001 001 003 ndash004 ndash010 005 096
r47 peerhigh my friends do well in school 003 003 ndash003 004 003 ndash003 071
102 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e38
Secondary rydM environmental asset efa results female 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 002 ndash001 ndash007 004 001 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 001 ndash002 ndash004 005 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash002 001 003 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 000 003 ndash001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 000 001 004 ndash005 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 001 005 ndash001 004 ndash002 ndash003 004
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 019 009 ndash009 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 ndash002 ndash007 001 ndash004 002 000
r14 Schlpart Schoolmdashi do things that make a difference 005 073 003 007 ndash004 008 ndash002 005
r15 comcare communitymdashadult who really cares about me 007 ndash006 093 004 ndash004 ndash006 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash006 002 006 003 ndash003
r20 comcare communitymdashadult whom i trust 000 000 083 ndash003 000 010 003 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 003 005 003 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 000 004 089 000 011 ndash004 ndash001 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 095 002 004 ndash009 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash005 006 003 084 002 003 ndash002 ndash004
r22 compart i am involved in taking lessons in music art literature 001 ndash004 ndash004 094 ndash003 002 001 ndash004
r23 compart i help other people 004 006 011 052 ndash010 025 003 002
r49 homecare homemdashadult who is interested in my school work 000 004 ndash002 002 085 001 001 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash005 010 004 ndash016 078 028 001 ndash007
r53 homecare homemdashadult who listens to me when i have something 000 006 004 ndash017 077 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash005 000 020 069 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash004 008 004 083 002 001 000
r52 homehigh homemdashadult who always wants me to do my best 002 ndash007 007 010 088 ndash005 ndash002 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 ndash005 004 033 063 001 002
r55 homepart i do things at home that make a difference ndash002 009 001 013 009 069 ndash002 007
r56 homepart i help make decisions with my family 005 ndash004 ndash003 001 027 070 001 001
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 010
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 002 003 093 001
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 004 ndash006 ndash002 002 ndash044
r46 peerhigh my friends try to do what is right ndash002 003 004 ndash007 ndash007 002 004 096
r47 peerhigh my friends do well in school 002 002 ndash003 003 005 004 ndash003 069
appendix e 103
taBle e39
Secondary rydM environmental asset efa results female 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 007 002 004 ndash005 ndash002 001 001 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 000 001 003 ndash002 000 002 ndash001 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash001 001 003 001 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 004 005 ndash006 001 001 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 000 ndash002 003 000 ndash002 ndash001 ndash011
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 005 ndash007 001 006 ndash003 001 ndash014
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 018 010 ndash008 000 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 092 ndash002 ndash008 001 ndash004 002 000 006
r14 Schlpart Schoolmdashi do things that make a difference 004 074 003 001 ndash006 014 ndash002 003 ndash006
r15 comcare communitymdashadult who really cares about me 006 ndash006 094 005 ndash002 ndash010 002 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 002 091 ndash002 003 001 003 ndash002 010
r20 comcare communitymdashadult whom i trust 000 ndash001 083 001 001 006 002 004 009
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 005 007 ndash001 ndash003 000 005
r18 comhigh communitymdashadult who believes that i will be a success 000 005 089 ndash005 009 004 000 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash001 095 ndash003 001 000 ndash002 002 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash005 004 002 086 004 ndash004 ndash002 ndash002 003
r22 compart i am involved in taking lessons in music art literature 002 ndash006 ndash004 096 ndash001 ndash003 000 ndash001 ndash001
r23 compart i help other people 005 006 010 048 ndash012 029 003 001 ndash009
r49 homecare homemdashadult who is interested in my school work 000 005 ndash002 001 088 ndash001 001 ndash003 009
r51 homecare homemdashadult who talks with me about my problems ndash004 004 003 002 082 010 000 ndash001 042
r53 homecare homemdashadult who listens to me when i have something 001 ndash002 003 ndash002 080 017 ndash002 000 035
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash002 000 010 069 ndash009 003 006 ndash018
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash005 084 008 002 ndash002 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 008 002 088 002 ndash001 002 ndash005
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash004 ndash001 033 062 002 001 008
r55 homepart i do things at home that make a difference ndash002 012 002 004 007 074 ndash002 004 ndash003
r56 homepart i help make decisions with my family 004 ndash001 ndash002 ndash005 027 070 002 ndash001 006
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 009 ndash003
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 001 004 093 001 000
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 003 ndash006 ndash001 003 ndash044 001
r46 peerhigh my friends try to do what is right ndash002 002 004 ndash006 ndash007 002 005 094 ndash005
r47 peerhigh my friends do well in school 002 000 ndash003 008 007 ndash003 ndash004 072 008
104 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e40
Secondary rydM environmental asset efa results african american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 002 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 ndash018 017
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 003 ndash010 018
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 007 ndash014 019
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 004 ndash018 021
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 ndash012 016
r12 Schlpart Schoolmdashi do interesting activities 056 ndash004 019 ndash017
r13 Schlpart Schoolmdashi help decide things like class activities or rules 062 ndash014 019 ndash022
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash013 023 ndash019
r15 comcare communitymdashadult who really cares about me 004 091 ndash001 002
r17 comcare communitymdashadult who notices when i am upset about 001 086 006 001
r20 comcare communitymdashadult whom i trust 003 080 012 000
r16 comhigh communitymdashadult who tells me when i do a good job 007 088 006 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 090 005 001
r19 comhigh communitymdashadult who always wants me to do my best 006 091 003 002
r21 compart i am part of clubs sports teams churchtemple or other 035 018 034 ndash030
r22 compart i am involved in taking lessons in music art literature 035 019 036 ndash028
r23 compart i help other people 032 014 029 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 008 081 012
r51 homecare homemdashadult who talks with me about my problems ndash015 001 091 006
r53 homecare homemdashadult who listens to me when i have something ndash011 001 089 007
r48 homehigh homemdashadult who expects me to follow the rules ndash007 015 063 022
r50 homehigh homemdashadult who believes that i will be a success ndash009 015 081 018
r52 homehigh homemdashadult who always wants me to do my best ndash013 016 081 019
r54 homepart i do fun things or go fun places with my parents or other 004 ndash005 078 000
r55 homepart i do things at home that make a difference 016 ndash014 072 002
r56 homepart i help make decisions with my family 007 ndash011 078 004
r42 peercare a friend who really cares about me 013 005 013 074
r43 peercare a friend who talks with me about my problems 013 ndash002 014 080
r44 peercare a friend who helps me when irsquom having a hard time 011 001 014 081
r45 peerhigh my friends get into a lot of trouble 000 001 ndash005 ndash009
r46 peerhigh my friends try to do what is right 015 ndash010 034 042
r47 peerhigh my friends do well in school 015 ndash007 033 034
appendix e 105
taBle e41
Secondary rydM environmental asset efa results african american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 ndash001 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 004 004 ndash005 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 004 001 007 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 002 004 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 021 059 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 072 ndash010 ndash011 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash010 ndash007 ndash002
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash002 003
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 085 005 001
r20 comcare communitymdashadult whom i trust ndash002 009 080 009 001
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 087 004 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 003 089 006 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 004 001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 072 022 ndash005 001
r22 compart i am involved in taking lessons in music art literature ndash014 072 023 ndash002 002
r23 compart i help other people ndash001 049 016 005 014
r49 homecare homemdashadult who is interested in my school work 002 ndash007 007 084 000
r51 homecare homemdashadult who talks with me about my problems ndash003 000 ndash001 093 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 001 000 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 011 ndash018 013 067 014
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 013 084 005
r52 homehigh homemdashadult who always wants me to do my best 009 ndash019 015 086 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 028 ndash005 072 ndash005
r55 homepart i do things at home that make a difference ndash006 042 ndash013 059 003
r56 homepart i help make decisions with my family ndash006 030 ndash011 070 ndash001
r42 peercare a friend who really cares about me 002 ndash003 006 ndash005 087
r43 peercare a friend who talks with me about my problems ndash003 003 000 ndash009 096
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash003 002 ndash004 094
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 ndash005 ndash010
r46 peerhigh my friends try to do what is right 003 010 ndash011 020 054
r47 peerhigh my friends do well in school 003 012 ndash008 019 044
106 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e42
Secondary rydM environmental asset efa results african american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash005 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 002 ndash010 008 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 002 ndash002 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash001 ndash002 ndash002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 004 ndash002 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 044 ndash003 035 ndash005 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 071 000 012 ndash011 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 017 069 ndash002 017 ndash008 002
r15 comcare communitymdashadult who really cares about me 002 ndash001 091 001 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 088 ndash003 005 004
r20 comcare communitymdashadult whom i trust ndash003 003 080 005 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 089 000 004 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 089 004 005 000
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 089 008 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash008 018 006 081 ndash003 ndash009
r22 compart i am involved in taking lessons in music art literature ndash009 016 006 087 ndash002 ndash009
r23 compart i help other people ndash002 029 013 038 004 011
r49 homecare homemdashadult who is interested in my school work 003 ndash009 001 010 083 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash002 006 001 ndash009 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 008 003 ndash013 093 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash027 003 021 062 008
r50 homehigh homemdashadult who believes that i will be a success 011 ndash016 007 013 082 000
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 007 013 083 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 002 ndash006 072 ndash001
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash003 058 009
r56 homepart i help make decisions with my family ndash008 041 000 ndash017 070 006
r42 peercare a friend who really cares about me 003 ndash003 008 ndash004 ndash005 088
r43 peercare a friend who talks with me about my problems ndash004 007 005 ndash012 ndash008 098
r44 peercare a friend who helps me when irsquom having a hard time 000 001 007 ndash012 ndash003 095
r45 peerhigh my friends get into a lot of trouble ndash001 006 004 ndash005 ndash004 ndash009
r46 peerhigh my friends try to do what is right 002 ndash001 ndash016 025 018 050
r47 peerhigh my friends do well in school 002 000 ndash013 025 018 040
appendix e 107
taBle e43
Secondary rydM environmental asset efa results african american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash003 ndash003 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 001 ndash008 008 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 002 ndash002 003 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 ndash002 ndash002 003 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 008 004 ndash002 006 ndash004 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 045 ndash004 033 ndash005 ndash006 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 072 001 011 ndash013 ndash003 000
r14 Schlpart Schoolmdashi do things that make a difference 016 071 ndash001 014 ndash010 ndash002 005
r15 comcare communitymdashadult who really cares about me 002 ndash001 094 ndash002 ndash003 001 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 090 ndash005 004 003 ndash003
r20 comcare communitymdashadult whom i trust ndash003 004 083 002 007 ndash001 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 092 ndash002 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 002 005 ndash002 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 092 006 002 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash007 017 001 080 003 000 ndash006
r22 compart i am involved in taking lessons in music art literature ndash008 015 001 086 004 ndash001 ndash003
r23 compart i help other people ndash002 029 011 036 005 011 004
r49 homecare homemdashadult who is interested in my school work 003 ndash010 ndash001 013 083 000 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 005 000 ndash006 094 ndash002 ndash007
r53 homecare homemdashadult who listens to me when i have something 002 008 002 ndash011 093 ndash004 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash028 002 021 061 004 013
r50 homehigh homemdashadult who believes that i will be a success 011 ndash017 004 015 082 002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 006 015 082 000 004
r54 homepart i do fun things or go fun places with my parents or other ndash008 033 003 ndash006 070 ndash002 000
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash004 056 006 003
r56 homepart i help make decisions with my family ndash007 042 001 ndash018 068 005 000
r42 peercare a friend who really cares about me 004 ndash006 003 004 001 082 005
r43 peercare a friend who talks with me about my problems ndash002 004 ndash002 ndash001 ndash001 095 ndash003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 001 ndash003 002 089 004
r45 peerhigh my friends get into a lot of trouble 000 004 ndash002 004 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash003 006 ndash002 ndash006 ndash003 005 096
r47 peerhigh my friends do well in school 001 009 002 ndash001 006 001 062
108 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e44
Secondary rydM environmental asset efa results african american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 004 ndash001 ndash001 ndash007 004 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash002 ndash005 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 007 001 ndash008 007 002 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash003 002 001 000 001 000 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash008 ndash002 003 001 000 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 001 003 003 ndash005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 012 051 ndash004 026 006 ndash008 ndash004 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash003 089 002 ndash006 002 ndash005 001 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 072 000 005 ndash005 006 000 005
r15 comcare communitymdashadult who really cares about me 001 002 094 ndash003 ndash001 ndash004 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 003 002 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 ndash004 083 005 000 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 007 092 ndash003 003 000 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 003 005 ndash002 ndash001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 092 006 004 ndash005 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 004 001 083 000 002 ndash001 ndash006
r22 compart i am involved in taking lessons in music art literature ndash003 ndash001 000 093 000 002 ndash003 ndash002
r23 compart i help other people 002 013 012 040 ndash007 018 010 005
r49 homecare homemdashadult who is interested in my school work ndash004 007 ndash001 003 088 ndash003 002 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash008 015 001 ndash015 088 017 ndash001 ndash007
r53 homecare homemdashadult who listens to me when i have something ndash002 010 003 ndash017 081 025 ndash003 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash006 002 012 077 ndash022 005 012
r50 homehigh homemdashadult who believes that i will be a success 008 ndash010 004 011 082 003 002 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash014 006 011 084 000 001 003
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 001 008 032 061 ndash005 002
r55 homepart i do things at home that make a difference 001 007 ndash004 008 016 063 004 005
r56 homepart i help make decisions with my family 004 ndash002 000 ndash004 025 069 002 001
r42 peercare a friend who really cares about me 004 ndash004 003 004 004 ndash004 082 005
r43 peercare a friend who talks with me about my problems ndash004 007 ndash001 ndash003 001 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash002 001 004 088 004
r45 peerhigh my friends get into a lot of trouble 000 003 ndash002 004 000 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash001 001 ndash002 ndash005 ndash004 004 005 096
r47 peerhigh my friends do well in school 000 007 003 ndash002 007 003 001 061
appendix e 109
taBle e45
Secondary rydM environmental asset efa results african american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 079 001 ndash002 003 ndash005 000 003 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 004 ndash001 001 ndash010 003 002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash008 006 003 002 ndash004 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash005 002 005 003 ndash004 ndash001 004 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash008 ndash002 002 000 001 ndash003 002 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash004 ndash002 009 ndash004 ndash003 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 056 ndash004 020 002 ndash001 ndash004 ndash002 ndash016
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash004 091 003 ndash010 001 ndash003 001 ndash004 003
r14 Schlpart Schoolmdashi do things that make a difference 007 073 000 002 ndash006 008 000 004 001
r15 comcare communitymdashadult who really cares about me 002 001 094 ndash001 000 ndash006 001 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 090 ndash003 004 000 003 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 083 006 000 008 ndash001 003 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 092 ndash001 005 ndash003 ndash001 000 006
r18 comhigh communitymdashadult who believes that i will be a success 005 001 092 ndash002 003 003 ndash001 ndash004 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash002 092 002 002 ndash001 000 ndash001 ndash010
r21 compart i am part of clubs sports teams churchtemple or other ndash001 000 001 083 002 ndash002 ndash001 ndash004 001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash005 ndash001 094 002 ndash001 ndash003 ndash001 ndash002
r23 compart i help other people 004 008 011 044 ndash004 012 010 008 011
r49 homecare homemdashadult who is interested in my school work ndash004 005 ndash001 005 092 ndash004 001 ndash002 013
r51 homecare homemdashadult who talks with me about my problems ndash002 002 ndash002 000 098 004 ndash003 000 046
r53 homecare homemdashadult who listens to me when i have something 002 000 002 ndash007 082 021 ndash004 001 026
r48 homehigh homemdashadult who expects me to follow the rules 003 000 004 005 077 ndash016 006 009 ndash010
r50 homehigh homemdashadult who believes that i will be a success 005 ndash003 006 003 082 009 003 ndash004 ndash006
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 007 001 083 007 002 ndash001 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash002 002 000 028 069 ndash004 ndash003 ndash009
r55 homepart i do things at home that make a difference 000 009 ndash004 006 014 064 005 004 003
r56 homepart i help make decisions with my family 003 000 000 ndash006 023 071 003 000 004
r42 peercare a friend who really cares about me 003 ndash003 003 002 003 ndash001 082 003 ndash007
r43 peercare a friend who talks with me about my problems ndash003 006 ndash002 ndash002 002 000 095 ndash003 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash003 000 005 089 003 ndash002
r45 peerhigh my friends get into a lot of trouble 000 002 ndash002 006 002 000 007 ndash025 006
r46 peerhigh my friends try to do what is right 000 ndash002 ndash002 ndash001 ndash003 000 004 100 004
r47 peerhigh my friends do well in school 001 006 002 000 008 003 002 058 001
110 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e46
Secondary rydM environmental asset efa results chinese american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 ndash001 002 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash001 ndash003 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 005 ndash008 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 000 ndash001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 000 ndash010 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 004 ndash010 005
r12 Schlpart Schoolmdashi do interesting activities 043 003 024 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 051 002 018 003
r14 Schlpart Schoolmdashi do things that make a difference 050 002 022 008
r15 comcare communitymdashadult who really cares about me 002 096 003 ndash010
r17 comcare communitymdashadult who notices when i am upset about 002 083 ndash001 011
r20 comcare communitymdashadult whom i trust ndash002 086 000 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 088 ndash002 010
r18 comhigh communitymdashadult who believes that i will be a success 007 086 ndash004 011
r19 comhigh communitymdashadult who always wants me to do my best 005 093 ndash001 ndash003
r21 compart i am part of clubs sports teams churchtemple or other ndash005 022 040 011
r22 compart i am involved in taking lessons in music art literature ndash003 019 044 015
r23 compart i help other people 012 018 035 014
r49 homecare homemdashadult who is interested in my school work ndash006 001 001 078
r51 homecare homemdashadult who talks with me about my problems 000 001 ndash017 094
r53 homecare homemdashadult who listens to me when i have something 002 001 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash006 002 014 059
r50 homehigh homemdashadult who believes that i will be a success 004 008 ndash008 081
r52 homehigh homemdashadult who always wants me to do my best ndash001 007 ndash001 076
r54 homepart i do fun things or go fun places with my parents or other 000 000 ndash003 075
r55 homepart i do things at home that make a difference 009 ndash004 007 072
r56 homepart i help make decisions with my family 002 ndash002 003 077
r42 peercare a friend who really cares about me ndash003 002 097 ndash013
r43 peercare a friend who talks with me about my problems ndash008 ndash003 103 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash005 ndash003 101 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 009 ndash009 ndash016
r46 peerhigh my friends try to do what is right 008 ndash013 046 022
r47 peerhigh my friends do well in school 008 ndash015 040 022
appendix e 111
taBle e47
Secondary rydM environmental asset efa results chinese american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 ndash001 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 008 001 ndash002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 ndash001 007 005 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 006 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 ndash004 004 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 004 005 007 ndash003
r12 Schlpart Schoolmdashi do interesting activities 027 057 ndash003 ndash004 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 073 ndash006 ndash006 ndash012
r14 Schlpart Schoolmdashi do things that make a difference 029 070 ndash004 ndash002 ndash004
r15 comcare communitymdashadult who really cares about me 003 002 094 ndash009 003
r17 comcare communitymdashadult who notices when i am upset about 001 008 080 010 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 084 007 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 010 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 008 001 084 012 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 092 ndash001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 065 013 001 014
r22 compart i am involved in taking lessons in music art literature ndash018 064 010 006 019
r23 compart i help other people ndash001 053 012 005 017
r49 homecare homemdashadult who is interested in my school work ndash004 005 001 074 004
r51 homecare homemdashadult who talks with me about my problems 002 003 001 090 ndash013
r53 homecare homemdashadult who listens to me when i have something 004 000 002 090 ndash011
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash008 005 056 020
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 011 079 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash019 011 073 012
r54 homepart i do fun things or go fun places with my parents or other ndash005 023 ndash002 069 ndash008
r55 homepart i do things at home that make a difference ndash003 045 ndash009 062 ndash007
r56 homepart i help make decisions with my family ndash006 034 ndash005 069 ndash006
r42 peercare a friend who really cares about me 002 007 005 ndash010 089
r43 peercare a friend who talks with me about my problems ndash003 007 ndash001 ndash011 095
r44 peercare a friend who helps me when irsquom having a hard time 000 006 000 ndash007 093
r45 peerhigh my friends get into a lot of trouble ndash009 016 005 ndash017 ndash016
r46 peerhigh my friends try to do what is right 012 ndash003 ndash009 023 049
r47 peerhigh my friends do well in school 012 ndash002 ndash011 021 043
112 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e48
Secondary rydM environmental asset efa results chinese american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 008 000 ndash003 002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 001 001 ndash001 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 ndash005 007 004 005 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 003 001 002 008 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 ndash004 003 ndash003 015 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 002 005 004 008 ndash005
r12 Schlpart Schoolmdashi do interesting activities 028 058 ndash003 ndash002 003 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 066 ndash005 007 ndash024 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 029 065 ndash004 007 ndash014 000
r15 comcare communitymdashadult who really cares about me 003 004 095 ndash009 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about 001 005 082 013 ndash011 005
r20 comcare communitymdashadult whom i trust ndash001 003 085 006 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 087 010 ndash006 002
r18 comhigh communitymdashadult who believes that i will be a success 007 001 085 009 000 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 003 093 ndash006 005 ndash002
r21 compart i am part of clubs sports teams churchtemple or other ndash018 074 012 ndash008 028 ndash008
r22 compart i am involved in taking lessons in music art literature ndash016 074 009 ndash005 034 ndash006
r23 compart i help other people 000 057 011 002 014 007
r49 homecare homemdashadult who is interested in my school work ndash004 005 000 065 025 ndash002
r51 homecare homemdashadult who talks with me about my problems 002 ndash006 002 087 005 ndash003
r53 homecare homemdashadult who listens to me when i have something 004 ndash011 003 089 003 001
r48 homehigh homemdashadult who expects me to follow the rules ndash001 001 004 038 044 001
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 067 028 ndash006
r52 homehigh homemdashadult who always wants me to do my best 008 ndash011 010 054 046 ndash007
r54 homepart i do fun things or go fun places with my parents or other ndash004 015 ndash001 070 000 001
r55 homepart i do things at home that make a difference ndash002 035 ndash008 067 ndash008 005
r56 homepart i help make decisions with my family ndash005 020 ndash003 075 ndash011 010
r42 peercare a friend who really cares about me 002 000 005 ndash003 013 083
r43 peercare a friend who talks with me about my problems ndash002 ndash003 001 003 003 093
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash003 001 003 010 088
r45 peerhigh my friends get into a lot of trouble ndash009 006 006 ndash002 ndash035 003
r46 peerhigh my friends try to do what is right 010 015 ndash010 ndash004 065 017
r47 peerhigh my friends do well in school 010 017 ndash012 ndash005 062 008
appendix e 113
taBle e49
Secondary rydM environmental asset efa results chinese american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 014 ndash002 ndash002 ndash002 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 010 ndash001 ndash005 002 005 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 003 006 ndash009 007 002 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 077 006 ndash001 ndash001 005 004 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash003 001 ndash002 002 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash004 006 ndash004 002
r12 Schlpart Schoolmdashi do interesting activities 024 045 ndash001 028 ndash008 ndash003 009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 069 000 016 ndash005 ndash004 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 022 063 000 020 ndash004 ndash003 004
r15 comcare communitymdashadult who really cares about me 002 ndash002 096 002 ndash010 003 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 008 083 ndash002 011 004 ndash007
r20 comcare communitymdashadult whom i trust ndash002 ndash001 085 003 006 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 088 000 010 001 ndash004
r18 comhigh communitymdashadult who believes that i will be a success 006 000 086 ndash001 009 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 094 003 ndash005 ndash004 008
r21 compart i am part of clubs sports teams churchtemple or other ndash010 016 004 078 ndash002 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature ndash007 012 ndash001 084 002 001 ndash003
r23 compart i help other people 001 027 008 047 003 008 002
r49 homecare homemdashadult who is interested in my school work 001 ndash005 ndash006 022 072 002 ndash006
r51 homecare homemdashadult who talks with me about my problems 005 008 ndash001 ndash003 091 000 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 009 002 ndash013 091 002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash021 ndash001 027 046 004 015
r50 homehigh homemdashadult who believes that i will be a success 013 ndash011 007 006 074 ndash004 005
r52 homehigh homemdashadult who always wants me to do my best 014 ndash027 004 019 064 ndash004 014
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 003 ndash008 065 ndash003 009
r55 homepart i do things at home that make a difference ndash010 052 ndash002 ndash003 058 000 010
r56 homepart i help make decisions with my family ndash011 043 003 ndash012 067 005 004
r42 peercare a friend who really cares about me 004 ndash005 003 005 ndash002 084 007
r43 peercare a friend who talks with me about my problems 000 ndash001 ndash002 ndash001 002 094 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash002 000 ndash001 003 088 006
r45 peerhigh my friends get into a lot of trouble ndash006 009 001 005 ndash004 007 ndash038
r46 peerhigh my friends try to do what is right ndash002 006 001 ndash004 ndash006 009 084
r47 peerhigh my friends do well in school ndash001 010 000 ndash004 ndash005 000 078
114 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e50
Secondary rydM environmental asset efa results chinese american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 012 ndash001 ndash002 ndash004 001 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 ndash001 ndash001 ndash005 006 004 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 ndash001 006 ndash005 003 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 004 000 004 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 000 002 004 ndash005 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash003 008 ndash003 ndash004 001
r12 Schlpart Schoolmdashi do interesting activities 015 053 ndash001 019 000 ndash005 ndash002 010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 090 001 ndash006 004 ndash004 ndash002 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 011 069 001 007 ndash001 004 ndash001 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 005 ndash012 001 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 084 ndash004 006 007 004 ndash006
r20 comcare communitymdashadult whom i trust 001 ndash007 086 005 002 005 000 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 088 ndash002 008 002 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 002 008 087 ndash006 014 ndash006 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash003 094 003 ndash001 ndash006 ndash004 007
r21 compart i am part of clubs sports teams churchtemple or other ndash005 003 004 080 ndash003 005 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature 000 ndash004 ndash002 090 002 004 000 ndash006
r23 compart i help other people 003 017 008 047 ndash004 011 008 002
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash005 010 077 002 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash004 015 001 ndash015 078 025 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 002 003 ndash016 068 038 002 ndash006
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash005 ndash001 019 064 ndash017 005 013
r50 homehigh homemdashadult who believes that i will be a success 008 ndash001 008 ndash003 075 006 ndash003 004
r52 homehigh homemdashadult who always wants me to do my best 011 ndash015 005 013 077 ndash009 ndash003 011
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 002 007 024 061 ndash005 006
r55 homepart i do things at home that make a difference 000 011 ndash003 011 009 069 ndash003 009
r56 homepart i help make decisions with my family 002 ndash007 002 006 014 075 004 001
r42 peercare a friend who really cares about me 005 ndash004 003 005 000 ndash003 084 006
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 001 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash001 000 ndash002 002 001 089 006
r45 peerhigh my friends get into a lot of trouble ndash009 016 002 001 ndash004 ndash004 008 ndash037
r46 peerhigh my friends try to do what is right ndash003 002 001 ndash005 ndash003 006 009 082
r47 peerhigh my friends do well in school ndash004 010 000 ndash007 ndash001 003 000 077
appendix e 115
taBle e51
Secondary rydM environmental asset efa results chinese american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 009 ndash001 003 ndash007 009 ndash005 005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 ndash001 ndash001 005 ndash010 011 002 003 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 ndash001 006 ndash005 004 000 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 005 ndash001 001 003 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash005 000 000 009 ndash008 ndash003 ndash005 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 010 003 ndash007 012 ndash007 000 ndash003 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash001 016 001 ndash003 ndash003 ndash002 008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 001 ndash008 000 006 ndash001 ndash001 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 009 073 001 001 ndash001 ndash004 009 000 002
r15 comcare communitymdashadult who really cares about me 004 ndash007 096 006 ndash011 ndash003 ndash001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 084 001 ndash001 015 003 002 000
r20 comcare communitymdashadult whom i trust 001 ndash008 086 006 000 002 005 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 088 000 006 007 000 001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 001 011 087 ndash010 016 ndash003 ndash002 ndash001 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 094 ndash001 003 ndash013 ndash001 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash003 000 004 081 ndash002 001 000 ndash004 ndash001
r22 compart i am involved in taking lessons in music art literature 002 ndash008 ndash002 092 005 001 ndash002 ndash002 ndash001
r23 compart i help other people 003 018 008 045 ndash002 ndash006 012 008 001
r49 homecare homemdashadult who is interested in my school work ndash006 007 ndash005 013 071 025 001 003 ndash003
r51 homecare homemdashadult who talks with me about my problems 001 003 001 001 057 055 017 ndash003 003
r53 homecare homemdashadult who listens to me when i have something 007 ndash008 004 ndash005 046 036 038 ndash001 003
r48 homehigh homemdashadult who expects me to follow the rules ndash003 001 ndash001 011 070 ndash004 ndash010 007 006
r50 homehigh homemdashadult who believes that i will be a success 006 004 008 ndash010 075 011 014 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash007 004 000 085 ndash011 005 000 ndash001
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 003 015 005 067 ndash004 003
r55 homepart i do things at home that make a difference ndash003 017 ndash003 003 002 ndash004 078 ndash001 002
r56 homepart i help make decisions with my family 000 ndash001 002 ndash001 005 000 083 006 ndash005
r42 peercare a friend who really cares about me 004 ndash003 003 003 002 ndash005 ndash001 085 004
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 000 002 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 000 000 ndash003 002 ndash001 002 089 005
r45 peerhigh my friends get into a lot of trouble ndash009 015 002 002 ndash007 006 ndash004 008 ndash034
r46 peerhigh my friends try to do what is right ndash001 ndash001 001 000 ndash002 002 001 008 084
r47 peerhigh my friends do well in school ndash003 007 000 ndash002 000 004 ndash002 ndash001 077
116 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e52
Secondary rydM environmental asset efa results Mexican american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 071 010 ndash015 015
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 011 ndash016 016
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 009 ndash014 015
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 008 ndash020 019
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 012 ndash015 017
r12 Schlpart Schoolmdashi do interesting activities 060 ndash007 018 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 074 ndash022 013 ndash013
r14 Schlpart Schoolmdashi do things that make a difference 072 ndash014 020 ndash013
r15 comcare communitymdashadult who really cares about me 004 090 ndash001 001
r17 comcare communitymdashadult who notices when i am upset about 003 084 010 001
r20 comcare communitymdashadult whom i trust 003 078 015 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 009 085 011 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 005 086 012 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 089 007 000
r21 compart i am part of clubs sports teams churchtemple or other 047 006 031 ndash035
r22 compart i am involved in taking lessons in music art literature 048 005 028 ndash032
r23 compart i help other people 041 007 027 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 005 083 008
r51 homecare homemdashadult who talks with me about my problems ndash008 006 087 002
r53 homecare homemdashadult who listens to me when i have something ndash009 006 089 000
r48 homehigh homemdashadult who expects me to follow the rules ndash010 008 066 019
r50 homehigh homemdashadult who believes that i will be a success ndash013 013 084 014
r52 homehigh homemdashadult who always wants me to do my best ndash015 013 086 015
r54 homepart i do fun things or go fun places with my parents or other 007 ndash003 073 001
r55 homepart i do things at home that make a difference 021 ndash007 069 ndash003
r56 homepart i help make decisions with my family 015 ndash005 073 000
r42 peercare a friend who really cares about me 008 006 008 081
r43 peercare a friend who talks with me about my problems 009 ndash001 006 089
r44 peercare a friend who helps me when irsquom having a hard time 006 001 010 087
r45 peerhigh my friends get into a lot of trouble ndash002 010 ndash008 ndash022
r46 peerhigh my friends try to do what is right 016 ndash011 029 048
r47 peerhigh my friends do well in school 016 ndash014 031 042
appendix e 117
taBle e53
Secondary rydM environmental asset efa results Mexican american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash006 003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 001 005 000 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 001 005 001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 003 003 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash005 001 002 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 ndash001 006 003 ndash001
r12 Schlpart Schoolmdashi do interesting activities 022 057 ndash003 ndash001 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 026 071 ndash015 ndash010 000
r14 Schlpart Schoolmdashi do things that make a difference 025 069 ndash008 ndash002 ndash002
r15 comcare communitymdashadult who really cares about me 005 ndash001 091 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about 000 004 085 005 004
r20 comcare communitymdashadult whom i trust 000 005 078 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 085 007 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 010 001
r19 comhigh communitymdashadult who always wants me to do my best 006 001 089 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 083 015 ndash006 ndash001
r22 compart i am involved in taking lessons in music art literature ndash016 080 014 ndash008 001
r23 compart i help other people 003 052 011 006 013
r49 homecare homemdashadult who is interested in my school work ndash001 ndash006 002 086 000
r51 homecare homemdashadult who talks with me about my problems 001 ndash001 004 090 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 ndash004 003 094 ndash013
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash012 006 068 014
r50 homehigh homemdashadult who believes that i will be a success 003 ndash013 010 087 006
r52 homehigh homemdashadult who always wants me to do my best 002 ndash016 010 089 007
r54 homepart i do fun things or go fun places with my parents or other ndash006 024 ndash004 071 ndash003
r55 homepart i do things at home that make a difference ndash004 040 ndash007 062 ndash004
r56 homepart i help make decisions with my family ndash002 029 ndash006 069 ndash004
r42 peercare a friend who really cares about me ndash001 ndash001 010 ndash007 089
r43 peercare a friend who talks with me about my problems ndash003 002 004 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash005 000 005 ndash005 095
r45 peerhigh my friends get into a lot of trouble ndash003 005 011 ndash006 ndash024
r46 peerhigh my friends try to do what is right 008 004 ndash011 021 055
r47 peerhigh my friends do well in school 009 005 ndash014 024 047
118 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e54
Secondary rydM environmental asset efa results Mexican american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 015 004 ndash005 ndash005 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 012 004 ndash011 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 007 004 ndash004 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 007 002 ndash003 004 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 000 ndash001 ndash004 003 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 004 ndash001 003 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 047 ndash002 033 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash010 017 ndash010 009
r14 Schlpart Schoolmdashi do things that make a difference 017 070 ndash002 018 ndash002 007
r15 comcare communitymdashadult who really cares about me 004 ndash008 091 003 ndash006 005
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 086 ndash001 005 007
r20 comcare communitymdashadult whom i trust ndash001 001 079 003 011 003
r16 comhigh communitymdashadult who tells me when i do a good job 004 002 086 006 006 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash006 087 005 009 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash008 090 006 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash012 024 010 084 ndash007 ndash015
r22 compart i am involved in taking lessons in music art literature ndash008 019 008 088 ndash010 ndash014
r23 compart i help other people 003 028 010 044 004 008
r49 homecare homemdashadult who is interested in my school work 001 ndash005 000 001 086 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 011 004 ndash016 091 ndash005
r53 homecare homemdashadult who listens to me when i have something 004 007 003 ndash016 095 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash019 003 011 065 008
r50 homehigh homemdashadult who believes that i will be a success 005 ndash015 007 005 085 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash020 007 008 086 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 ndash002 ndash002 071 004
r55 homepart i do things at home that make a difference ndash009 046 ndash004 006 061 004
r56 homepart i help make decisions with my family ndash005 039 ndash004 ndash004 070 004
r42 peercare a friend who really cares about me ndash002 008 011 ndash009 ndash005 091
r43 peercare a friend who talks with me about my problems ndash005 016 006 ndash014 ndash008 100
r44 peercare a friend who helps me when irsquom having a hard time ndash006 013 007 ndash015 ndash002 097
r45 peerhigh my friends get into a lot of trouble ndash004 011 012 ndash010 ndash004 ndash020
r46 peerhigh my friends try to do what is right 010 ndash016 ndash013 035 015 045
r47 peerhigh my friends do well in school 012 ndash017 ndash016 037 018 035
appendix e 119
taBle e55
Secondary rydM environmental asset efa results Mexican american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 015 004 ndash004 ndash005 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 010 003 ndash008 002 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 005 002 ndash001 003 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 000 ndash001 005 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash004 ndash004 001 005 ndash001 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 000 003 001 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 017 047 ndash002 029 ndash003 000 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 079 ndash005 007 ndash017 002 003
r14 Schlpart Schoolmdashi do things that make a difference 013 075 003 009 ndash008 001 002
r15 comcare communitymdashadult who really cares about me 003 ndash006 094 000 ndash007 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 089 ndash003 004 006 ndash005
r20 comcare communitymdashadult whom i trust ndash002 003 082 000 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 089 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 093 002 001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash006 014 002 081 002 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature ndash002 005 ndash002 090 000 ndash002 ndash003
r23 compart i help other people 003 026 008 040 005 007 008
r49 homecare homemdashadult who is interested in my school work 002 ndash008 ndash003 007 085 001 ndash001
r51 homecare homemdashadult who talks with me about my problems 002 010 003 ndash011 090 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 005 007 002 ndash012 094 ndash005 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash025 ndash002 018 066 009 009
r50 homehigh homemdashadult who believes that i will be a success 007 ndash018 004 011 084 001 006
r52 homehigh homemdashadult who always wants me to do my best 007 ndash024 004 014 086 000 008
r54 homepart i do fun things or go fun places with my parents or other ndash010 036 001 ndash008 066 ndash001 003
r55 homepart i do things at home that make a difference ndash011 052 000 ndash003 054 ndash002 004
r56 homepart i help make decisions with my family ndash007 044 ndash001 ndash010 064 001 000
r42 peercare a friend who really cares about me 002 ndash003 004 002 000 085 005
r43 peercare a friend who talks with me about my problems 000 004 ndash002 ndash002 ndash001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash002 002 000 ndash003 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 008 004 002 ndash041
r46 peerhigh my friends try to do what is right ndash001 006 004 ndash006 ndash003 005 086
r47 peerhigh my friends do well in school 003 004 ndash001 000 006 ndash003 074
120 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e56
Secondary rydM environmental asset efa results Mexican american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 011 004 ndash004 ndash008 002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 003 003 ndash006 ndash005 007 005 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash005 002 003 ndash004 006 000 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 004 000 ndash001 005 ndash003 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash006 ndash004 003 007 ndash007 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 ndash002 002 003 005 ndash005 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 011 052 ndash002 022 006 ndash002 ndash001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 093 ndash003 ndash009 ndash003 ndash001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash003 000 007 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash004 095 000 ndash004 ndash006 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash002 089 ndash002 ndash003 009 006 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash004 082 002 003 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 090 001 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash002 012 ndash006 ndash003 002
r19 comhigh communitymdashadult who always wants me to do my best 003 002 093 000 006 ndash008 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash003 002 001 083 000 004 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature 003 ndash009 ndash003 097 ndash001 ndash001 ndash002 ndash002
r23 compart i help other people 006 011 008 043 ndash006 018 007 009
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 086 004 000 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 001 003 ndash010 069 036 000 ndash010
r53 homecare homemdashadult who listens to me when i have something 006 ndash007 001 ndash009 072 037 ndash005 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 001 000 009 079 ndash019 008 006
r50 homehigh homemdashadult who believes that i will be a success 002 ndash001 006 003 086 000 001 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash005 005 006 090 ndash005 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other ndash002 ndash005 ndash001 003 028 063 000 006
r55 homepart i do things at home that make a difference ndash005 011 ndash001 006 011 070 ndash001 007
r56 homepart i help make decisions with my family 002 001 ndash002 001 023 068 002 002
r42 peercare a friend who really cares about me 002 ndash003 004 002 003 ndash004 085 005
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash002 ndash002 001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash001 ndash001 ndash002 002 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 001 004 008 003 000 002 ndash041
r46 peerhigh my friends try to do what is right 000 000 003 ndash004 ndash003 005 005 086
r47 peerhigh my friends do well in school 003 ndash001 ndash001 001 006 004 ndash003 073
appendix e 121
taBle e57
Secondary rydM environmental asset efa results Mexican american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 003 ndash001 ndash005 ndash006 005 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 003 ndash004 ndash003 001 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash006 002 003 ndash004 006 000 001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 000 002 008 ndash008 ndash002 002 007
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash006 ndash004 000 005 000 ndash001 ndash003 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 ndash002 004 ndash002 001 006 ndash004 001 ndash015
r12 Schlpart Schoolmdashi do interesting activities 012 052 ndash001 020 004 003 ndash001 ndash002 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 094 ndash003 ndash007 ndash002 ndash004 000 001 004
r14 Schlpart Schoolmdashi do things that make a difference 004 080 005 ndash004 ndash001 008 ndash001 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash002 094 001 ndash001 ndash012 003 002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash001 089 001 ndash001 003 006 ndash002 009
r20 comcare communitymdashadult whom i trust ndash001 ndash004 082 003 003 006 002 001 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 005 089 002 004 ndash002 ndash005 002 005
r18 comhigh communitymdashadult who believes that i will be a success 003 003 091 ndash005 008 003 ndash002 ndash002 ndash010
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash001 094 ndash003 002 002 ndash002 000 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash004 002 001 084 002 ndash001 ndash002 ndash003 002
r22 compart i am involved in taking lessons in music art literature 002 ndash009 ndash003 098 000 ndash005 ndash002 000 000
r23 compart i help other people 005 011 008 043 ndash006 016 007 010 001
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 089 000 000 ndash003 013
r51 homecare homemdashadult who talks with me about my problems ndash003 002 000 002 078 008 001 001 051
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 000 ndash001 076 019 ndash006 001 034
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 005 078 ndash012 008 002 ndash006
r50 homehigh homemdashadult who believes that i will be a success 003 ndash001 006 ndash001 085 005 001 001 002
r52 homehigh homemdashadult who always wants me to do my best 003 ndash006 006 002 089 002 ndash001 002 000
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 000 ndash003 025 070 001 000 ndash002
r55 homepart i do things at home that make a difference ndash003 011 000 002 008 074 ndash001 003 001
r56 homepart i help make decisions with my family 004 001 ndash001 ndash004 020 072 003 ndash003 003
r42 peercare a friend who really cares about me 003 ndash003 005 001 002 ndash001 085 004 ndash006
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash001 ndash001 ndash001 095 001 003
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash002 ndash001 ndash001 002 003 092 002 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 007 002 002 002 ndash040 000
r46 peerhigh my friends try to do what is right ndash002 001 003 ndash001 ndash001 ndash001 004 090 003
r47 peerhigh my friends do well in school 003 000 ndash002 002 007 003 ndash002 070 ndash003
122 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e58
Secondary rydM environmental asset efa results White 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 011 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 086 011 ndash009 ndash011
r10 Schlcare Schoolmdashadult who listens to me when i have something 092 013 ndash002 ndash017
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 088 014 ndash009 ndash008
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 015 ndash006 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash002 ndash011
r12 Schlpart Schoolmdashi do interesting activities 044 ndash013 013 020
r13 Schlpart Schoolmdashi help decide things like class activities or rules 056 ndash026 005 028
r14 Schlpart Schoolmdashi do things that make a difference 053 ndash021 009 032
r15 comcare communitymdashadult who really cares about me 012 082 003 012
r17 comcare communitymdashadult who notices when i am upset about 008 076 014 013
r20 comcare communitymdashadult whom i trust 013 069 018 009
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 016 012
r18 comhigh communitymdashadult who believes that i will be a success 013 077 014 013
r19 comhigh communitymdashadult who always wants me to do my best 014 084 006 010
r21 compart i am part of clubs sports teams churchtemple or other 021 ndash006 032 028
r22 compart i am involved in taking lessons in music art literature 020 ndash007 032 028
r23 compart i help other people 024 001 024 030
r49 homecare homemdashadult who is interested in my school work ndash006 012 086 ndash009
r51 homecare homemdashadult who talks with me about my problems ndash011 009 095 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash007 010 097 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash006 017 069 001
r50 homehigh homemdashadult who believes that i will be a success ndash004 021 089 ndash010
r52 homehigh homemdashadult who always wants me to do my best ndash009 021 091 ndash009
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 080 ndash002
r55 homepart i do things at home that make a difference 013 ndash013 067 012
r56 homepart i help make decisions with my family 005 ndash010 080 003
r42 peercare a friend who really cares about me ndash014 023 ndash012 093
r43 peercare a friend who talks with me about my problems ndash019 021 ndash022 107
r44 peercare a friend who helps me when irsquom having a hard time ndash016 020 ndash018 104
r45 peerhigh my friends get into a lot of trouble ndash006 003 ndash009 ndash027
r46 peerhigh my friends try to do what is right 003 ndash008 020 054
r47 peerhigh my friends do well in school 006 ndash010 023 044
appendix e 123
taBle e59
Secondary rydM environmental asset efa results White 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 009 001 ndash003 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 004 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 000 008 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 005 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 006 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 015 064 003 ndash006 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 082 ndash003 ndash020 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 015 085 002 ndash017 ndash003
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 085 007 003
r20 comcare communitymdashadult whom i trust 004 007 076 012 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 086 009 003
r18 comhigh communitymdashadult who believes that i will be a success 003 007 085 008 003
r19 comhigh communitymdashadult who always wants me to do my best 005 002 091 001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash013 071 014 006 000
r22 compart i am involved in taking lessons in music art literature ndash012 069 012 007 001
r23 compart i help other people 000 055 013 005 011
r49 homecare homemdashadult who is interested in my school work 007 ndash010 002 083 002
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash001 003 090 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 ndash001 004 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash009 009 067 011
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 013 084 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash018 012 088 006
r54 homepart i do fun things or go fun places with my parents or other ndash006 029 ndash007 070 ndash008
r55 homepart i do things at home that make a difference ndash006 053 ndash006 050 ndash004
r56 homepart i help make decisions with my family ndash005 037 ndash009 068 ndash006
r42 peercare a friend who really cares about me 000 ndash006 012 ndash002 087
r43 peercare a friend who talks with me about my problems ndash004 ndash005 008 ndash010 099
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash006 007 ndash006 097
r45 peerhigh my friends get into a lot of trouble ndash009 ndash004 013 ndash011 ndash031
r46 peerhigh my friends try to do what is right 003 024 ndash018 017 052
r47 peerhigh my friends do well in school 004 026 ndash019 018 041
124 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e60
Secondary rydM environmental asset efa results White 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 001 ndash002 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 007 ndash001 ndash004 002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 004 000 000 007 ndash005
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 007 001 ndash001 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 006 002 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 007 004 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 060 003 005 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 080 ndash005 ndash008 ndash010 006
r14 Schlpart Schoolmdashi do things that make a difference 014 080 001 001 ndash010 006
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 000 ndash005 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 088 ndash011 008 007
r20 comcare communitymdashadult whom i trust 004 004 080 ndash003 010 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 089 ndash005 008 004
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 000 006 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash002 096 001 ndash002 000
r21 compart i am part of clubs sports teams churchtemple or other ndash011 051 016 050 ndash001 ndash019
r22 compart i am involved in taking lessons in music art literature ndash010 047 013 050 000 ndash017
r23 compart i help other people ndash001 045 013 027 003 004
r49 homecare homemdashadult who is interested in my school work 007 ndash010 001 011 079 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 002 001 ndash008 090 001
r53 homecare homemdashadult who listens to me when i have something 002 002 003 ndash009 092 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash014 010 027 058 ndash001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 013 013 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash022 013 024 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash006 030 ndash009 ndash004 071 002
r55 homepart i do things at home that make a difference ndash006 053 ndash008 ndash002 052 007
r56 homepart i help make decisions with my family ndash005 039 ndash011 ndash010 071 008
r42 peercare a friend who really cares about me 000 ndash003 009 017 001 078
r43 peercare a friend who talks with me about my problems ndash004 003 004 006 ndash002 092
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 004 008 002 089
r45 peerhigh my friends get into a lot of trouble ndash010 009 009 ndash048 001 ndash007
r46 peerhigh my friends try to do what is right 002 004 ndash013 076 000 021
r47 peerhigh my friends do well in school 003 008 ndash013 066 005 010
appendix e 125
taBle e61
Secondary rydM environmental asset efa results White 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 012 001 ndash006 ndash002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 007 ndash002 ndash004 003 002 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 004 000 ndash006 008 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 000 ndash003 002 005 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 000 003 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 007 ndash003 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 013 055 000 026 ndash002 001 ndash008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash003 014 ndash013 005 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 012 076 003 020 ndash013 004 ndash002
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash005 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 090 ndash007 006 005 ndash004
r20 comcare communitymdashadult whom i trust 004 003 081 ndash002 009 ndash002 001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 003 090 ndash001 007 002 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 003 002 089 002 005 000 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 096 003 ndash003 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 002 073 007 ndash007 004
r22 compart i am involved in taking lessons in music art literature ndash007 025 ndash003 076 008 ndash003 001
r23 compart i help other people ndash001 036 009 035 004 006 010
r49 homecare homemdashadult who is interested in my school work 007 ndash009 ndash005 015 082 004 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash001 007 ndash001 ndash001 091 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 002 006 003 ndash006 092 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash019 002 027 060 005 005
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 009 013 080 001 000
r52 homehigh homemdashadult who always wants me to do my best 009 ndash023 006 024 081 002 001
r54 homepart i do fun things or go fun places with my parents or other ndash006 032 ndash001 ndash012 067 ndash006 011
r55 homepart i do things at home that make a difference ndash008 055 002 ndash009 045 ndash004 016
r56 homepart i help make decisions with my family ndash005 042 ndash002 ndash018 066 ndash001 009
r42 peercare a friend who really cares about me 001 ndash003 004 003 004 082 008
r43 peercare a friend who talks with me about my problems ndash004 006 000 ndash005 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 004 ndash001 ndash005 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash010 012 002 ndash003 003 000 ndash051
r46 peerhigh my friends try to do what is right ndash001 ndash002 001 001 ndash009 006 094
r47 peerhigh my friends do well in school 003 005 ndash002 005 001 ndash002 068
126 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e62
Secondary rydM environmental asset efa results White 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 007 001 ndash004 ndash006 004 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 002 ndash002 000 ndash001 002 003 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash004 006 002 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 001 ndash001 001 006 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 001 003 005 ndash006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 002 007 000 001 002 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 005 063 000 013 011 ndash008 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 088 ndash003 ndash007 000 ndash001 001 000
r14 Schlpart Schoolmdashi do things that make a difference 004 078 003 005 ndash005 004 000 006
r15 comcare communitymdashadult who really cares about me 005 ndash007 095 005 ndash004 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 090 ndash008 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 005 ndash003 081 001 004 007 ndash001 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 090 000 004 005 002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 001 005 090 ndash001 007 ndash003 ndash001 003
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 001 003 ndash009 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash004 010 002 079 004 002 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash003 ndash004 093 002 003 000 ndash008
r23 compart i help other people 005 009 010 047 ndash012 023 008 005
r49 homecare homemdashadult who is interested in my school work 002 005 ndash004 001 085 ndash001 002 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash005 009 000 ndash012 081 023 002 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 003 004 ndash013 078 029 ndash003 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash003 002 016 072 ndash016 004 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash002 009 003 080 004 000 003
r52 homehigh homemdashadult who always wants me to do my best 004 ndash009 006 013 088 ndash009 000 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 ndash002 005 031 063 ndash004 003
r55 homepart i do things at home that make a difference ndash001 012 002 008 004 070 ndash001 008
r56 homepart i help make decisions with my family 004 ndash003 ndash003 001 025 072 003 000
r42 peercare a friend who really cares about me 002 ndash004 004 005 005 ndash005 082 007
r43 peercare a friend who talks with me about my problems ndash002 002 000 ndash002 ndash002 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 ndash003 002 001 093 002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash050
r46 peerhigh my friends try to do what is right ndash004 004 001 ndash008 ndash003 003 004 097
r47 peerhigh my friends do well in school 001 006 ndash002 000 004 007 ndash003 066
appendix e 127
taBle e63
Secondary rydM environmental asset efa results White 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 004 002 003 ndash005 ndash003 006 003 012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 003 000 ndash002 003 ndash004 005
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash003 006 001 ndash004 001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 ndash001 000 005 000 ndash004 005 ndash002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash001 000 ndash003 004 000 ndash004 ndash001 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 007 ndash004 000 008 ndash003 001 ndash011
r12 Schlpart Schoolmdashi do interesting activities 005 062 000 014 011 ndash009 ndash002 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 086 ndash002 ndash005 ndash001 ndash001 001 001 007
r14 Schlpart Schoolmdashi do things that make a difference 003 082 003 ndash002 ndash005 010 000 003 ndash009
r15 comcare communitymdashadult who really cares about me 005 ndash006 095 005 ndash004 ndash004 000 000 ndash003
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 091 ndash004 004 001 004 ndash001 010
r20 comcare communitymdashadult whom i trust 005 ndash004 081 005 005 003 ndash001 002 007
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 091 003 005 001 002 000 005
r18 comhigh communitymdashadult who believes that i will be a success 001 006 089 ndash005 007 002 ndash001 001 ndash007
r19 comhigh communitymdashadult who always wants me to do my best 004 001 096 ndash003 001 ndash004 ndash003 000 ndash009
r21 compart i am part of clubs sports teams churchtemple or other ndash004 008 003 082 005 ndash005 ndash005 003 002
r22 compart i am involved in taking lessons in music art literature 001 ndash006 ndash004 094 003 ndash002 000 ndash005 ndash002
r23 compart i help other people 005 010 009 042 ndash013 027 008 002 ndash011
r49 homecare homemdashadult who is interested in my school work 002 004 ndash004 003 087 ndash005 002 000 001
r51 homecare homemdashadult who talks with me about my problems ndash005 004 001 001 083 007 002 ndash002 026
r53 homecare homemdashadult who listens to me when i have something 001 ndash003 005 ndash002 079 017 ndash003 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 002 001 005 071 ndash006 004 003 ndash026
r50 homehigh homemdashadult who believes that i will be a success 004 001 009 ndash004 081 008 000 000 ndash009
r52 homehigh homemdashadult who always wants me to do my best 004 ndash005 006 003 088 ndash001 000 ndash001 ndash019
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash002 003 031 061 ndash003 002 008
r55 homepart i do things at home that make a difference ndash001 016 001 ndash002 003 077 ndash001 003 ndash005
r56 homepart i help make decisions with my family 003 ndash001 ndash003 ndash002 026 070 003 ndash002 008
r42 peercare a friend who really cares about me 002 ndash004 004 004 005 ndash003 082 006 ndash005
r43 peercare a friend who talks with me about my problems ndash002 001 000 ndash001 ndash002 000 097 000 004
r44 peercare a friend who helps me when irsquom having a hard time 001 002 ndash001 ndash004 002 003 093 001 ndash002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash049 005
r46 peerhigh my friends try to do what is right ndash004 003 001 ndash005 ndash003 002 004 095 ndash002
r47 peerhigh my friends do well in school 001 003 ndash001 006 004 001 ndash003 069 008
128 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e64
elementary rydM environmental assetsmdashMales and femalesmdashgoodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0095 0091 0089 0090 0089 0089 0091 0091
2 factor 0085 0069 0069 0062 0072 0061 0081 0065
3 factor 0072 0054 0049 0037 0063 0050 0072 0049
4 factor 0043 0033 0038 0028 0052 0039 0052 0035
5 factor 0023 0019 0044 0026
6 factor 0000 0012 0006 0014 0026 0021
7 factor 0000 0007 0000 0008 0028 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le 006)
RMSR = Root Mean Square Error (recommended value le 005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e65
elementary rydM environmental asset efa results Main Sample 2 factor Solution
item original construct item description 1 2
10 Schlcare do the teachers at school care about you 078 ndash004
13 Schlcare teachers listen when have something to say 065 002
11 Schlhigh teachers tell you when you do a good job 066 ndash006
14 Schlhigh teachers believe that you can do a good job 068 004
52 homecare parent care about your school work ndash007 083
55 homecare parent listen when you have something to say 012 057
53 homehigh parent believe that you can do a good job 004 082
54 homehigh parent at home want you to do your best ndash001 079
9 Schlpart make class ruleschoose things to do school 032 000
15 Schlpart do you do things to be helpful at school 036 017
56 homepart do you help out at home 005 036
56 homepart make rules or choose things to do at home 007 015
50 peerhigh do your best friends get into trouble 002 037
51 peerhigh do your best friends try to do the right thing 010 048
appendix e 129
taBle e66
elementary rydM environmental asset efa results validation Sample 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 081 ndash008
13 Schlcare teachers listen when have something to say 070 ndash007
11 Schlhigh teachers tell you when you do a good job 059 ndash003
14 Schlhigh teachers believe that you can do a good job 071 003
52 homecare parent care about your school work ndash005 074
55 homecare parent listen when you have something to say 012 058
53 homehigh parent believe that you can do a good job 001 085
54 homehigh parent at home want you to do your best 000 087
9 Schlpart make class ruleschoose things to do school 018 014
15 Schlpart do you do things to be helpful at school 029 028
56 homepart do you help out at home 005 038
56 homepart make rules or choose things to do at home ndash010 034
50 peerhigh do your best friends get into trouble 019 018
51 peerhigh do your best friends try to do the right thing 025 032
taBle e67
elementary rydM environmental asset efa results Main Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 078 ndash001 ndash004
13 Schlcare teachers listen when have something to say 065 002 001
11 Schlhigh teachers tell you when you do a good job 067 ndash002 ndash007
14 Schlhigh teachers believe that you can do a good job 068 005 ndash002
52 homecare parent care about your school work ndash006 085 000
55 homecare parent listen when you have something to say 013 057 002
53 homehigh parent believe that you can do a good job 006 081 000
54 homehigh parent at home want you to do your best 003 080 ndash005
9 Schlpart make class ruleschoose things to do school 032 ndash002 003
15 Schlpart do you do things to be helpful at school 035 005 017
56 homepart do you help out at home 005 031 009
56 homepart make rules or choose things to do at home 006 013 006
50 peerhigh do your best friends get into trouble 003 001 043
51 peerhigh do your best friends try to do the right thing ndash005 ndash003 101
130 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e68
elementary rydM environmental asset efa results validation Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 002 005
13 Schlcare teachers listen when have something to say 063 002 005
11 Schlhigh teachers tell you when you do a good job 049 ndash004 017
14 Schlhigh teachers believe that you can do a good job 069 013 ndash001
52 homecare parent care about your school work 002 072 002
55 homecare parent listen when you have something to say 006 048 022
53 homehigh parent believe that you can do a good job 012 089 ndash008
54 homehigh parent at home want you to do your best 008 080 004
9 Schlpart make class ruleschoose things to do school 003 ndash010 042
15 Schlpart do you do things to be helpful at school 007 ndash004 062
56 homepart do you help out at home ndash009 017 038
56 homepart make rules or choose things to do at home ndash016 019 023
50 peerhigh do your best friends get into trouble 001 ndash010 048
51 peerhigh do your best friends try to do the right thing 003 ndash001 061
taBle e69
elementary rydM environmental asset efa results Main Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 005 001 ndash001
13 Schlcare teachers listen when have something to say 062 007 000 005
11 Schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 Schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 Schlpart make class ruleschoose things to do school 014 ndash016 048 ndash005
15 Schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
appendix e 131
taBle e71
elementary rydM environmental asset efa results Main Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 000 001 003 ndash001
13 Schlcare teachers listen when have something to say 067 ndash003 007 ndash004 006
11 Schlhigh teachers tell you when you do a good job 055 001 000 019 ndash008
14 Schlhigh teachers believe that you can do a good job 067 009 ndash007 005 002
52 homecare parent care about your school work 004 068 020 ndash008 003
55 homecare parent listen when you have something to say 014 030 048 ndash009 003
53 homehigh parent believe that you can do a good job 014 067 017 ndash006 004
54 homehigh parent at home want you to do your best ndash001 103 ndash027 018 ndash005
9 Schlpart make class ruleschoose things to do school 010 ndash008 011 042 ndash006
15 Schlpart do you do things to be helpful at school 007 004 ndash002 059 014
56 homepart do you help out at home ndash016 020 025 031 003
56 homepart make rules or choose things to do at home ndash005 ndash017 052 011 ndash001
50 peerhigh do your best friends get into trouble 004 000 ndash010 ndash001 060
51 peerhigh do your best friends try to do the right thing ndash001 ndash002 008 012 074
taBle e70
elementary rydM environmental asset efa results validation Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 003 003 ndash001
13 Schlcare teachers listen when have something to say 065 002 003 ndash001
11 Schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 Schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 Schlpart make class ruleschoose things to do school 005 ndash020 062 ndash006
15 Schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
132 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e73
elementary rydM environmental asset efa results Males 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 080 ndash007
13 Schlcare teachers listen when have something to say 068 ndash002
11 Schlhigh teachers tell you when you do a good job 059 ndash001
14 Schlhigh teachers believe that you can do a good job 070 001
52 homecare parent care about your school work ndash002 079
55 homecare parent listen when you have something to say 015 053
53 homehigh parent believe that you can do a good job 003 084
54 homehigh parent at home want you to do your best ndash004 078
9 Schlpart make class ruleschoose things to do school 016 016
15 Schlpart do you do things to be helpful at school 024 021
56 homepart do you help out at home ndash005 044
56 homepart make rules or choose things to do at home ndash003 017
50 peerhigh do your best friends get into trouble 008 028
51 peerhigh do your best friends try to do the right thing 014 043
taBle e72
elementary rydM environmental asset efa results validation Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 001 001 ndash003 001
13 Schlcare teachers listen when have something to say 068 ndash006 ndash003 011 ndash006
11 Schlhigh teachers tell you when you do a good job 054 ndash007 003 011 000
14 Schlhigh teachers believe that you can do a good job 073 019 000 ndash017 004
52 homecare parent care about your school work 001 067 ndash003 009 000
55 homecare parent listen when you have something to say 010 038 ndash002 033 ndash001
53 homehigh parent believe that you can do a good job 007 096 001 ndash012 001
54 homehigh parent at home want you to do your best 007 076 ndash001 008 003
9 Schlpart make class ruleschoose things to do school 001 000 147 ndash002 ndash001
15 Schlpart do you do things to be helpful at school 014 ndash006 009 035 023
56 homepart do you help out at home ndash007 ndash009 ndash006 072 000
56 homepart make rules or choose things to do at home ndash012 017 011 023 ndash003
50 peerhigh do your best friends get into trouble 000 001 000 ndash008 057
51 peerhigh do your best friends try to do the right thing ndash001 002 ndash002 008 072
appendix e 133
taBle e75
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 003 000 ndash002
13 Schlcare teachers listen when have something to say 064 002 ndash003 008
11 Schlhigh teachers tell you when you do a good job 054 ndash003 019 ndash008
14 Schlhigh teachers believe that you can do a good job 068 009 ndash005 002
52 homecare parent care about your school work 002 074 001 009
55 homecare parent listen when you have something to say 011 039 026 006
53 homehigh parent believe that you can do a good job 007 079 008 002
54 homehigh parent at home want you to do your best 006 087 ndash005 ndash010
9 Schlpart make class ruleschoose things to do school 009 ndash008 050 ndash009
15 Schlpart do you do things to be helpful at school 016 ndash011 048 010
56 homepart do you help out at home ndash018 020 050 003
56 homepart make rules or choose things to do at home ndash012 ndash006 033 009
50 peerhigh do your best friends get into trouble 006 000 ndash007 050
51 peerhigh do your best friends try to do the right thing ndash001 ndash001 011 085
taBle e74
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 079 ndash002 ndash005
13 Schlcare teachers listen when have something to say 066 ndash004 006
11 Schlhigh teachers tell you when you do a good job 058 004 ndash005
14 Schlhigh teachers believe that you can do a good job 069 003 ndash002
52 homecare parent care about your school work 000 075 006
55 homecare parent listen when you have something to say 015 049 010
53 homehigh parent believe that you can do a good job 006 084 ndash001
54 homehigh parent at home want you to do your best 002 086 ndash014
9 Schlpart make class ruleschoose things to do school 015 016 002
15 Schlpart do you do things to be helpful at school 022 012 017
56 homepart do you help out at home ndash007 038 013
56 homepart make rules or choose things to do at home ndash006 009 016
50 peerhigh do your best friends get into trouble 004 ndash007 048
51 peerhigh do your best friends try to do the right thing ndash002 ndash006 094
134 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e77
elementary rydM environmental asset efa results females 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 002
13 Schlcare teachers listen when have something to say 063 007
11 Schlhigh teachers tell you when you do a good job 069 ndash007
14 Schlhigh teachers believe that you can do a good job 066 007
52 homecare parent care about your school work ndash010 086
55 homecare parent listen when you have something to say 008 063
53 homehigh parent believe that you can do a good job 007 078
54 homehigh parent at home want you to do your best 009 075
9 Schlpart make class ruleschoose things to do school 045 ndash012
15 Schlpart do you do things to be helpful at school 044 013
56 homepart do you help out at home 011 033
56 homepart make rules or choose things to do at home 017 013
50 peerhigh do your best friends get into trouble ndash002 039
51 peerhigh do your best friends try to do the right thing 009 046
taBle e76
elementary rydM environmental asset efa results Males 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 077 002 ndash002 003 ndash004
13 Schlcare teachers listen when have something to say 065 000 ndash003 ndash001 008
11 Schlhigh teachers tell you when you do a good job 053 ndash002 021 ndash001 ndash008
14 Schlhigh teachers believe that you can do a good job 066 008 001 ndash006 003
52 homecare parent care about your school work 006 075 ndash009 007 008
55 homecare parent listen when you have something to say 017 042 008 021 003
53 homehigh parent believe that you can do a good job 011 080 ndash001 006 001
54 homehigh parent at home want you to do your best ndash002 091 008 ndash026 ndash006
9 Schlpart make class ruleschoose things to do school 005 ndash005 049 004 ndash008
15 Schlpart do you do things to be helpful at school 008 ndash011 059 ndash005 013
56 homepart do you help out at home ndash020 024 045 006 004
56 homepart make rules or choose things to do at home ndash002 ndash010 001 080 001
50 peerhigh do your best friends get into trouble 002 ndash002 ndash002 ndash008 058
51 peerhigh do your best friends try to do the right thing 000 002 010 004 076
appendix e 135
taBle e79
elementary rydM environmental asset efa results females 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 071 007 006 ndash001
13 Schlcare teachers listen when have something to say 063 008 002 001
11 Schlhigh teachers tell you when you do a good job 061 ndash002 014 ndash008
14 Schlhigh teachers believe that you can do a good job 067 008 002 001
52 homecare parent care about your school work ndash002 087 ndash001 ndash004
55 homecare parent listen when you have something to say 006 063 011 ndash002
53 homehigh parent believe that you can do a good job 018 073 ndash007 007
54 homehigh parent at home want you to do your best 014 065 002 010
9 Schlpart make class ruleschoose things to do school 017 ndash024 050 003
15 Schlpart do you do things to be helpful at school 017 ndash005 048 015
56 homepart do you help out at home ndash015 026 042 004
56 homepart make rules or choose things to do at home ndash006 013 038 ndash007
50 peerhigh do your best friends get into trouble 005 003 ndash010 057
51 peerhigh do your best friends try to do the right thing ndash006 001 020 073
taBle e78
elementary rydM environmental asset efa results females 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 002 000
13 Schlcare teachers listen when have something to say 067 001 001
11 Schlhigh teachers tell you when you do a good job 069 ndash008 ndash002
14 Schlhigh teachers believe that you can do a good job 069 004 001
52 homecare parent care about your school work ndash013 093 ndash007
55 homecare parent listen when you have something to say 007 065 001
53 homehigh parent believe that you can do a good job 008 077 001
54 homehigh parent at home want you to do your best 010 073 002
9 Schlpart make class ruleschoose things to do school 044 ndash009 ndash007
15 Schlpart do you do things to be helpful at school 045 011 000
56 homepart do you help out at home 009 037 ndash004
56 homepart make rules or choose things to do at home 015 020 ndash011
50 peerhigh do your best friends get into trouble ndash001 ndash003 116
51 peerhigh do your best friends try to do the right thing 016 026 027
136 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e81
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0130 0088 0129 0083 0120 0091 0125 0097
2 factor 0092 0052 0093 0051 0093 0071 0096 0075
3 factor 0071 0034 0071 0033 0069 0040 0071 0042
4 factor 0050 0022 0053 0023 0049 0025 0050 0025
5 factor 0027 0011 0034 0013 0032 0014 0027 0012
6 factor 0019 0007 0022 0008 0023 0010 0013 0007
7 factor 0015 0005 0019 0007 0016 0007 0013 0006
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e80
Secondary rydM internal assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample validation sample main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0113 0078 0116 0076 0134 0094 0136 0095 0145 0106 0143 0104
2 factor 0079 0048 0086 0051 0102 0067 0106 0070 0107 0071 0104 0070
3 factor 0059 0029 0066 0031 0073 0036 0076 0037 0089 0048 0087 0049
4 factor 0041 0019 0043 0020 0054 0024 0058 0025 0071 0034 0070 0036
5 factor 0027 0012 0028 0012 0029 0013 0033 0013 0032 0014 0036 0015
6 factor 0022 0009 0020 0009 0024 0010 0015 0007 0018 0008 0026 0011
7 factor 0016 0006 0010 0005 0022 0008 0018 0007 0010 0006 0021 0009
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 137
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138 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e83B
Secondary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 031
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 063 018
r30 Selfeff i can do most things if i try 072 014
r32 Selfeff there are many things that i do well 071 009
r33 empathy i feel bad when someone gets their feelings hurt ndash004 084
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think 005 084
r35 probSolv When i need help i find someone to talk with 030 051
r27 probSolv i know where to go for help with a problem 055 026
r28 probSolv i try to work out problems by talking or writing about them 024 055
r39 Selfaware there is a purpose to my life 076 006
r40 Selfaware i understand my moods and feelings 093 ndash015
r41 Selfaware i understand why i do what i do 094 ndash018
r24 goals i have goals and plans for the future 065 013
r25 goals i plan to graduate from high school 073 015
r26 goals i plan to go to college or some other school after high school 065 016
taBle e83a
Secondary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 035
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 062 019
r30 Selfeff i can do most things if i try 071 014
r32 Selfeff there are many things that i do well 066 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash011 100
r38 empathy i try to understand what other people feel and think 005 083
r35 probSolv When i need help i find someone to talk with 027 057
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 024 056
r39 Selfaware there is a purpose to my life 073 008
r40 Selfaware i understand my moods and feelings 090 ndash012
r41 Selfaware i understand why i do what i do 090 ndash015
r24 goals i have goals and plans for the future 069 008
r25 goals i plan to graduate from high school 084 003
r26 goals i plan to go to college or some other school after high school 073 007
appendix e 139
taBle e84B
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 025
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 053 020 014
r30 Selfeff i can do most things if i try 047 042 004
r32 Selfeff there are many things that i do well 047 041 000
r33 empathy i feel bad when someone gets their feelings hurt ndash010 011 081
r34 empathy i try to understand what other people go through ndash015 007 096
r38 empathy i try to understand what other people feel and think 002 006 082
r35 probSolv When i need help i find someone to talk with 042 ndash017 055
r27 probSolv i know where to go for help with a problem 049 013 023
r28 probSolv i try to work out problems by talking or writing about them 032 ndash007 055
r39 Selfaware there is a purpose to my life 060 026 002
r40 Selfaware i understand my moods and feelings 097 ndash010 ndash007
r41 Selfaware i understand why i do what i do 097 ndash008 ndash010
r24 goals i have goals and plans for the future 019 064 002
r25 goals i plan to graduate from high school ndash008 097 004
r26 goals i plan to go to college or some other school after high school ndash008 087 008
taBle e84a
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 027 027 029
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 050 023 013
r30 Selfeff i can do most things if i try 045 043 003
r32 Selfeff there are many things that i do well 039 042 005
r33 empathy i feel bad when someone gets their feelings hurt ndash012 011 083
r34 empathy i try to understand what other people go through ndash014 003 101
r38 empathy i try to understand what other people feel and think 005 ndash001 084
r35 probSolv When i need help i find someone to talk with 036 ndash010 059
r27 probSolv i know where to go for help with a problem 043 020 024
r28 probSolv i try to work out problems by talking or writing about them 028 ndash001 055
r39 Selfaware there is a purpose to my life 056 028 003
r40 Selfaware i understand my moods and feelings 099 ndash012 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash009
r24 goals i have goals and plans for the future 017 067 000
r25 goals i plan to graduate from high school ndash008 100 ndash001
r26 goals i plan to go to college or some other school after high school ndash013 092 006
140 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e85B
Secondary rydM internal asset efa results validation Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 065 ndash006 013 012
r30 Selfeff i can do most things if i try 055 ndash010 010 036
r32 Selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probSolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probSolv i know where to go for help with a problem 066 002 009 007
r28 probSolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 Selfaware there is a purpose to my life 017 005 045 027
r40 Selfaware i understand my moods and feelings ndash002 007 094 ndash007
r41 Selfaware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
taBle e85a
Secondary rydM internal asset efa results Main Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 066 ndash009 015 011
r30 Selfeff i can do most things if i try 050 ndash011 016 035
r32 Selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probSolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probSolv i know where to go for help with a problem 068 ndash001 007 011
r28 probSolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 012 006 046 028
r40 Selfaware i understand my moods and feelings 001 005 091 ndash007
r41 Selfaware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
appendix e 141
taBle e86B
Secondary rydM internal asset efa results validation Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 059 021 005 001 ndash001
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 057 ndash003 028 009 ndash005
r30 Selfeff i can do most things if i try 080 002 ndash003 003 010
r32 Selfeff there are many things that i do well 064 000 ndash002 012 014
r33 empathy i feel bad when someone gets their feelings hurt 003 070 010 ndash004 009
r34 empathy i try to understand what other people go through ndash001 088 003 001 005
r38 empathy i try to understand what other people feel and think 007 074 005 010 001
r35 probSolv When i need help i find someone to talk with ndash010 020 068 015 ndash004
r27 probSolv i know where to go for help with a problem 019 ndash010 056 010 014
r28 probSolv i try to work out problems by talking or writing about them 007 014 078 ndash012 ndash002
r39 Selfaware there is a purpose to my life 012 001 009 045 027
r40 Selfaware i understand my moods and feelings 001 005 ndash002 092 ndash005
r41 Selfaware i understand why i do what i do 009 000 002 078 ndash001
r24 goals i have goals and plans for the future 008 ndash001 008 011 063
r25 goals i plan to graduate from high school 010 008 ndash009 ndash002 089
r26 goals i plan to go to college or some other school after high school ndash003 004 007 ndash006 088
taBle e86a
Secondary rydM internal asset efa results Main Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 023 009 000 002
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 056 ndash007 034 009 ndash005
r30 Selfeff i can do most things if i try 079 ndash002 003 003 008
r32 Selfeff there are many things that i do well 063 009 ndash009 012 013
r33 empathy i feel bad when someone gets their feelings hurt ndash001 073 006 ndash002 012
r34 empathy i try to understand what other people go through 003 093 001 ndash001 002
r38 empathy i try to understand what other people feel and think 006 073 008 010 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 027 063 013 ndash004
r27 probSolv i know where to go for help with a problem 015 ndash010 060 009 017
r28 probSolv i try to work out problems by talking or writing about them 003 017 073 ndash008 ndash001
r39 Selfaware there is a purpose to my life 016 005 003 044 025
r40 Selfaware i understand my moods and feelings 001 002 002 088 ndash003
r41 Selfaware i understand why i do what i do 004 000 001 083 ndash001
r24 goals i have goals and plans for the future 009 ndash002 008 012 062
r25 goals i plan to graduate from high school 006 004 ndash005 001 090
r26 goals i plan to go to college or some other school after high school ndash002 005 006 ndash006 088
142 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e88
Secondary rydM internal asset efa results grade 7 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 029 031
r29 Selfeff i can work out my problems 049 016 019
r30 Selfeff i can do most things if i try 040 040 011
r32 Selfeff there are many things that i do well 032 044 013
r33 empathy i feel bad when someone gets their feelings hurt ndash013 014 084
r34 empathy i try to understand what other people go through ndash008 003 095
r38 empathy i try to understand what other people feel and think 007 ndash003 085
r35 probSolv When i need help i find someone to talk with 035 ndash008 059
r27 probSolv i know where to go for help with a problem 045 015 027
r28 probSolv i try to work out problems by talking or writing about them 032 ndash006 054
r39 Selfaware there is a purpose to my life 059 024 003
r40 Selfaware i understand my moods and feelings 093 ndash005 ndash006
r41 Selfaware i understand why i do what i do 092 ndash006 ndash005
r24 goals i have goals and plans for the future 024 059 ndash002
r25 goals i plan to graduate from high school 000 096 ndash002
r26 goals i plan to go to college or some other school after high school ndash010 092 007
taBle e87
Secondary rydM internal asset efa results grade 7 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 038
r29 Selfeff i can work out my problems 051 030
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 063 022
r33 empathy i feel bad when someone gets their feelings hurt ndash002 084
r34 empathy i try to understand what other people go through ndash010 097
r38 empathy i try to understand what other people feel and think ndash002 090
r35 probSolv When i need help i find someone to talk with 019 066
r27 probSolv i know where to go for help with a problem 048 037
r28 probSolv i try to work out problems by talking or writing about them 018 062
r39 Selfaware there is a purpose to my life 066 016
r40 Selfaware i understand my moods and feelings 071 011
r41 Selfaware i understand why i do what i do 069 012
r24 goals i have goals and plans for the future 074 001
r25 goals i plan to graduate from high school 103 ndash017
r26 goals i plan to go to college or some other school after high school 090 ndash008
appendix e 143
taBle e90
Secondary rydM internal asset efa results grade 7 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 018 019 ndash001 009
r29 Selfeff i can work out my problems 042 ndash003 039 012 ndash004
r30 Selfeff i can do most things if i try 058 000 015 008 013
r32 Selfeff there are many things that i do well 067 012 ndash008 006 016
r33 empathy i feel bad when someone gets their feelings hurt ndash003 074 006 ndash002 017
r34 empathy i try to understand what other people go through 006 082 006 002 002
r38 empathy i try to understand what other people feel and think 013 075 005 011 ndash008
r35 probSolv When i need help i find someone to talk with ndash011 032 059 011 002
r27 probSolv i know where to go for help with a problem 010 ndash003 061 010 015
r28 probSolv i try to work out problems by talking or writing about them 000 021 072 ndash004 ndash004
r39 Selfaware there is a purpose to my life 026 006 002 042 015
r40 Selfaware i understand my moods and feelings 000 004 002 084 002
r41 Selfaware i understand why i do what i do 000 004 006 078 003
r24 goals i have goals and plans for the future 014 ndash005 012 012 053
r25 goals i plan to graduate from high school ndash002 002 ndash001 008 093
r26 goals i plan to go to college or some other school after high school 004 007 003 ndash005 083
taBle e89
Secondary rydM internal asset efa results grade 7 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 027 016 004
r29 Selfeff i can work out my problems 060 011 ndash003 016
r30 Selfeff i can do most things if i try 044 037 ndash003 015
r32 Selfeff there are many things that i do well 027 043 005 016
r33 empathy i feel bad when someone gets their feelings hurt 005 018 072 ndash003
r34 empathy i try to understand what other people go through 007 007 081 004
r38 empathy i try to understand what other people feel and think 010 000 073 014
r35 probSolv When i need help i find someone to talk with 060 ndash011 034 006
r27 probSolv i know where to go for help with a problem 069 010 000 007
r28 probSolv i try to work out problems by talking or writing about them 080 ndash014 023 ndash009
r39 Selfaware there is a purpose to my life 015 025 004 046
r40 Selfaware i understand my moods and feelings ndash001 ndash001 005 087
r41 Selfaware i understand why i do what i do 005 ndash001 005 080
r24 goals i have goals and plans for the future 016 058 ndash004 011
r25 goals i plan to graduate from high school ndash011 098 005 003
r26 goals i plan to go to college or some other school after high school ndash002 091 009 ndash009
144 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e92
Secondary rydM internal asset efa results grade 9 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 021 028
r29 Selfeff i can work out my problems 057 018 010
r30 Selfeff i can do most things if i try 050 041 000
r32 Selfeff there are many things that i do well 044 035 006
r33 empathy i feel bad when someone gets their feelings hurt ndash013 013 081
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 007 001 080
r35 probSolv When i need help i find someone to talk with 039 ndash016 060
r27 probSolv i know where to go for help with a problem 047 017 023
r28 probSolv i try to work out problems by talking or writing about them 028 ndash003 054
r39 Selfaware there is a purpose to my life 058 028 002
r40 Selfaware i understand my moods and feelings 097 ndash012 ndash006
r41 Selfaware i understand why i do what i do 098 ndash012 ndash011
r24 goals i have goals and plans for the future 016 067 005
r25 goals i plan to graduate from high school ndash005 098 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 091 008
taBle e91
Secondary rydM internal asset efa results grade 9 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 033
r29 Selfeff i can work out my problems 064 016
r30 Selfeff i can do most things if i try 074 011
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash012 101
r38 empathy i try to understand what other people feel and think 006 081
r35 probSolv When i need help i find someone to talk with 026 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 023 056
r39 Selfaware there is a purpose to my life 074 008
r40 Selfaware i understand my moods and feelings 088 ndash010
r41 Selfaware i understand why i do what i do 089 ndash015
r24 goals i have goals and plans for the future 069 011
r25 goals i plan to graduate from high school 086 000
r26 goals i plan to go to college or some other school after high school 075 007
appendix e 145
taBle e93
Secondary rydM internal asset efa results grade 9 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 015 013 018
r29 Selfeff i can work out my problems 066 ndash011 019 009
r30 Selfeff i can do most things if i try 053 ndash014 016 035
r32 Selfeff there are many things that i do well 032 000 024 032
r33 empathy i feel bad when someone gets their feelings hurt 003 070 ndash001 017
r34 empathy i try to understand what other people go through ndash002 091 003 009
r38 empathy i try to understand what other people feel and think 015 067 011 004
r35 probSolv When i need help i find someone to talk with 060 037 009 ndash021
r27 probSolv i know where to go for help with a problem 068 000 007 010
r28 probSolv i try to work out problems by talking or writing about them 078 026 ndash016 ndash010
r39 Selfaware there is a purpose to my life 010 006 048 029
r40 Selfaware i understand my moods and feelings 001 006 090 ndash007
r41 Selfaware i understand why i do what i do 002 002 087 ndash006
r24 goals i have goals and plans for the future 013 005 007 065
r25 goals i plan to graduate from high school ndash008 006 ndash001 097
r26 goals i plan to go to college or some other school after high school 003 010 ndash011 089
taBle e94
Secondary rydM internal asset efa results grade 9 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 023 009 002 ndash001
r29 Selfeff i can work out my problems 057 ndash008 031 011 ndash005
r30 Selfeff i can do most things if i try 079 ndash006 005 001 013
r32 Selfeff there are many things that i do well 064 012 ndash011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 073 003 ndash003 012
r34 empathy i try to understand what other people go through ndash003 095 002 ndash001 003
r38 empathy i try to understand what other people feel and think 008 069 011 007 ndash002
r35 probSolv When i need help i find someone to talk with ndash007 030 059 016 ndash007
r27 probSolv i know where to go for help with a problem 017 ndash010 059 011 017
r28 probSolv i try to work out problems by talking or writing about them 004 017 072 ndash010 002
r39 Selfaware there is a purpose to my life 018 007 000 045 026
r40 Selfaware i understand my moods and feelings 005 004 001 085 ndash003
r41 Selfaware i understand why i do what i do 000 ndash003 003 086 ndash001
r24 goals i have goals and plans for the future 007 001 011 011 064
r25 goals i plan to graduate from high school 007 004 ndash006 001 089
r26 goals i plan to go to college or some other school after high school ndash001 006 007 ndash006 088
146 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e96
Secondary rydM internal asset efa results grade 11 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 021 033 027
r29 Selfeff i can work out my problems 044 040 004
r30 Selfeff i can do most things if i try 042 052 ndash004
r32 Selfeff there are many things that i do well 038 050 ndash003
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 083
r34 empathy i try to understand what other people go through ndash012 ndash002 104
r38 empathy i try to understand what other people feel and think 007 ndash002 083
r35 probSolv When i need help i find someone to talk with 029 003 053
r27 probSolv i know where to go for help with a problem 033 036 017
r28 probSolv i try to work out problems by talking or writing about them 021 013 050
r39 Selfaware there is a purpose to my life 051 031 004
r40 Selfaware i understand my moods and feelings 104 ndash020 ndash003
r41 Selfaware i understand why i do what i do 097 ndash013 ndash006
r24 goals i have goals and plans for the future 012 074 ndash003
r25 goals i plan to graduate from high school ndash019 102 002
r26 goals i plan to go to college or some other school after high school ndash022 095 005
taBle e95
Secondary rydM internal asset efa results grade 11 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 037
r29 Selfeff i can work out my problems 067 016
r30 Selfeff i can do most things if i try 073 012
r32 Selfeff there are many things that i do well 068 012
r33 empathy i feel bad when someone gets their feelings hurt ndash009 086
r34 empathy i try to understand what other people go through ndash020 108
r38 empathy i try to understand what other people feel and think 001 084
r35 probSolv When i need help i find someone to talk with 028 053
r27 probSolv i know where to go for help with a problem 055 027
r28 probSolv i try to work out problems by talking or writing about them 026 054
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 099 ndash023
r41 Selfaware i understand why i do what i do 099 ndash027
r24 goals i have goals and plans for the future 061 019
r25 goals i plan to graduate from high school 056 032
r26 goals i plan to go to college or some other school after high school 049 031
appendix e 147
taBle e98
Secondary rydM internal asset efa results grade 11 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 053 027 006 ndash002 001
r29 Selfeff i can work out my problems 059 ndash011 038 006 ndash003
r30 Selfeff i can do most things if i try 090 001 ndash002 001 001
r32 Selfeff there are many things that i do well 065 006 ndash007 011 014
r33 empathy i feel bad when someone gets their feelings hurt ndash001 071 011 ndash003 009
r34 empathy i try to understand what other people go through 005 098 ndash001 ndash003 000
r38 empathy i try to understand what other people feel and think ndash001 072 009 013 004
r35 probSolv When i need help i find someone to talk with ndash008 021 071 010 ndash005
r27 probSolv i know where to go for help with a problem 016 ndash014 059 007 021
r28 probSolv i try to work out problems by talking or writing about them 003 014 077 ndash008 000
r39 Selfaware there is a purpose to my life 011 003 006 043 031
r40 Selfaware i understand my moods and feelings ndash001 000 006 093 ndash007
r41 Selfaware i understand why i do what i do 007 001 ndash004 084 ndash002
r24 goals i have goals and plans for the future 010 ndash002 002 014 066
r25 goals i plan to graduate from high school 008 006 ndash005 ndash005 089
r26 goals i plan to go to college or some other school after high school ndash007 003 008 ndash009 092
taBle e97
Secondary rydM internal asset efa results grade 11 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 036 017 008 024
r29 Selfeff i can work out my problems 070 ndash013 013 015
r30 Selfeff i can do most things if i try 051 ndash013 017 034
r32 Selfeff there are many things that i do well 035 ndash007 021 038
r33 empathy i feel bad when someone gets their feelings hurt 009 070 ndash002 012
r34 empathy i try to understand what other people go through 000 091 002 010
r38 empathy i try to understand what other people feel and think 006 071 014 007
r35 probSolv When i need help i find someone to talk with 071 031 003 ndash020
r27 probSolv i know where to go for help with a problem 066 ndash002 005 015
r28 probSolv i try to work out problems by talking or writing about them 082 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 011 007 045 030
r40 Selfaware i understand my moods and feelings 004 005 093 ndash012
r41 Selfaware i understand why i do what i do ndash003 003 090 ndash003
r24 goals i have goals and plans for the future 006 003 013 068
r25 goals i plan to graduate from high school ndash008 010 ndash007 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash014 087
148 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e100
Secondary rydM internal asset efa results Male 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 026 028 033
r29 Selfeff i can work out my problems 046 023 017
r30 Selfeff i can do most things if i try 037 046 009
r32 Selfeff there are many things that i do well 031 046 013
r33 empathy i feel bad when someone gets their feelings hurt ndash011 013 081
r34 empathy i try to understand what other people go through ndash016 008 099
r38 empathy i try to understand what other people feel and think 003 003 082
r35 probSolv When i need help i find someone to talk with 047 ndash021 055
r27 probSolv i know where to go for help with a problem 046 019 023
r28 probSolv i try to work out problems by talking or writing about them 042 ndash016 052
r39 Selfaware there is a purpose to my life 057 030 001
r40 Selfaware i understand my moods and feelings 090 001 ndash007
r41 Selfaware i understand why i do what i do 091 003 ndash013
r24 goals i have goals and plans for the future 025 060 003
r25 goals i plan to graduate from high school ndash005 101 ndash005
r26 goals i plan to go to college or some other school after high school ndash005 083 009
taBle e99
Secondary rydM internal asset efa results Male 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 039
r29 Selfeff i can work out my problems 055 028
r30 Selfeff i can do most things if i try 069 016
r32 Selfeff there are many things that i do well 065 018
r33 empathy i feel bad when someone gets their feelings hurt ndash002 082
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think ndash001 087
r35 probSolv When i need help i find someone to talk with 017 065
r27 probSolv i know where to go for help with a problem 052 032
r28 probSolv i try to work out problems by talking or writing about them 016 062
r39 Selfaware there is a purpose to my life 070 013
r40 Selfaware i understand my moods and feelings 073 011
r41 Selfaware i understand why i do what i do 074 007
r24 goals i have goals and plans for the future 077 003
r25 goals i plan to graduate from high school 102 ndash021
r26 goals i plan to go to college or some other school after high school 085 ndash007
appendix e 149
taBle e102
Secondary rydM internal asset efa results Male 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 050 018 017 ndash003 006
r29 Selfeff i can work out my problems 054 ndash002 027 011 ndash001
r30 Selfeff i can do most things if i try 076 000 ndash001 006 012
r32 Selfeff there are many things that i do well 054 011 ndash006 012 021
r33 empathy i feel bad when someone gets their feelings hurt ndash001 070 010 ndash003 012
r34 empathy i try to understand what other people go through 005 093 ndash001 000 000
r38 empathy i try to understand what other people feel and think 002 071 011 011 ndash001
r35 probSolv When i need help i find someone to talk with ndash006 022 067 013 ndash007
r27 probSolv i know where to go for help with a problem 015 ndash012 059 008 023
r28 probSolv i try to work out problems by talking or writing about them 002 013 078 ndash005 ndash004
r39 Selfaware there is a purpose to my life 009 006 002 050 026
r40 Selfaware i understand my moods and feelings 002 003 005 083 ndash002
r41 Selfaware i understand why i do what i do 003 000 001 084 000
r24 goals i have goals and plans for the future 009 001 008 018 056
r25 goals i plan to graduate from high school 010 000 ndash009 001 091
r26 goals i plan to go to college or some other school after high school ndash006 005 009 ndash005 088
taBle e101
Secondary rydM internal asset efa results Male 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 029 014 001
r29 Selfeff i can work out my problems 054 023 ndash005 015
r30 Selfeff i can do most things if i try 039 046 ndash007 012
r32 Selfeff there are many things that i do well 025 047 004 015
r33 empathy i feel bad when someone gets their feelings hurt 011 013 068 ndash003
r34 empathy i try to understand what other people go through 003 007 088 001
r38 empathy i try to understand what other people feel and think 014 001 069 011
r35 probSolv When i need help i find someone to talk with 070 ndash020 025 009
r27 probSolv i know where to go for help with a problem 065 021 ndash006 006
r28 probSolv i try to work out problems by talking or writing about them 085 ndash015 016 ndash008
r39 Selfaware there is a purpose to my life 005 030 006 050
r40 Selfaware i understand my moods and feelings 005 ndash002 005 084
r41 Selfaware i understand why i do what i do 001 001 001 085
r24 goals i have goals and plans for the future 009 061 002 016
r25 goals i plan to graduate from high school ndash016 105 003 ndash002
r26 goals i plan to go to college or some other school after high school ndash001 086 009 ndash008
150 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e104
Secondary rydM internal asset efa results female 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 022 025 035
r29 Selfeff i can work out my problems 047 030 010
r30 Selfeff i can do most things if i try 040 044 008
r32 Selfeff there are many things that i do well 036 037 014
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 081
r34 empathy i try to understand what other people go through ndash013 ndash006 105
r38 empathy i try to understand what other people feel and think 009 ndash006 083
r35 probSolv When i need help i find someone to talk with 039 004 041
r27 probSolv i know where to go for help with a problem 043 027 015
r28 probSolv i try to work out problems by talking or writing about them 028 018 034
r39 Selfaware there is a purpose to my life 054 030 002
r40 Selfaware i understand my moods and feelings 104 ndash019 ndash007
r41 Selfaware i understand why i do what i do 102 ndash016 ndash010
r24 goals i have goals and plans for the future 010 075 ndash007
r25 goals i plan to graduate from high school ndash015 101 004
r26 goals i plan to go to college or some other school after high school ndash017 102 ndash004
taBle e103
Secondary rydM internal asset efa results female 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 046 032
r29 Selfeff i can work out my problems 024 059
r30 Selfeff i can do most things if i try 031 058
r32 Selfeff there are many things that i do well 032 051
r33 empathy i feel bad when someone gets their feelings hurt 084 ndash010
r34 empathy i try to understand what other people go through 102 ndash019
r38 empathy i try to understand what other people feel and think 082 001
r35 probSolv When i need help i find someone to talk with 042 040
r27 probSolv i know where to go for help with a problem 028 054
r28 probSolv i try to work out problems by talking or writing about them 041 035
r39 Selfaware there is a purpose to my life 019 063
r40 Selfaware i understand my moods and feelings ndash020 098
r41 Selfaware i understand why i do what i do ndash022 098
r24 goals i have goals and plans for the future 043 032
r25 goals i plan to graduate from high school 079 012
r26 goals i plan to go to college or some other school after high school 069 012
appendix e 151
taBle e106
Secondary rydM internal asset efa results female 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 010 028 001 002
r29 Selfeff i can work out my problems 044 049 ndash008 006 ndash004
r30 Selfeff i can do most things if i try 074 014 ndash002 001 006
r32 Selfeff there are many things that i do well 061 ndash003 011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 001 073 ndash001 011
r34 empathy i try to understand what other people go through ndash003 004 093 ndash003 003
r38 empathy i try to understand what other people feel and think 007 007 072 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash009 060 025 016 ndash003
r27 probSolv i know where to go for help with a problem 004 066 ndash007 011 015
r28 probSolv i try to work out problems by talking or writing about them 003 075 012 ndash010 001
r39 Selfaware there is a purpose to my life 018 007 004 040 026
r40 Selfaware i understand my moods and feelings ndash003 002 002 091 ndash003
r41 Selfaware i understand why i do what i do 004 003 ndash001 082 ndash002
r24 goals i have goals and plans for the future 008 009 ndash005 008 067
r25 goals i plan to graduate from high school ndash004 001 011 000 090
r26 goals i plan to go to college or some other school after high school 003 002 002 ndash007 089
taBle e105
Secondary rydM internal asset efa results female 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 025 008 020
r29 Selfeff i can work out my problems 074 ndash009 010 009
r30 Selfeff i can do most things if i try 049 ndash002 014 032
r32 Selfeff there are many things that i do well 028 009 021 032
r33 empathy i feel bad when someone gets their feelings hurt 001 072 ndash001 013
r34 empathy i try to understand what other people go through 002 092 ndash003 003
r38 empathy i try to understand what other people feel and think 011 071 010 001
r35 probSolv When i need help i find someone to talk with 065 025 010 ndash016
r27 probSolv i know where to go for help with a problem 075 ndash005 007 006
r28 probSolv i try to work out problems by talking or writing about them 085 012 ndash015 ndash008
r39 Selfaware there is a purpose to my life 016 004 042 030
r40 Selfaware i understand my moods and feelings 001 002 092 ndash008
r41 Selfaware i understand why i do what i do 003 ndash001 086 ndash005
r24 goals i have goals and plans for the future 012 ndash005 006 069
r25 goals i plan to graduate from high school ndash006 011 ndash004 094
r26 goals i plan to go to college or some other school after high school 000 002 ndash010 094
152 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e108
Secondary rydM internal asset efa results african american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 018 031 032
r29 Selfeff i can work out my problems 042 023 023
r30 Selfeff i can do most things if i try 029 055 009
r32 Selfeff there are many things that i do well 021 052 016
r33 empathy i feel bad when someone gets their feelings hurt ndash015 007 086
r34 empathy i try to understand what other people go through ndash011 003 095
r38 empathy i try to understand what other people feel and think 000 000 083
r35 probSolv When i need help i find someone to talk with 035 ndash011 057
r27 probSolv i know where to go for help with a problem 034 031 022
r28 probSolv i try to work out problems by talking or writing about them 026 ndash001 052
r39 Selfaware there is a purpose to my life 038 042 011
r40 Selfaware i understand my moods and feelings 092 ndash001 ndash007
r41 Selfaware i understand why i do what i do 090 001 ndash010
r24 goals i have goals and plans for the future 012 076 003
r25 goals i plan to graduate from high school ndash001 098 000
r26 goals i plan to go to college or some other school after high school ndash008 091 007
taBle e107
Secondary rydM internal asset efa results african american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 042 037
r29 Selfeff i can work out my problems 054 030
r30 Selfeff i can do most things if i try 072 016
r32 Selfeff there are many things that i do well 063 021
r33 empathy i feel bad when someone gets their feelings hurt ndash006 084
r34 empathy i try to understand what other people go through ndash007 094
r38 empathy i try to understand what other people feel and think 000 083
r35 probSolv When i need help i find someone to talk with 021 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 020 054
r39 Selfaware there is a purpose to my life 069 017
r40 Selfaware i understand my moods and feelings 080 ndash001
r41 Selfaware i understand why i do what i do 081 ndash004
r24 goals i have goals and plans for the future 083 004
r25 goals i plan to graduate from high school 098 ndash004
r26 goals i plan to go to college or some other school after high school 085 001
appendix e 153
taBle e110
Secondary rydM internal asset efa results african american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 051 018 017 ndash004 005
r29 Selfeff i can work out my problems 046 047 ndash008 010 000
r30 Selfeff i can do most things if i try 057 004 000 009 028
r32 Selfeff there are many things that i do well 044 ndash003 014 009 030
r33 empathy i feel bad when someone gets their feelings hurt ndash001 007 074 ndash005 009
r34 empathy i try to understand what other people go through 001 003 086 001 004
r38 empathy i try to understand what other people feel and think 008 005 074 007 ndash003
r35 probSolv When i need help i find someone to talk with ndash009 059 028 014 ndash002
r27 probSolv i know where to go for help with a problem 009 052 ndash008 009 031
r28 probSolv i try to work out problems by talking or writing about them 006 066 016 ndash007 000
r39 Selfaware there is a purpose to my life 010 ndash003 017 037 037
r40 Selfaware i understand my moods and feelings 006 003 003 084 ndash002
r41 Selfaware i understand why i do what i do ndash003 009 ndash001 079 007
r24 goals i have goals and plans for the future 008 004 004 011 069
r25 goals i plan to graduate from high school 007 002 003 003 088
r26 goals i plan to go to college or some other school after high school ndash005 010 005 ndash005 089
taBle e109
Secondary rydM internal asset efa results african american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 027 012 000
r29 Selfeff i can work out my problems 071 015 ndash009 010
r30 Selfeff i can do most things if i try 034 051 ndash004 012
r32 Selfeff there are many things that i do well 021 049 008 012
r33 empathy i feel bad when someone gets their feelings hurt 006 010 074 ndash005
r34 empathy i try to understand what other people go through 002 007 085 002
r38 empathy i try to understand what other people feel and think 008 003 072 008
r35 probSolv When i need help i find someone to talk with 059 ndash016 030 010
r27 probSolv i know where to go for help with a problem 057 026 ndash004 007
r28 probSolv i try to work out problems by talking or writing about them 075 ndash009 018 ndash009
r39 Selfaware there is a purpose to my life 000 043 016 037
r40 Selfaware i understand my moods and feelings 004 000 003 086
r41 Selfaware i understand why i do what i do 007 006 000 076
r24 goals i have goals and plans for the future 005 074 005 009
r25 goals i plan to graduate from high school ndash002 096 004 000
r26 goals i plan to go to college or some other school after high school 002 088 008 ndash008
154 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e112
Secondary rydM internal asset efa results chinese american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 024 029
r29 Selfeff i can work out my problems 057 006 025
r30 Selfeff i can do most things if i try 053 ndash001 039
r32 Selfeff there are many things that i do well 054 ndash006 038
r33 empathy i feel bad when someone gets their feelings hurt ndash010 075 016
r34 empathy i try to understand what other people go through ndash013 100 004
r38 empathy i try to understand what other people feel and think 009 085 ndash007
r35 probSolv When i need help i find someone to talk with 045 048 ndash012
r27 probSolv i know where to go for help with a problem 054 015 016
r28 probSolv i try to work out problems by talking or writing about them 041 045 ndash004
r39 Selfaware there is a purpose to my life 075 ndash003 009
r40 Selfaware i understand my moods and feelings 101 ndash003 ndash023
r41 Selfaware i understand why i do what i do 099 ndash007 ndash017
r24 goals i have goals and plans for the future 042 000 037
r25 goals i plan to graduate from high school ndash016 004 101
r26 goals i plan to go to college or some other school after high school ndash009 000 096
taBle e111
Secondary rydM internal asset efa results chinese american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 039
r29 Selfeff i can work out my problems 059 026
r30 Selfeff i can do most things if i try 064 022
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash005 080
r34 empathy i try to understand what other people go through ndash019 104
r38 empathy i try to understand what other people feel and think ndash008 091
r35 probSolv When i need help i find someone to talk with 024 057
r27 probSolv i know where to go for help with a problem 052 030
r28 probSolv i try to work out problems by talking or writing about them 025 056
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 080 003
r41 Selfaware i understand why i do what i do 082 000
r24 goals i have goals and plans for the future 060 013
r25 goals i plan to graduate from high school 100 ndash022
r26 goals i plan to go to college or some other school after high school 096 ndash021
appendix e 155
taBle e114
Secondary rydM internal asset efa results chinese american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 058 023 002 ndash001 002
r29 Selfeff i can work out my problems 065 ndash001 022 009 ndash008
r30 Selfeff i can do most things if i try 085 000 ndash002 004 002
r32 Selfeff there are many things that i do well 063 ndash003 ndash002 015 012
r33 empathy i feel bad when someone gets their feelings hurt 004 065 010 ndash007 017
r34 empathy i try to understand what other people go through 000 091 002 001 006
r38 empathy i try to understand what other people feel and think 002 077 005 016 ndash006
r35 probSolv When i need help i find someone to talk with ndash005 020 067 011 ndash007
r27 probSolv i know where to go for help with a problem 021 ndash010 054 011 012
r28 probSolv i try to work out problems by talking or writing about them 007 012 083 ndash009 ndash008
r39 Selfaware there is a purpose to my life 010 ndash002 008 056 018
r40 Selfaware i understand my moods and feelings 002 008 ndash005 093 ndash009
r41 Selfaware i understand why i do what i do 009 002 000 081 ndash003
r24 goals i have goals and plans for the future 006 ndash007 021 023 044
r25 goals i plan to graduate from high school 001 010 ndash011 ndash002 096
r26 goals i plan to go to college or some other school after high school 002 000 002 ndash006 092
taBle e113
Secondary rydM internal asset efa results chinese american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 014 ndash001 020
r29 Selfeff i can work out my problems 074 ndash006 009 007
r30 Selfeff i can do most things if i try 073 ndash011 004 024
r32 Selfeff there are many things that i do well 057 ndash012 013 026
r33 empathy i feel bad when someone gets their feelings hurt 011 066 ndash008 019
r34 empathy i try to understand what other people go through ndash002 090 001 014
r38 empathy i try to understand what other people feel and think 003 076 015 003
r35 probSolv When i need help i find someone to talk with 060 034 009 ndash025
r27 probSolv i know where to go for help with a problem 068 003 011 000
r28 probSolv i try to work out problems by talking or writing about them 079 028 ndash007 ndash025
r39 Selfaware there is a purpose to my life 022 001 054 014
r40 Selfaware i understand my moods and feelings 001 007 090 ndash008
r41 Selfaware i understand why i do what i do 011 001 079 ndash003
r24 goals i have goals and plans for the future 029 001 022 033
r25 goals i plan to graduate from high school ndash010 013 ndash002 098
r26 goals i plan to go to college or some other school after high school 006 006 ndash004 085
156 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e116
Secondary rydM internal asset efa results Mexican american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 025 022
r29 Selfeff i can work out my problems 051 012 019
r30 Selfeff i can do most things if i try 046 009 037
r32 Selfeff there are many things that i do well 045 008 031
r33 empathy i feel bad when someone gets their feelings hurt ndash013 089 005
r34 empathy i try to understand what other people go through ndash013 099 002
r38 empathy i try to understand what other people feel and think 014 075 ndash001
r35 probSolv When i need help i find someone to talk with 034 058 ndash008
r27 probSolv i know where to go for help with a problem 039 029 017
r28 probSolv i try to work out problems by talking or writing about them 028 051 001
r39 Selfaware there is a purpose to my life 052 006 029
r40 Selfaware i understand my moods and feelings 096 ndash005 ndash009
r41 Selfaware i understand why i do what i do 098 ndash010 ndash011
r24 goals i have goals and plans for the future 017 ndash001 071
r25 goals i plan to graduate from high school ndash004 000 096
r26 goals i plan to go to college or some other school after high school ndash012 004 093
taBle e115
Secondary rydM internal asset efa results Mexican american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 034
r29 Selfeff i can work out my problems 055 025
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 061 020
r33 empathy i feel bad when someone gets their feelings hurt ndash010 089
r34 empathy i try to understand what other people go through ndash012 099
r38 empathy i try to understand what other people feel and think 007 080
r35 probSolv When i need help i find someone to talk with 018 065
r27 probSolv i know where to go for help with a problem 044 038
r28 probSolv i try to work out problems by talking or writing about them 020 059
r39 Selfaware there is a purpose to my life 066 017
r40 Selfaware i understand my moods and feelings 071 012
r41 Selfaware i understand why i do what i do 071 008
r24 goals i have goals and plans for the future 081 ndash002
r25 goals i plan to graduate from high school 099 ndash016
r26 goals i plan to go to college or some other school after high school 088 ndash012
appendix e 157
taBle e118
Secondary rydM internal asset efa results Mexican american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 018 006 003 002
r29 Selfeff i can work out my problems 056 ndash008 031 008 ndash003
r30 Selfeff i can do most things if i try 078 001 005 ndash001 010
r32 Selfeff there are many things that i do well 060 009 ndash007 014 011
r33 empathy i feel bad when someone gets their feelings hurt ndash002 079 005 ndash002 007
r34 empathy i try to understand what other people go through 004 091 000 ndash003 003
r38 empathy i try to understand what other people feel and think 010 065 010 012 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 029 059 014 ndash003
r27 probSolv i know where to go for help with a problem 012 ndash007 065 005 015
r28 probSolv i try to work out problems by talking or writing about them 008 016 070 ndash007 ndash002
r39 Selfaware there is a purpose to my life 017 007 005 038 027
r40 Selfaware i understand my moods and feelings ndash003 001 006 087 002
r41 Selfaware i understand why i do what i do 010 000 ndash001 079 ndash002
r24 goals i have goals and plans for the future 016 ndash002 007 008 063
r25 goals i plan to graduate from high school 002 005 ndash003 004 089
r26 goals i plan to go to college or some other school after high school ndash001 003 006 ndash006 088
taBle e117
Secondary rydM internal asset efa results Mexican american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 038 012 017 018
r29 Selfeff i can work out my problems 064 ndash010 018 009
r30 Selfeff i can do most things if i try 050 ndash007 019 030
r32 Selfeff there are many things that i do well 031 001 028 027
r33 empathy i feel bad when someone gets their feelings hurt 005 076 ndash001 009
r34 empathy i try to understand what other people go through 002 086 001 008
r38 empathy i try to understand what other people feel and think 017 062 016 002
r35 probSolv When i need help i find someone to talk with 061 034 006 ndash015
r27 probSolv i know where to go for help with a problem 073 001 000 009
r28 probSolv i try to work out problems by talking or writing about them 082 021 ndash014 ndash010
r39 Selfaware there is a purpose to my life 013 007 042 030
r40 Selfaware i understand my moods and feelings 002 006 085 ndash003
r41 Selfaware i understand why i do what i do ndash002 002 090 ndash005
r24 goals i have goals and plans for the future 013 ndash001 008 068
r25 goals i plan to graduate from high school ndash008 007 001 095
r26 goals i plan to go to college or some other school after high school 002 006 ndash011 090
158 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e120
Secondary rydM internal asset efa results White 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 028 031
r29 Selfeff i can work out my problems 055 021 010
r30 Selfeff i can do most things if i try 046 047 ndash004
r32 Selfeff there are many things that i do well 038 049 000
r33 empathy i feel bad when someone gets their feelings hurt ndash011 017 077
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 000 000 088
r35 probSolv When i need help i find someone to talk with 038 ndash011 060
r27 probSolv i know where to go for help with a problem 049 020 020
r28 probSolv i try to work out problems by talking or writing about them 029 ndash006 058
r39 Selfaware there is a purpose to my life 060 026 001
r40 Selfaware i understand my moods and feelings 101 ndash015 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash008
r24 goals i have goals and plans for the future 015 062 005
r25 goals i plan to graduate from high school ndash012 102 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 088 010
taBle e119
Secondary rydM internal asset efa results White 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 039
r29 Selfeff i can work out my problems 067 014
r30 Selfeff i can do most things if i try 073 010
r32 Selfeff there are many things that i do well 066 014
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash018 106
r38 empathy i try to understand what other people feel and think ndash004 090
r35 probSolv When i need help i find someone to talk with 029 056
r27 probSolv i know where to go for help with a problem 060 023
r28 probSolv i try to work out problems by talking or writing about them 023 057
r39 Selfaware there is a purpose to my life 075 005
r40 Selfaware i understand my moods and feelings 098 ndash022
r41 Selfaware i understand why i do what i do 097 ndash023
r24 goals i have goals and plans for the future 053 024
r25 goals i plan to graduate from high school 055 033
r26 goals i plan to go to college or some other school after high school 048 036
appendix e 159
taBle e122
Secondary rydM internal asset efa results White 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 048 027 012 ndash001 002
r29 Selfeff i can work out my problems 052 ndash007 037 013 ndash007
r30 Selfeff i can do most things if i try 084 ndash003 002 003 006
r32 Selfeff there are many things that i do well 064 010 ndash012 011 016
r33 empathy i feel bad when someone gets their feelings hurt ndash002 069 007 ndash001 018
r34 empathy i try to understand what other people go through 003 095 002 ndash002 ndash001
r38 empathy i try to understand what other people feel and think 002 079 007 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash006 026 066 010 ndash003
r27 probSolv i know where to go for help with a problem 016 ndash013 057 014 019
r28 probSolv i try to work out problems by talking or writing about them ndash001 019 076 ndash008 000
r39 Selfaware there is a purpose to my life 015 004 002 049 024
r40 Selfaware i understand my moods and feelings 004 003 001 090 ndash008
r41 Selfaware i understand why i do what i do ndash002 000 002 086 000
r24 goals i have goals and plans for the future 005 000 009 011 061
r25 goals i plan to graduate from high school 011 002 ndash006 ndash003 090
r26 goals i plan to go to college or some other school after high school ndash005 005 007 ndash005 090
taBle e121
Secondary rydM internal asset efa results White 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 019 010
r29 Selfeff i can work out my problems 059 014 ndash011 022
r30 Selfeff i can do most things if i try 038 043 ndash014 021
r32 Selfeff there are many things that i do well 020 047 ndash003 024
r33 empathy i feel bad when someone gets their feelings hurt 007 020 066 ndash001
r34 empathy i try to understand what other people go through 004 008 088 002
r38 empathy i try to understand what other people feel and think 009 003 075 012
r35 probSolv When i need help i find someone to talk with 071 ndash017 030 004
r27 probSolv i know where to go for help with a problem 063 015 ndash005 013
r28 probSolv i try to work out problems by talking or writing about them 082 ndash012 025 ndash014
r39 Selfaware there is a purpose to my life 006 027 005 052
r40 Selfaware i understand my moods and feelings ndash002 ndash012 006 097
r41 Selfaware i understand why i do what i do ndash002 ndash005 004 089
r24 goals i have goals and plans for the future 008 063 005 008
r25 goals i plan to graduate from high school ndash013 103 006 ndash007
r26 goals i plan to go to college or some other school after high school ndash002 089 012 ndash012
160 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e123
elementary rydM internal assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0068 0082 0104 0129 0066 0092 0070 0090
2 factor 0023 0044 0062 0049 0044 0077 0041 0048
3 factor 0000 0008 0000 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le006)
RMSR = Root Mean Square Error (recommended value le005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e124a
elementary rydM internal asset efa results Main Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 070
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 059
41 goalsasp do you try to do your best 058
42 goalsasp do you have goals and plans for the future 029
16 goalsasp do you plan to go to college after high school 022
taBle e124B
elementary rydM internal asset efa results validation Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 076
39 probSolv do you know where to go to get help with a problem 047
40 probSolv do you try to work out your problems by talkingwriting 052
41 goalsasp do you try to do your best 057
42 goalsasp do you have goals and plans for the future 033
16 goalsasp do you plan to go to college after high school 029
appendix e 161
taBle e125B
elementary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probSolv do you know where to go to get help with a problem 020 042
40 probSolv do you try to work out your problems by talkingwriting 038 022
41 goalsasp do you try to do your best 034 036
42 goalsasp do you have goals and plans for the future ndash017 076
16 goalsasp do you plan to go to college after high school ndash008 056
taBle e125a
elementary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probSolv do you know where to go to get help with a problem ndash006 063
40 probSolv do you try to work out your problems by talkingwriting 031 036
41 goalsasp do you try to do your best 017 052
42 goalsasp do you have goals and plans for the future ndash003 038
16 goalsasp do you plan to go to college after high school ndash007 034
taBle e126
elementary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 077 004 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash009 ndash004
39 probSolv do you know where to go to get help with a problem ndash010 ndash006 082
40 probSolv do you try to work out your problems by talkingwriting 040 006 022
41 goalsasp do you try to do your best 029 008 034
42 goalsasp do you have goals and plans for the future ndash004 082 ndash005
16 goalsasp do you plan to go to college after high school ndash001 043 003
162 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e127
elementary rydM internal asset efa results Males 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072
38 empathy do you feel bad when someone gets their feelings hurt 069
39 probSolv do you know where to go to get help with a problem 045
40 probSolv do you try to work out your problems by talkingwriting 062
41 goalsasp do you try to do your best 061
42 goalsasp do you have goals and plans for the future 032
16 goalsasp do you plan to go to college after high school 027
taBle e128
elementary rydM internal asset efa results Males 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072 006
38 empathy do you feel bad when someone gets their feelings hurt 072 001
39 probSolv do you know where to go to get help with a problem 002 057
40 probSolv do you try to work out your problems by talkingwriting 044 025
41 goalsasp do you try to do your best 019 057
42 goalsasp do you have goals and plans for the future ndash007 048
16 goalsasp do you plan to go to college after high school ndash007 042
taBle e129
elementary rydM internal asset efa results Males 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 006 ndash002
38 empathy do you feel bad when someone gets their feelings hurt 070 ndash005 005
39 probSolv do you know where to go to get help with a problem ndash002 000 058
40 probSolv do you try to work out your problems by talkingwriting 043 001 025
41 goalsasp do you try to do your best 008 ndash009 072
42 goalsasp do you have goals and plans for the future ndash004 025 032
16 goalsasp do you plan to go to college after high school 001 097 ndash006
appendix e 163
taBle e130
elementary rydM internal asset efa results females 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 061
38 empathy do you feel bad when someone gets their feelings hurt 068
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 051
41 goalsasp do you try to do your best 053
42 goalsasp do you have goals and plans for the future 023
16 goalsasp do you plan to go to college after high school 015
taBle e131
elementary rydM internal asset efa results females 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 070 000
39 probSolv do you know where to go to get help with a problem ndash017 082
40 probSolv do you try to work out your problems by talkingwriting 020 040
41 goalsasp do you try to do your best 025 035
42 goalsasp do you have goals and plans for the future 010 016
16 goalsasp do you plan to go to college after high school 007 009
taBle e132
elementary rydM internal asset efa results females 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069 003 ndash010
38 empathy do you feel bad when someone gets their feelings hurt 081 ndash011 ndash007
39 probSolv do you know where to go to get help with a problem ndash010 ndash004 097
40 probSolv do you try to work out your problems by talkingwriting 029 012 025
41 goalsasp do you try to do your best 035 004 022
42 goalsasp do you have goals and plans for the future ndash007 107 ndash003
16 goalsasp do you plan to go to college after high school 004 031 ndash002
164 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Notes
Staff from WestEdrsquos Health and Human 1 Development Program (HHDP) originally developed the resilience and youth develop-ment module between 1998 and 2000 Within WestEd HHDP is a distinct program from REL West The authors of this report were not involved in the development of the module
The secondary school module was origi-2 nally designed to measure 11 environmental and 6 internal resilience assets REL Westrsquos analyses suggested that some of the environ-mental asset measures could be combined to make more general measures reducing the measures assessed from 11 to 8 In addition two of the original six measures of internal resilience assets were dropped because of inadequate psychometric properties
In 2001 a school connectedness scale derived 3 from the National Adolescent Health Survey was added to the module because it was found to be predictive of low risk behavior and positive educational outcomes The admin-istration of the part of the instrument that includes this measure has been required since 2003 This measure was not included in the analysis however because it was not part of the original RYDM framework
See 4 httpwwwwestedorgchkspdfrydm_aggregatepdf for a sample RYDM state-level report (accessed September 19 2007)
Analyses of the secondary school envi-5 ronmental asset items revealed that the instrument measures 8 of the 11 assets that the instrument was originally designed to measure Within the school community and home domains the items designed to measure adult high expectations messages and caring relationships with adults actually measure a single dimensionmdashsupportive relationships Combining the high expectations and caring relationships items reduces the number of constructs assessed from 11 to 8 Moreover of the six internal asset constructs that the
module was designed to measure only four could be measured validly
These numerical discrepancies came about 6 because the school and community asset sections of the RYDM are required while the other sections of the RYDM are not
Mutheacutenrsquos WLSMV estimator was used to 7 obtain model estimates This estimator uses the diagonal of the weight matrix to obtain parameter estimates and the full weight ma-trix to obtain standard errors and measures of model fit (Mutheacuten duToit amp Spisic 1997)
The model assumes invariant-factor load-8 ings measurement intercepts and residual variancescovariance
Please see appendix C for more details on the 9 EFA model selection process
See tables E14 E20 E26 E32 E38 E44 E50 10 E56 and E62 in appendix E
See appendix C for a description of the CFA 11 model selection process
The factor loadings and factor correlations 12 estimated from the main and validation samples were nearly identical
EFA goodness-of-fit information for analyses 13 of demographic subgroups is presented in ap-pendix tables E1ndashE3
See tables E14 E20 E26 E32 E38 E44 E50 14 E56 and E62 in appendix E
The fit indices for models 3a and 3b differ be-15 cause the latter model includes covariates for student grade gender and raceethnicity
The elementary survey does not include ques-16 tions about student raceethnicity nor is it ad-ministered to students in more than one grade
These 40 assets are assessed from 92 of the 17 questions on the inventory
The breadth of domain coverage of the RYDM 18 in combination with its brevity is its weak-ness With few items per scale reliability may be compromised
references 165
RefeReNces
Akey T (2006) School content student attitudes and behavior and academic achievement An exploratory analysis New York Manpower Demonstration Re-search Corporation
Arthur M W Hawkins J D Pollard J A Catalano R F amp Baglioni A J (2002) Measuring risk and protec-tive factors for substance use delinquency and other adolescent problem behaviors Evaluation Review 26(6) 575ndash601
Battistich V (2003) Effects of a school-based program to enhance prosocial development on childrenrsquos peer relations and social adjustment Journal of Research in Character Education 1(1) 1ndash17
Battistich V Schaps E amp Wilson N (2004) Effects of an elementary school intervention on studentsrsquo ldquocon-nectednessrdquo to school and social adjustment during middle school Journal of Primary Prevention 24(3) 243ndash261
Battistich V Schaps E Watson M Solomon D amp Lewis C (2000) Effects of the child development project on studentsrsquo drug use and other problem behaviors Jour-nal of Primary Prevention 21(1) 75ndash99
Bedrisk E J amp Breslin F C (1996) Estimating the polyserial correlation coefficient Psychometrika 61(3) 427ndash443
Benard B (1991) Protective factors in the family school and community Portland OR Western Center for Drug-Free Schools and Communities
Benard B (1995) Fostering resilience in children (Report No EDO-PS-95-9) Champaign IL ERIC Clearing-house on Elementary and Childhood Education
Benard B (2004) Resiliency What have we learned San Francisco WestEd
Bensen P L (1990) The troubled journey A portrait of 6thndash12th grade youth Minneapolis MN Search Institute
Beyers J M Toumbourou J W Catalano R F Arthur M W amp Hawkins J D (2004) A cross-national com-parison of risk and protective factors for adolescent substance use The United States and Australia Journal of Adolescent Health 35 3ndash16
Cohen J (1988) Statistical power analysis for the behavioral sciences Hillsdale NJ Lawrence Erlbaum Associates
Colarossi L amp Eccles J S (2000) A prospective study of adolescentsrsquo peer support Gender differences and the influence on parental relationships Journal of Youth and Adolescence 29 661ndash678
Constantine N Benard B amp Diaz M (1999 June) Mea-suring protective factors and resilience traits in youth The healthy kids resilience assessment Paper presented at the Seventh Annual Meeting of the Society for Pre-vention Research New Orleans LA
Covell K MacIntrye P amp Wall J (1999) Implications of social supports for adolescentsrsquo education and career aspirations Canadian Journal of Behavioural Science 31(2) 63ndash72
Crosnoe R Johnson M K amp Elder G H (2004) Inter-generational bonding in school The behavior and contextual correlates of student-teacher relationships Sociology of Education 77 60ndash81
Eisenberg N amp Lennon R (1983) Sex differences in empathy and related capacities Psychological Bulletin 94 100ndash131
Frey C U amp Roumlthlisberger C (1996) Social support in healthy adolescents Journal of Youth and Adolescence 25 17ndash31
Gresham F M amp Elliott S N (1990) Social Skills Rat-ing System (SSRS) Bloomington MN Pearson Assessments
Hawkins J D Catalano R F amp Miller J Y (1992) Risk and protective factors for alcohol and other drug prob-lems in adolescent and early adulthood Implications for substance abuse prevention Psychological Bulletin 112(1) 64ndash105
166 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Hjemda O Friborg O Stiles T C Martinussen M amp Rosenvinge J H (2006) A new scale for adolescent resilience Grasping the central protective resources behind healthy development Measurement and Evalu-ation in Counseling and Development 39 84ndash96
Hu L amp Bentler P M (1999) Cutoff criteria for fit indexes in covariance structure analysis Conventional criteria versus new alternatives Structural Equation Modeling 6(1) 1ndash55
Klein J D Sabaratnam P Auerbach M M Smith S M Kodjo C Lewis C Ryan S amp Dandino C (2006) Development and factor structure of a brief instrument to assess the impact of community programs on posi-tive youth development The Rochester evaluation of asset development for youth (READY) tool Journal of Adolescent Health 39 252ndash260
Little R J amp Rubin D B (2002) Statistical analysis with missing data (2nd ed) New York John Wiley amp Sons
Long S (1983) Covariance structure models An introduc-tion to LISREL Newbury Park Sage
MacCallum R C (1995) Model specification Procedures strategies and related issues In R H Hoyle (Ed) Structural equation modeling Concepts issues and ap-plications (pp 16ndash36) Thousand Oaks CA Sage
Masten A (2001) Ordinary magic Resilience processes in development American Psychologist 56 227ndash238
Masten A amp Coatsworth D (1998) The development of competence in favorable and unfavorable environ-ments Lessons from research on successful children American Psychologist 53 205ndash220
Mutheacuten B O (1984) A general structural equation model with dichotomous ordered categorical and con-tinuous latent variable indicators Psychometrica 49 115ndash132
Mutheacuten B O (1987) Liscomp An analysis of linear struc-tural relations using a comprehensive measurement model Mooresville IN Scientific Software
Mutheacuten B O du Toit S H C amp Spisic D (1997) Robust inference using weighted least squares and quadratic estimating equations in latent variable modeling with categorical and continuous outcomes Unpublished manuscript University of California Los Angeles
Mutheacuten L K amp Mutheacuten B O (2006) Mplus userrsquos guide Fourth edition Los Angeles Mutheacuten amp Mutheacuten
Nunnally J C (1978) Psychometric theory New York McGraw-Hill
Oman R F Vesely S K McLeroy K R Harris-Wyatt V Aspy C B Rodin S amp Marshall L (2002) Reliability and validity of the Youth Asset Survey (YAS) Journal of Adolescent Health 31 247ndash55
Price J H Dake J A amp Kucharewski R (2002) Assessing assets in racially diverse inner-city youths Psycho-metric properties of the Search Institute asset ques-tionnaire Family and Community Health 25 1ndash9
Resnick M Bearman P Blum R Bauman K Harris K Jones J Tabor J Beuring T Sieving R Shew M Ireland M Bearinger L amp Udry J (1997) Protecting adolescents from harm Findings from the National Longitudinal Study on Adolescent Health Journal of the American Medical Association 278 823ndash832
Rutter M (1987) Psychosocial resilience and protective mechanisms American Journal of Orthopsychiatry 57 316ndash331
Satorra A (2000) Scaled and adjusted restricted tests in multi-sample analysis of moment structures In R D H Heijmans D S G Pollock amp A Satorra (Eds) Innovations in multivariate statistical analysis A Festschrift for Heinz Neudecker (pp 233ndash247) London Kluwer Academic Publishers
Satorra A amp Bentler P M (1999) A scaled difference chi-square test statistics for moment structure analysis (Technical report) Los Angeles University of Califor-nia Los Angeles
references 167
Springer J F amp Philips J L (1995) Individual protective factors index A measure of adolescent resiliency Fol-som CA EMT Associates
Wagnild G M amp Young H M (1993) Development and psychometric evaluation of the Resilience Scale Jour-nal of Nursing Measurement 1 165ndash178
Werner E amp Smith R (1982) Vulnerable but invincible A longitudinal study of resilient children and youth New York McGraw Hill
Werner E amp Smith R (1992) Overcoming the odds High-risk children from birth to adulthood New York Cornell University Press
WestEd (2002) Resilience and youth development module Aggregated California datamdashfall 1999 to spring 2002 Los Alamitos CA Author
Yu C Y amp Mutheacuten B O (2001) Evaluation of model fit indices for latent variable models with categorical and continuous outcomes (Technical report) Los Angeles University of California Los Angeles Graduate School of Education and Information Studies
- Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
- Summary
- Table of contents
- Why this study
- Developing a risk and resilience assessment tool
- The Healthy Kids Surveymdashassessing risk and protective factors
- Box 1 Specifications of the Healthy Kids Survey
- The resilience and youth development modulemdashassessing the other side of risk
- Figure 1 Conceptual model for the resilience and youth development module
- Table 1 Items on the secondary school resilience and youth development module by construct 200607
- Table 2 Elementary school resilience and youth development module items by construct 200607
- Evaluating the psychometric properties of the resilience and youth development module
- Box 2 Data and analytic strategies
- Results of the analysis of the secondary school module
- Results of the analysis of the elementary school module
- Recommendations
- Table 3 Recommended measures of environmental resilience assets among secondary school students
- Table 4 Recommended measures of internal resilience assets among secondary school students
- Table 5 Recommended measures of environmental and internal resilience assets among elementary school students
- Secondary school environmental resilience assets
- Secondary school internal resilience assets
- Elementary school environmental and internal assets
- Appendix A Analytic strategy
- Table A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module
- Figure A1 Hypothetical example of MIMIC approach for testing for measurement equivalence
- Appendix B Results
- Table B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
- Table B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
- Table B3 Final secondary school environmental assets model main sample
- Table B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model
- Table B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
- Table B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
- Table B7 Final elementary school environmental resilience assets model main sample
- Table B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
- Table B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
- Table B10 Final secondary school internal resilience assets model main sample
- Table B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
- Table B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
- Table B13 Final elementary school internal resilience asset model main sample
- Table B14 Secondary school internal consistency reliability coefficients by demographic subgroup
- Table B15 Elementary school internal consistency reliability coefficients by gender
- Table B16 Test-retest reliability of secondary school environmental resilience asset constructs and items
- Table B17 Test-retest reliability of secondary school internal resilience asset constructs and items
- Table B18 Test-retest reliability of elementary school resilience asset constructs and items
- Table B19 Secondary school subscale means by demographic subgroup
- Table B20 Elementary school subscale means by gender
- Table B21 Correlations between secondary school environmental resilience assets and criterion variables
- Table B22 Correlations between secondary school internal resilience assets and criterion variables
- Table B23 Correlations between elementary school resilience assets and criterion variables
- Table B24 Current and recommended measures of environmental resilience assets among secondary school students
- Table B25 Current and recommended measures of internal resilience assets among secondary school students
- Table B26 Current and recommended measures of environmental resilience assets among elementary school students
- Table B27 Current and recommended measurement of internal resilience assets among elementary school students
- Appendix C Results and model selection details
- Table C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Figure C1 Secondary environmental resilience asset scree plot total analytic samples
- Table C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Figure C2 Elementary school environmental resilience asset scree plot total analytic samples
- Table C3 Measurement intercept differences for environmental resilience assets secondary school sample
- Table C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C6 Gender measurement intercept differences for environmental resilience assets elementary school sample
- Figure C3 Secondary school internal resilience asset scree plot total analytic samples
- Table C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C9 Measurement intercept differences for internal resilience assets secondary school sample
- Figure C4 Elementary school internal resilience asset scree plot total analytic samples
- Table C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Appendix D Other assessments of resilience and related factors
- Appendix E Detailed tables
- Table E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E3 Environmental Assets African American Chinese American Mexican American and White
- Table E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution
- Table E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution
- Table E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution
- Table E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution
- Table E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution
- Table E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution
- Table E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution
- Table E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution
- Table E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution
- Table E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution
- Table E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution
- Table E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution
- Table E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution
- Table E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution
- Table E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution
- Table E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution
- Table E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution
- Table E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution
- Table E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution
- Table E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution
- Table E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution
- Table E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution
- Table E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution
- Table E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution
- Table E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution
- Table E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution
- Table E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution
- Table E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution
- Table E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution
- Table E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution
- Table E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution
- Table E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution
- Table E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution
- Table E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution
- Table E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution
- Table E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution
- Table E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution
- Table E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution
- Table E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution
- Table E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution
- Table E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution
- Table E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution
- Table E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution
- Table E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution
- Table E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution
- Table E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution
- Table E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution
- Table E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution
- Table E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution
- Table E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution
- Table E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution
- Table E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution
- Table E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution
- Table E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution
- Table E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution
- Table E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution
- Table E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution
- Table E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution
- Table E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution
- Table E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution
- Table E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution
- Table E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution
- Table E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information
- Table E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution
- Table E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution
- Table E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution
- Table E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution
- Table E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution
- Table E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution
- Table E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution
- Table E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution
- Table E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution
- Table E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E82 Environmental Assets African American Chinese American Mexican American and White
- Table E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model
- Table E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model
- Table E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model
- Table E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model
- Table E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model
- Table E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model
- Table E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model
- Table E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model
- Table E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model
- Table E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model
- Table E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model
- Table E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model
- Table E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model
- Table E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model
- Table E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model
- Table E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model
- Table E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model
- Table E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model
- Table E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model
- Table E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model
- Table E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model
- Table E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model
- Table E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model
- Table E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model
- Table E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model
- Table E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model
- Table E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model
- Table E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model
- Table E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model
- Table E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model
- Table E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model
- Table E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model
- Table E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model
- Table E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model
- Table E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model
- Table E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model
- Table E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model
- Table E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model
- Table E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model
- Table E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model
- Table E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models
- Table E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model
- Table E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model
- Table E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model
- Table E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model
- Table E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model
- Table E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model
- Table E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model
- Table E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model
- Notes
- References
Measuring resilience and youth development the psychometric
properties of the Healthy Kids Survey
September 2007
Prepared by
Thomas L Hanson Regional Educational Laboratory West
Jin-Ok Kim Regional Educational Laboratory West
I S S U E SampANSWERS R E L 2 0 0 7 ndash N o 0 3 4
U S D e p a r t m e n t o f E d u c a t i o n
At WestEd
Issues amp Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-tional laboratories on current education issues of importance at local state and regional levels Fast Response Project topics change to reflect new issues as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities businesses parents families and youth All Issues amp Answers reports meet Institute of Education Sciences standards for scientifically valid research
September 2007
This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0014 by Regional Edu-cational Laboratory West administered by WestEd The content of the publication does not necessarily reflect the views or policies of IES or the US Department of Education nor does mention of trade names commercial products or organiza-tions imply endorsement by the US Government
This report is in the public domain While permission to reprint this publication is not necessary it should be cited as
Hanson T L amp Kim J O (2007) Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey (Issues amp Answers Report REL 2007ndashNo 034) Washington DC US Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance Regional Educational Laboratory West Retrieved from httpiesedgovnceeedlabs
This report is available on the regional educational laboratory web site at httpiesedgovnceeedlabs
WA
OR
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CA
UT
AZ
WY
ND
SD
NE
KSCO
NM
TX
OK
CO
AR
LA
MS AL GA
SC
NC
VAWV
KY
TN
PA
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At WestEd
iii
Summary
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school envi-ronment to promote academic resilience
The Healthy Kids Survey (HKS) is a compre-hensive student self-report tool for monitoring the school environment and student health risks This report focuses on one module of the survey the resilience and youth development module (RYDM) which assesses environmen-tal and internal assets associated with posi-tive youth development and school success Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills
A part of the resilience and youth development module is administered to 600000 students in California every year School districts and schools which receive both single-year prevalence data and trend data gathered by the module use the data to evaluate their local programs and guide decisionmaking The Healthy Kids Survey and the resilience and youth development module were designed as an
epidemiological surveillance tool to track ag-gregate levels of health risk and resilience The module increasingly is being used in evaluation work to assess student-level changes over time
However widespread use of the module particularly for evaluation may be premature The psychometric properties of specific scales assessed by the elementary school module have yet to be established The secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since undergone several modifications however and must be re-validated Moreover measurement equivalence across different grades males and females and racial and ethnic groups has never been exam-ined Given Californiarsquos diversity demonstrat-ing the cultural appropriateness of the module for different racial and ethnic groups is critical
Using HKS data processed for school districts by WestEdrsquos Health and Human Development Program Regional Educational Laboratory West analyzed the modulersquos psychometric properties This report describes the results of this analysis provides recommendations on the proper use of the instrument and suggests modifications to the module
For the secondary school module the results are consistent with the instrumentrsquos current
Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
iv Summary
use as an epidemiological tool and with its conceptual foundation It provides compre-hensive and balanced coverage of eight envi-ronmental resilience assets and four internal resilience assets its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The secondary school RYDM scales ex-hibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary
school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reliably assess only two environmental as-sets and one internal asset Most of the scales measured by the elementary school instru-ment have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
September 2007
v
Table of conTenTS
Why this study 1
Developing a risk and resilience assessment tool 2The Healthy Kids Surveymdashassessing risk and protective factors 2The resilience and youth development modulemdashassessing the other side of risk 4
Evaluating the psychometric properties of the resilience and youth development module 8Results of the analysis of the secondary school module 10Results of the analysis of the elementary school module 11
Recommendations 12Secondary school environmental resilience assets 12Secondary school internal resilience assets 12Elementary school environmental and internal assets 13
Appendix A Analytic strategy 15
Appendix B Results 21
Appendix C Results and model selection details 44
Appendix D Other assessments of resilience and related factors 53
Appendix E Detailed tables 55
Notes 164
References 165
Boxes
1 Specifications of the Healthy Kids Survey 3
2 Data and analytic strategies 9
Figures
1 Conceptual model for the resilience and youth development module 5
A1 Hypothetical example of MIMIC approach for testing for measurement equivalence 18
C1 Secondary environmental resilience asset scree plot total analytic samples 44
C2 Elementary school environmental resilience asset scree plot total analytic samples 46
C3 Secondary school internal resilience asset scree plot total analytic samples 50
C4 Elementary school internal resilience asset scree plot total analytic samples 52
Tables
1 Items on the secondary school resilience and youth development module by construct 200607 6
2 Elementary school resilience and youth development module items by construct 200607 8
3 Recommended measures of environmental resilience assets among secondary school students 13
4 Recommended measures of internal resilience assets among secondary school students 14
vi
5 Recommended measures of environmental and internal resilience assets among elementary school students 14
A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module 16
B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution 22
B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution 23
B3 Final secondary school environmental assets model main sample 24
B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model 25
B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution 25
B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution 26
B7 Final elementary school environmental resilience assets model main sample 27
B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model 28
B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model 29
B10 Final secondary school internal resilience assets model main sample 30
B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model 30
B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model 31
B13 Final elementary school internal resilience asset model main sample 31
B14 Secondary school internal consistency reliability coefficients by demographic subgroup 32
B15 Elementary school internal consistency reliability coefficients by gender 32
B16 Test-retest reliability of secondary school environmental resilience asset constructs and items 33
B17 Test-retest reliability of secondary school internal resilience asset constructs and items 34
B18 Test-retest reliability of elementary school resilience asset constructs and items 35
B19 Secondary school subscale means by demographic subgroup 36
B20 Elementary school subscale means by gender 37
B21 Correlations between secondary school environmental resilience assets and criterion variables 38
B22 Correlations between secondary school internal resilience assets and criterion variables 39
vii
B23 Correlations between elementary school resilience assets and criterion variables 40
B24 Current and recommended measures of environmental resilience assets among secondary school students 41
B25 Current and recommended measures of internal resilience assets among secondary school students 42
B26 Current and recommended measures of environmental resilience assets among elementary school students 43
B27 Current and recommended measurement of internal resilience assets among elementary school students 43
C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 44
C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 46
C3 Measurement intercept differences for environmental resilience assets secondary school sample 47
C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 48
C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 49
C6 Gender measurement intercept differences for environmental resilience assets elementary school sample 49
C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 50
C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 51
C9 Measurement intercept differences for internal resilience assets secondary school sample 51
C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 52
Why thiS Study 1
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience
WHy THiS STudy
As improvements to curriculum and instruction raise academic standards researchers are look-ing more and more at what factors account for the varied influence of these improvements Most have focused on risk factors for academic failure such as poverty or racial and cultural minority status But researchers are beginning to look at the other side of riskmdashresiliencemdashand have identi-fied several traits common to resilient youth that enable the youth to overcome barriers to academic success There is little research however on how to measure these traits within the general student population and how to determine the role of the school environment in promoting these traits
The Healthy Kids Survey (HKS) is one of the few large-scale surveys to assess both risk and resil-ience The surveyrsquos resilience and youth develop-ment module (RYDM) is based on the premise that youth who experience high levels of environ-mental assets in three areasmdashhigh expectations from adults caring relationships with adults and opportunities for meaningful participationmdashwill develop the resilience traits the connection to school and motivation to learn that lead to positive academic social and health outcomes (Constantine Benard amp Diaz 1999)
The resilience and youth development modulemdashwhich has both elementary and secondary school versionsmdashwas designed as an epidemiological surveillance tool to track aggregate levels of pro-tective factors In California an average of about 600000 students take the Healthy Kids Survey and a part of the resilience and youth development module every year School districts and schools use the resulting prevalence and trend data to guide programmatic decisionmaking With such widespread administration school districts and independent evaluators are increasingly using the survey data to evaluate local programs by examin-ing student-level changes over time Capitalizing on the mandated administration of a standard instrument for local evaluation has the benefit of reducing the survey burden for students and
2 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
provides comparable outcome data across different program evaluations
Widespread use of the module for research and local evaluation may be premature however The psychometric properties of specific scales assessed by the elementary school module have yet to be established And the secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since been modified several times making validation of the current secondary school resilience and youth development module neces-sary In addition measurement equivalence across racial and ethnic groups males and females and different grades has never been systematically examined The stakes are thus high to ensure that all parts of the module are valid and reliable
To guide further improvements of this important assessment tool Regional Educational Labora-tory West conducted psychometric analyses of the properties of the resilience and youth development module using a large set of recent survey data1 This report describes the results of these analyses makes recommendations on the proper use of the module and suggests modifications to improve the instrument
For the secondary school module the results are consistent with the instrumentrsquos current use as an epidemiological tool and with its concep-tual foundation It provides comprehensive and balanced coverage of eight environmental resil-ience assets and four internal resilience assets2 its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped
the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The second-ary school RYDM scales exhibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time
The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reli-ably assess only two environmental assets and one internal asset Most of the scales measured by the elementary school instrument have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
developing a riSK and reSilience aSSeSSMenT Tool
The Healthy Kids Survey is a comprehensive health risk and resilience data collection system that relies on student self-reporting The surveyrsquos core module tracks health risks and problem behaviors that are significant barriers to learning among students The resilience and youth development module assesses individual and environmental assets associated with positive youth development and school success This section provides a brief background on how the survey and the resilience and youth development module were developed and are now used in California
The Healthy Kids Surveymdashassessing risk and protective factors
The Healthy Kids Survey is the largest effort in the nation to require school districts to assess student resilience and risk behaviors (box 1) The Califor-nia Department of Education requires all school districts with federal Title IV funding or with state Tobacco Use Prevention and Education grants to administer the survey every two yearsmdashthe case
The resilience and youth
development module
assesses individual and
environmental assets
associated with positive
youth development
and school success
developing a riSK and reSilience aSSeSSment tool 3
for 85 percent of California school districts In mandating the survey the California Department of Education aims to promote accountability and data-driven decisionmaking and to improve health and prevention programs in schools
The survey was developed in 1997 by WestEdrsquos Health and Human Development Program in col-laboration with Duerr Evaluation Resources and an advisory committee of researchers teachers prevention and health program practitioners and public agency representatives The California Department of Education funded the develop-ment of the survey in response to federal require-ments that schools implement the Principles of Effectivenessmdashto collect and use data to assess student needs justify program funding guide program development and monitor progress in achieving program goals The immediate impetus for mandating the biennial administration of the
survey however was meeting the requirements of the No Child Left Behind Act (Title IVmdashSafe and Drug-Free Schools and Communities Act)
The Healthy Kids Survey consists of a general core module the resilience and youth development module and four optional modules on specific risk behaviors It can be customized to meet local needs
The required core module assesses demo-bullgraphic information and health risks relat-ing to school violence harassment physical health mental health school-related behavior (such as truancy) and alcohol tobacco and other drug use
The resilience and youth development module bullassesses environmental factors (environmental assets) and individual traits (internal assets)
Box 1
Specifications of the Healthy Kids Survey
MandateMandated (since fall 2003) by the California Department of Educa-tion for compliance with No Child Left Behind and state Tobacco Use Prevention and Education (TUPE) grants
Survey typeComprehensive health risk and bullresilience surveyStudent self-reportbullAnonymous voluntary bullconfidentialModular secondary school bullinstrument single elementary school version
Grade levelsGrades 5 7 9 11 and students in continuation schools
SamplingRepresentative district sample school-level surveys optional
Required modules (secondary school)
Core (required)A Resilience and youth develop-B ment (school and community asset scales required)
Optional modules (secondary school)
Resilience and youth develop-B ment (home peer and internal asset scales)Safety (violence and suicide) C and alcohol and other drug useTobaccoD Physical healthE Sexual behavior (pregnancy and F HIVAIDS risk)Custom module (for adding G questions)
SourcesItems based on the California Student Survey Youth Risk Behavior Survey and California Student Tobacco Use and Evaluation Survey
RequirementsBiennial administrationbullModule A and school amp commu-bullnity asset scales in module BModule D by state TUPE granteesbullWritten parental consent passive bullconsent optional since fall 2004Representative district samplesbull
AdministrationBy school following detailed bullinstructionsProcessing and reporting by bullWestEdrsquos Health amp Human De-velopment Program
ProductLocal reports and aggregated state database
4 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
associated with academic performance posi-tive youth development and protection from risky behaviors The California Department of Education mandates that the sections on school and community assets be administered to all students who take the Healthy Kids Survey
Four optional topical modules (and one bullcustomizable module) collect further detail on subjects covered by the core module such as violence and alcohol and other drug use (module C) tobacco use and tobacco educa-tion (module D) physical activity and diet (module E) and sexual behavior pregnancy and HIV risk (module F)
A custom module that allows schools to incor-bullporate their own items
The survey was designed as a district surveillance tool to provide prevalence estimates representative of students in the school districts that administer the survey rather than of students in the state as a whole It was not designed to evaluate student-level changes over time or individual differences across students The California Department of Education requires that districts administer the survey to 900 randomly selected students from each targeted grade (5 7 9 and 11) In districts with fewer than 900 students per grade (the case for 85 percent of California districts) all students in the targeted grades are surveyed If a district has more than 10 schools per grade at least 50 percent of schools are randomly sampled (Los Angeles Unified School District has different requirements because of its size)
WestEdrsquos Health and Human Development Program provides school districts administering the survey with technical as-sistance and with a report on the district-level data collected in each module
Although several adolescent behavior surveys such as the Youth Risk Behavior Surveillance
System assess student risk factors and problem behavior the Healthy Kids Surveyrsquos assessment of student supports strengths and competencies sets it apart While some surveys incorporate protec-tive factors the resilience and youth development module is one of the few assessments that specifi-cally addresses this dimension and does so with a strong theoretical foundation
The resilience and youth development modulemdashassessing the other side of risk
Secondary school module In early 1998 the HKS Advisory Committee asked WestEd to develop a survey module to assess middle and high school student strengths competencies and positive so-cial and health attitudes feeling that the HKS core module did not give practitioners enough informa-tion about the factors behind positive development and school success (Constantine et al 1999)
WestEd formed a Resilience Assessment Expert Panel to develop and validate a new survey module on youth resilience The assessment needed to be brief enough to be widely administered along with the HKS core module have a strong theoretical foundation demonstrate reliability validity and cultural and developmental appropriateness when administered in California school settings and provide a comprehensive research-based assess-ment of environmental factors (environmental assets) and resilience traits (internal assets) Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills (Benard 1991 1995 2004)
Failing to find a survey that met its theoreti-cal and psychometric criteria the panel built on research on resilience and healthy human development systemsmdashparticularly the work of Benard (1991 1995 2004)mdashto develop a theoreti-cal framework that describes resilience factors and their interrelationships (figure 1) The result-ing module for secondary school students was designed to measure 11 environmental assets
failing to find a survey
that met its theoretical
and psychometric
criteria the panel built
on research to develop
a theoretical framework
that describes resilience
factors and their
interrelationships
developing a riSK and reSilience aSSeSSment tool 5
asking students their perception of adult high expectations their perceptions of caring rela-tionships with adults and their opportunities for meaningful participation in school home and community environments The module also assesses caring relationships and high expecta-tions in the peer domain These external sup-ports promote positive outcomes discouraging risky behavior and stimulating academic success (Benard 2004 Constantine et al 1999 Hawkins Catalano amp Miller 1992 Masten amp Coatsworth 1998 Resnick et al 2000 Rutter 1987 Werner amp Smith 1982 1992)
Internal resilience assetsmdashthe personal strengths of a resilient childmdashinclude social competence problem solving autonomy and sense of pur-pose which can each be broken down further (Benard 1991 2004) Social competence for ex-ample entails social communication skills em-pathy and caring and the ability to elicit positive responses from others (responsiveness) (Benard 2004 Masten 2001) Problem solving involves planning flexibility and resourcefulness
autonomy entails self-efficacy self-awareness and mindfulness and sense of purpose in-cludes goal direction achievement motivation optimism and hope (Benard 2004) Internal resilience assets develop both naturally and in response to environmental resilience assets The resilience and youth development module was designed to measure six internal assets empathy problem solving self-efficacy self-awareness cooperation and communication and goals and aspirations
A pool of 128 potential items was piloted in one middle and one high school in fall 1998 Re-searchers classroom teachers and other school practitioners helped select and modify items from the pool and revise the format and instruc-tions The first field test of the resilience and youth development module with 92 resilience items was administered to 1000 high school students in three school districts in winter 1999 Cognitive processing interviews with students were also conducted to find out studentsrsquo inter-pretation of the items Based on analysis of the
Improved
health
social and
academic
outcomes
Internal resilience assets
Environmental resilience assets Youth needs
School
Home
Community
Peers
figure 1
conceptual model for the resilience and youth development module
6 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle 1
items on the secondary school resilience and youth development module by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare r6
r8r10
at my school there is a teacher or some other adult who really cares about menotices when irsquom not therelistens to me when i have something to say
high expectations at school SchlHigh r7
r9r11
at my school there is a teacher or some other adult who tells me when i do a good jobalways wants me to do my bestbelieves that i will be a success
meaningful participation at school SchlPart r12
r13r14
at school i do interesting activitiesi help decide things like class activities or rulesi do things that make a difference
Home assets
caring relationships at home HomeCare r49
r51r53
in my home there is a parent or some other adult who is interested in my schoolworkwho talks with me about my problemswho listens to me when i have something to say
high expectations at home HomeHigh r48
r50r52
in my home there is a parent or some other adult who expects me to follow the ruleswho believes that i will be a successwho always wants me to do my best
meaningful participation at home HomePart r54
r55r56
at home i do fun things or go fun places with my parents or other adultsi do things that make a differencei help make decisions with my family
community assets
caring relationships in community ComCare r15
r17r20
outside of my home and school there is an adult who really cares about mewho notices when i am upset about somethingwhom i trust
high expectations in community ComHigh r16
r18r19
outside of my home and school there is an adult who tells me when i do a good jobwho believes that i will be a successwho always wants me to do my best
meaningful participation in community ComPart r21
r22r23
outside of my home and school i do these things i am part of clubs sports teams churchtemple or other group activitiesi am involved in music art literature sports or a hobbyi help other people
peer assets
caring relationships with peers PeerCare r42
r43r44
i have a friend about my own age who really cares about mewho talks with me about my problemswho helps me when irsquom having a hard time
pro-social peers PeerHigh r45
r46r47
my friends get into a lot of troubletry to do what is rightdo well in school
developing a riSK and reSilience aSSeSSment tool 7
cognitive interview data frequency distributions and estimated Cronbachrsquos alpha coefficients the number of resilience items was reduced from 92 to 51 (table 1) In 2001 the resilience instru-ment was modified again based on the results of grade- gender- and raceethnic-specific explor-atory factor analyses of data collected during the 19992000 academic year The constructed resilience scales based on the 19992000 field test data form the basis of the current RYDM reports provided to school districts even though the module has since been modified further
Since 2003 all districts administering the Healthy Kids Survey must also administer the school and community asset parts of the module3 Thirty-five percent of districts choose to administer the full resilience and youth development module reflect-ing widespread interest in assessing resilience WestEd provides districts with the data for each
scale and a report on the meaning and use of the datamdashand on how schools can create supportive learning environments that promote school con-nectedness and achievement WestEd also pro-vides state-level data to researchers and evaluators who apply for it4
Elementary school module Pools of resilience items were not independently developed for the elementary school module They were selected from the secondary school module after focus groups with elementary school students Initially the elementary school module used the same constructs as the secondary school module but with two items per construct instead of three Analysis of the 1999 field test data and cognitive processing interviews with students suggested item deletions and changes in item wordings and response options The final version has 21 items (table 2)
construct item description
Internal resilience assets
cooperation and communication Coop r31
r36r37
how true do you feel these statements are about you personallyi can work with someone who has different opinions than minei enjoy working together with other students my agei stand up for myself without putting others down
Self-efficacy SelfEff r29
r30r32
how true do you feel these statements are about you personallyi can work out my problemsi can do most things i trythere are many things i do well
empathy Empathy r33
r34r38
how true do you feel these statements are about you personallyi feel bad when someone gets their feelings hurti try to understand what other people go throughi try to understand what other people feel and think
problem-solving ProbSolv r35
r27r28
how true do you feel these statements are about you personallyWhen i need help i find someone to talk withi know where to go for help with a problemi try to work out my problems by talking or writing about them
Self-awareness SelfAware r39
r40r41
how true do you feel these statements are about you personallythere is a purpose to my lifei understand my moods and feelingsi understand why i do what i do
goals and aspirations Goals r24
r25r26
how true do you feel these statements are about you personallyi have goals and plans for the futurei plan to graduate from high schooli plan to go to college or some other school after high school
Note Possible responses include (1) not at all true (2) a little true (3) pretty much true (4) very much true
8 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
evaluaTing THe pSycHoMeTric properTieS of THe reSilience and youTH developMenT Module
To better understand and improve the psychomet-ric properties of the resilience and youth develop-ment module this report analyzes local HKS data processed between 1998 and spring 2005 asking the following questions
How should school districts and local evalu-bullators best use the module Should the instru-ment be used exclusively to assess prevalence of environmental and internal assets or should it also be used to assess student-level changes across time
What are the psychometric properties of bullspecific scales assessed by the secondary and elementary school resilience and youth devel-opment modules (including the dimensional-ity of scales scale reliability and construct validity)
Does the module exhibit measurement bullequivalence across racial and ethnic groups In other words is it culturally appropriate for different racial and ethnic groups Does it exhibit measurement equivalence for males and females Across different grades
What modifications should be made to im-bullprove the module
taBle 2
elementary school resilience and youth development module items by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare
1013
do the teachers and other grown-ups at school care about youdo the teachers and other grown-ups at school listen when you have something to say
high expectations at school SchlHigh
1114
do the teachers and other grown-ups at school tell you when you do a good jobdo the teachers and other grown-ups at school believe that you can do a good job
meaningful participation at school SchlPart
915
do you help make class rules or choose things to do at schooldo you do things to be helpful at school
Home assets
caring relationships at home HomeCare
5255
does a parent or some other grown-up at home care about your schoolworkdoes a parent or some other grown-up at home listen to you when you have something to say
high expectations at home HomeHigh
5354
does a parent or some other grown-up at home believe that you can do a good jobdoes a parent or some other grown-up at home want you to do your best
meaningful participation at home HomePart
5657
do you help out at homedo you get to make rules or choose things to do at home
peer assets
high expectations with peers PeerHigh
5051
do your best friends get into troubledo your best friends try to do the right thing
Internal resilience assets
empathy Empathy
3738
do you try to understand how other people feeldo you feel bad when someone gets their feelings hurt
problem-solving ProbSolv
3940
do you know where to go to get help with a problemdo you try to work out your problems by talking or writing about them
goals and aspirations Goals
414216
do you try to do your bestdo you have goals and plans for the futuredo you plan to go to college or some other school after high school
Note Possible responses include (1) no never (2) yes some of the time (3) yes most of the time (4) yes all of the time
evaluating the pSychometric propertieS of the reSilience and youth development module 9
Box 2
Data and analytic strategies
The authors used the following data and analytic strategies to analyze the psychometric properties of the secondary and elementary school resilience and youth development modules
DataTwo mutually exclusive analytic samplesmdasha main sample and a validation samplemdashwere drawn from an aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the second-ary school analysis separate samples were drawn for each grade (7 9 and 11) gender and ethnicity (Chinese American African American Mexi-can American and white European American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be af-fected by genderethnic differences in the sample
For the elementary school analysis random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differences in measurement structure were exam-ined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data
maximum likelihood estimation with missing at random (MAR) assump-tions were used which assumes that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006)
Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in Southern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and re-silience and youth development mod-ule were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405 from students in a large county in Southern California were used to examine the relation-ship between the RYDM constructs and standardized test scores
Exploratory and confirmatory factor analysesAnalyses were conducted to test em-pirically whether the factor structure of the resilience instrument is con-sistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the measurement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Exploratory factor analysis (EFA) models were estimated to determine roughly the number of factors underlying the data and the measurement structure of the latent
factors A combination of criteria was used to determine the number of fac-tors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 concep-tual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis models were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit cor-relations among the latent constructs (factors) and factor-loading patterns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confir-matory factor analysis with ordinal indicators was used
Confirmatory factor analysis models with covariatesMeasurement equivalence across de-mographic subgroups was examined by estimating confirmatory factor analysis models with covariates MIMIC modelingmdashmultiple indica-tor multiple cause structural equa-tion modelsmdashwas used to test for differential item functioning across school grade gender and ethnic-ity An applied strategy was used to
(continued)
10 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
This report finds that both the secondary school and elementary school modules are used pri-marily to report aggregate data on prevalence and district-level changes across time Although several modifications should be made the RYDM scales are generally consistent with current use of the instruments and with the conceptual founda-tion of the module (See box 2 and appendixes A and B for a discussion of the analytic strategy and the results of the analysis)
Results of the analysis of the secondary school module
The secondary school module is a short instru-ment (51 items) suitable for widespread adminis-tration It provides comprehensive and balanced
coverage of both environmental (eight dimen-sions) and internal (four dimensions) resilience assets5 Its subscales exhibit good internal consis-tency and are associated with student risk factors in expected ways If certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades
The secondary school instrument is appropriate as an epidemiological tool but is not well suited for evaluating student-level changes over time or individual differences across students The instru-ment exhibits low test-retest reliability suggesting that the RYDM constructs are temporally specific Estimates of student-level changes across time are
ascertain whether group differences in measurement intercepts have implications for evaluation research Recommendations for item changes are made only when the measure-ment intercepts are substantively dif-ferent across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Additional reliability and validity analysesInternal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consistency reliability for the second-ary school survey Because of the no-toriously low internal consistency evi-dent in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary
school module To examine test-retest reliability RYDM survey data col-lected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
Differences in resilience scale scores across the demographic subgroups were also examined To make demo-graphic differences in the resilience scales more interpretable effect sizes were calculated to represent the mag-nitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standardized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated
for two groups when the number of observations in each cell is equal (Cohen 1988)
Construct validity was assessed by examining the relationship of the derived resilience scales to other theo-retically related constructsmdashinclud-ing substance use school violence school-related behavior and stan-dardized test scores To examine these relationships using a common metric correlations between resilience con-structs and criterion variables from confirmatory factor analysis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus polyse-rial correlations are presented which represent the correlation between a continuous variable and a dichoto-mous or ordinal variable that reflects an under lying continuous variable (Bedrick amp Breslin 1996)
Box 2 (continued)
Data and analytic strategies
evaluating the pSychometric propertieS of the reSilience and youth development module 11
likely to be imprecise because of the instability of the resilience measures Even with low student-level stability however the module is valuable for tracking school and district prevalence estimates of resilience assets Student-level errors in mea-surement likely cancel each other out when the data are aggregated at the school district and state levels
The secondary school module contains eight in-ternally consistent and valid measures of environ-mental resilience assets
Three measures representing supportive rela-bulltionships in the school community and home environments These supportive relationships include both caring relationships with and high expectations messages from adults Only the measure for supportive relationships in the home environment however demon-strates sufficient test-retest reliability for use in research
Three measures of meaningful participation bullor involvement in relevant engaging and interesting activities with opportunities for responsibility and contribution in school in the community and at home
Two measures of environmental assets in the bullcontext of peersmdashcaring relationships and high expectations (affiliation with pro-social peers)
That the scales for caring relationships and high expectations in the school environment turn out to measure the same factor is consistent with knowledge that has emerged since the resilience and youth development module was developed in the late 1990s In focus groups conducted by HKS staff when students were asked what they consider to be actions that reflect that a teacher ldquocares about yourdquo they most often mentioned that the adult is a good listener sets high standards expects responsibility from the student praises successes and encourages the student through setbacks Akey (2006) found that supportive teachers and
clear high expectations for behavior are key to developing both stu-dent engagement and perceived competence Teachers whom students see as supportive and who set clear expecta-tions for behavior create an atmosphere where students feel in control and confident about their ability to succeed in school Akeyrsquos findings suggest that supportive teacher relationships high academic expectations and high-quality pedagogy combine to enhance student engagement and academic competence which lead to higher achievement consistent with the RYDM conceptual framework The school and home supportive relationships measures however exhibit better psychometric qualities than many other instruments designed to measure similar constructs
Scores on four of the internal asset scalesmdashself-efficacy empathy problem solving and self- awarenessmdashare internally consistent and adequate for general research purposes But the RYDM items designed to measure cooperation and goalsaspirations do not however provide valid assess-ments of these constructs
Although the consistency of the associations of environmental and internal resilience assets to other related constructsmdashsuch as substance use school violence school-related behavior and stan-dardized test scoresmdashsuggests that the measures demonstrate construct validity the associations are weak Thus the constructs exhibit only moder-ate construct validity
Results of the analysis of the elementary school module
The elementary school resilience and youth devel-opment module uses 21 items to assess seven en-vironmental assets and three internal assets Reli-ably assessing so many factors with so few items is difficult however especially with a student
The secondary
school instrument
is appropriate as an
epidemiological tool
but is not well suited for
evaluating student-level
changes over time or
individual differences
across students
12 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
self-report instrument Not surprisingly the module reliably assesses only two environmental asset measures and one internal asset measure leaving consider-able room for improvement
The elementary school module measures meaningful participa-
tion pro-social peers and supportive relationships in the school and home environments but only the school supportive relationships and home support-ive relationships scales exhibit sufficiently high in-ternal consistency for further use Only one reliable internal resilience asset measure was detected for elementary school studentsmdashempathy The second factor detected goalsaspirations was not reliable enough to be recommended for further use The third factor problem solving was not identified
recoMMendaTionS
This report recommends that neither the second-ary school nor the elementary school resilience and youth development module be used to evaluate student-level changes over time or individual dif-ferences across students Estimates of student-level changes across time are likely to be imprecise be-cause of the instability of the resilience measures Other longer companion instruments should be developed to assess student-level changes The resilience and youth development module is still useful as an epidemiological surveillance tool for reporting aggregate district-level data however
The following sections provide recommendations to drop or revise specific items in the module Tables 3 4 and 5 present the recommended mea-sures (See appendix tables B24 B25 B26 and B27 for a side-by-side comparison of the current and recommended measures)
Secondary school environmental resilience assets
Recommendation 1mdashCombine the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items To maximize
construct validity and reduce redundancy across scales the ldquocaring relationshipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupportive relationshipsrdquo Caring relationships and high expectations are indistinguishable as currently measured by the module The new supportive relationships scale should continue to be assessed separately for school community and home environments
Recommendation 2mdashDrop Item R23 (ldquoI help other peoplerdquo) This item should not be used to indicate community meaningful participation because the item functions differently and thus has a differ-ent meaning for females and Mexican American youth A new item that taps involvement in activi-ties in the community should be developed
Recommendation 3mdashDrop Item R54 (ldquoI do fun things or go fun places with my parents or other adultsrdquo) The item is not developmentally appro-priate for older adolescents because 11th graders report substantially lower participation in such activities for a given level of home meaningful participation This item distorts developmental trends on the home meaningful participation scale and should be dropped A different item should be developed to replace it
Recommendation 4mdashDrop item R45 (ldquoMy friends get into a lot of troublerdquo) Because it is a biased in-dicator of pro-social peers for females and Chinese American students an alternative item should be developed to measure this construct
Secondary school internal resilience assets
Recommendation 5mdashDrop the cooperationcom-munication construct Two of the items used to measure cooperationcommunication measure more than one construct Items R36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without put-ting others downrdquo) Item R31 (ldquoI can work with someone who has different opinions than minerdquo) should be moved to the self-efficacy scale The measurement models suggest that this item
The elementary school
module reliably assesses
only two environmental
asset measures and one
internal asset measure
leaving considerable
room for improvement
recommendationS 13
measures self-efficacy better than it does coopera-tion and communication
Recommendation 6mdashDrop the goals and aspira-tions construct Two of the three items used to measure this constructmdashR24 (ldquoGoals and plans for the futurerdquo) and R26 (ldquoI plan to go to college or some other school after high schoolrdquo)mdashfunction differently across racialethnic groups
Recommendation 7mdashDrop item R27 (ldquoI know where to go for help with a problemrdquo) As an
indicator of problem solving this item should be dropped because it functions differently for males and females An alternative item should be devel-oped to assess problem solving
Elementary school environmental and internal assets
Recommendation 8mdashDevelop more elementary resilience items The elementary school resilience and youth development module tries to assess too many factors with too few items Because having an elementary school resilience assessment that
taBle 3
recommended measures of environmental resilience assets among secondary school students
construct item
School support
adult who really cares about me
adult who notices when irsquom not there
adult who listens to me when i have something
adult who tells me when i do a good job
adult who always wants me to do my best
adult who believes that i will be a success
School meaningful participation
i do interesting activities
i help decide things like class activities or rules
i do things that make a difference
community support
adult who really cares about me
adult who notices when i am upset about
adult whom i trust
adult who tells me when i do a good job
adult who believes that i will be a success
adult who always wants me to do my best
community meaningful participationi am part of clubs sports teams churchtemple or other
i am involved in taking lessons in music art literature
home support
adult who is interested in my school work
adult who talks with me about my problems
adult who listens to me when i have something
adult who expects me to follow the rules
adult who believes that i will be a success
adult who always wants me to do my best
home meaningful participationi do things at home that make a difference
i help make decisions with my family
peer caring relationships
a friend who really cares about me
a friend who talks with me about my problems
a friend who helps me when irsquom having a hard time
pro-social peersmy friends try to do what is right
my friends do well in school
14 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
is aligned with the secondary school module is important additional resilience items should be developed for the elementary school survey Each of the elementary school RYDM scales demon-strates inadequate domain coverage and marginal internal consistency at least one additional item should be developed for each of the school sup-portive relationships home supportive relation-ships and empathy subscales Two additional items should be developed for the meaningful participation at school and at home scales if it is retained in the survey
Recommendation 9mdashCombine the ldquocaring rela-tionshipsrdquo and ldquohigh expectationsrdquo items As with the secondary school module the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupport-ive relationshipsrdquo in both the school environment and the home environment
Recommendation 10mdashDrop meaningful participa-tion The meaningful participation scale should either be dropped or redeveloped because of low
internal consistency Moreover item R15 (ldquoDo you do things to be helpful at schoolrdquo) should not be used to indicate meaningful participation because the item functions differently for males and females
Recommendation 11mdashDrop pro-social peers The pro-social peers scale should be dropped because one of the two items used to measure it functions differently for males and females Perhaps items from other instruments that assess this construct should be used instead
Recommendation 12mdashDrop goals and aspirations The goals and aspirations scale should be dropped or modified because of its low internal consistency
Recommendation 13mdashDevelop a self-efficacy measure Items should be developed to assess self-efficacy because this important construct is currently not assessed
taBle 4
recommended measures of internal resilience assets among secondary school students
construct item
Self-efficacy
i can work with someone who has different opinions than mine
i can work out my problems
i can do most things if i try
there are many things that i do well
empathy
i feel bad when someone gets their feelings hurt
i try to understand what other people go through
i try to understand what other people feel and think
problem solving
When i need help i find someone to talk with
i try to work out problems by talking or writing about them
Self-awareness
there is a purpose to my life
i understand my moods and feelings
i understand why i do what i do
taBle 5
recommended measures of environmental and internal resilience assets among elementary school students
construct item
Environmental resilience assets
School support
do the teachers at school care about you
teachers listen when have something to say
teachers tell you when you do a good job
teachers believe that you can do a good job
home support
parent care about your school work
parent listen when you have something to say
parent believe that you can do a good job
parent at home want you to do your best
Internal resilience assets
empathy
do you try to understand how other people feel
do you feel bad when someone gets their feelings hurt
Appendix A 15
Appendix A AnAlytic strAtegy
To describe the psychometric properties of the secondary and elementary school resilience and youth development modules this report examines
The dimensionality of scales by using explor-bullatory and confirmatory factor analysis models
Measurement equivalence across demo-bullgraphic subgroups by estimating confirma-tory factor analysis models with covariates (such as multiple indicator multiple cause structural equation models)
Scale reliability by estimating internal consis-bulltency and test-retest reliability coefficients
Construct validity by examining the relation-bullship of scales to other theoretically related constructs and mean differences across demo-graphic subgroups
Data
Statewide data from the local administration of the Healthy Kids Survey The data for the analyses in this report are from local administration of the Healthy Kids Survey (HKS) in elementary middle and high schools These data were drawn from a database of all local HKS data processed between 1998 and spring 2005 by WestEdrsquos Health and Human Development Program (approximately 21 million observations) Analyzing such a large sample size would however make almost every parameter estimate statistically significant would inflate chi-square values of model fit and would make assessing substantive significance more difficult Thus two mutually exclusive analytic samples were used in the analyses a main sample and a validation sample The samples were drawn from the aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the secondary school analysis separate samples were drawn for each grade (7 9 and 11)
gender and ethnicity (Chinese American African American Mexican American and white Euro-pean American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be affected by genderethnic differences in the sample
The elementary school Healthy Kids Survey is ad-ministered only to fifth graders and does not ask students about their ethnicracial group Random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differ-ences in measurement structure were examined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data maximum likelihood estimation with missing at random (MAR) assumptions were used which assume that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006) (See section on missing data patterns)
The same procedures were used to draw the validation samples for both the secondary school and elementary school samplesmdashexcept that respondents included in the main sample were ex-cluded from the validation sample The data were weighted by grade raceethnicity and gender to represent the characteristics of HKS respondents surveyed from spring 2003 to spring 2005
Local evaluation HKS data Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in South-ern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and resilience and youth development module were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405
16 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
from students in a large county in Southern Cali-fornia were used to examine the relationship be-tween the RYDM constructs and standardized test scores Standardized test score and schoolcom-munity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students6 English Language Arts and Mathematics California Standards Test scale scores were used as criterion variables
Missing data patterns Approximately 05 percent of respondents in the elementary and secondary modules were excluded from the sampling pool because of missing data on more than half the resilience items (table A1) In the secondary school samples approximately 65 percent of respondents provided answers to all the survey items in the resilience and youth development module an ad-ditional 18 percent had missing values on one or two items 8 percent had missing values on 3 to 10 items and 8 percent had missing values on 11 or more items Respondents with missing values on 11 or more items had lower scores on about one-quarter of the secondary RYDM itemsmdashscoring approximately 9ndash12 percent of a standard devia-tion lower on these items These results held for both the main and validation samples Differences in item means were diminished significantly after controlling for one or two of the remaining items
suggesting that the missing at random assumption is reasonable
Approximately 81 percent of elementary students provided valid answers to all the RYDM items and 15 percent answered all but one or two items Respondents with missing values on two or more items had lower scores on seven of the elementary RYDM items (averaging 024 standard deviations) These differences were no longer apparent after controlling for any two of the remaining items again suggesting that maximum likelihood esti-mation with missing at random assumptions will yield unbiased parameter estimates
Exploratory and confirmatory factor analyses
Analyses were conducted to test empirically whether the factor structure of the resilience in-strument is consistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the mea-surement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Explor-atory factor analysis (EFA) models were estimated to determine roughly the number of factors under-lying the data and the measurement structure of the latent factors A combination of factors was
tAble A1
Missing data patterns for secondary and elementary samples from the resilience and youth development module
number of missing items
secondary elementary
Main sample validation sample Main sample validation sample
number of respondents percent
number of respondents percent
number of respondents percent
number of respondents percent
0 7819 652 7865 655 1627 814 1622 811
1 1634 136 1615 135 266 133 249 125
2 585 49 545 45 55 28 59 30
3ndash5 497 41 539 45 33 17 45 23
6ndash10 445 37 437 36 15 08 14 07
11 or more 1020 85 999 83 4 02 11 06
total 12000 100 12000 100 2000 100 2000 100
Note Analytic samples randomly drawn from students surveyed between spring 2003 and spring 2005 Secondary school resilience and youth development module has 51 survey items The elementary school module has 21 survey items
Appendix A 17
used to determine the number of factors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 conceptual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis mod-els were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit correlations among the latent constructs (factors) and factor-loading pat-terns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confirmatory factor analysis with ordinal indica-tors was used
In the general factor analysis model the relation-ship between the indicators (y) and the under-lying constructs (η) can be represented by
(A1) y = ν + Λη + ε
where ν is a vector of measurement intercepts Λ is a matrix of measurement slopes (factor loadings) and ε is a matrix of residuals assumed to be inde-pendent of η and with zero expectation The model implies the following covariance matrix of y
(A2) Σ = Λ Ψ Λʹ + Θ
where Ψ is the covariance matrix of η and Θ is the covariance matrix of ε (see Long 1983)
In general the indicators y are assumed to be normally distributed latent continuous variables A personrsquos observed score on item y depends on herhis position on y If the observed item is con-tinuous y is directly observed (y = y) However
if the observed item is dichotomous or ordinal the observed categorical variable (y) is linked to the latent continuous variable (y) in a nonlinear way through a model of thresholds (see Mutheacuten 1984) The relationships between an observed ordinal or dichotomous item y with c categories to y can be expressed as
(A3) y = c if τc lt y le τc+1
for c = 0 1 2 cndash1 The τs represent threshold parameters Mutheacutenrsquos (1987) approach models the relationships among these more fundamental latent y variables With ordinal items polychoric correlations represent the correlations of the underlying continuous y variables
The measurement model is estimated by mini-mizing the weighted least squares (WLS) fitting function
(A4) WLS = 12 (s ndash σ)ʹ W ndash1 (s ndash σ)
where s is a matrix of sample statistics (probit thresholds and polychoric correlations) σ is a matrix of the population counterparts to s implied by equation [A2] and W is the covariance matrix for the vector or sample statistics7
Confirmatory factor analysis models with covariates
MIMIC modelingmdashmultiple indicator multiple cause structural equation modelsmdashwas used to test for differential item functioning across school grade gender and ethnicity A simple graphical example of this approach is presented in figure A1 Panel A shows a classic MIMIC model that assumes there are no femalemale differences in measurement intercepts The three arrows connecting school meaningful participation to items R12 R13 and R14 are factor loadings and represent the strength of the relationships between the underlying constructs and the items used to measure them The arrows pointing from right to left toward the items (R12 R13 R14) are residuals and represent true measurement error and item-specific variation Finally the arrow pointing from
18 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
female to school meaningful participation indi-cates that the means of the underlying construct are allowed to be different for males and females The factor loadings are not allowed to be differ-ent for males and females and there is no direct effect of female on the individual items The model assumes that the items function identically for males and females in measuring school meaning-ful participation8
The measurement model in panel B allows for femalemale nonequivalence in the measurement intercept for item R14 That is it allows for a direct effect of female on R14 that is not ldquodependentrdquo on the underlying construct This is indicated by the arrow going directly from female to R14 A sig-nificant femalemale difference in measurement
intercept indicates that the item functions dif-ferently for females and males in measuring the underlying construct For example if the measure-ment intercept for R14 is 25 percent of a standard deviation (female rarr R14) lower for females than males then for a given level of school meaningful participation females score 25 percent of a standard deviation lower on R14 In this example a given score on item R14 does not mean the same thing for males and femalesmdashat least not with reference to the school meaningful participation construct
An applied strategy was used to ascertain whether group differences in measurement intercepts have implications for evaluation research Recommen-dations for item changes are made only when the measurement intercepts are substantively different across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Fit indices
A mean- and variance-adjusted χ2 test of model fit is obtained by multiplying the minimum func-tion by twice the total sample size and dividing by a scaling correction factor (for more details see Mutheacuten 1984 1987 Mutheacuten amp Mutheacuten 2006) After adjusting for the scaling correction fac-tor (see Satorra 2000 Satorra amp Bentler 1999 Mutheacuten amp Mutheacuten 2006) the difference in χ2 tests for two nested models follows a χ2 distribution and can be used to test whether a model results in a statistically significant improvement in fit However χ2 difference tests are sensitive to sample size and can be influenced by substantively mean-ingless parameter differences in large samples For this reason the analysis also relied on several other indices of model fit
For EFA models root mean square residual (RMSR) and root mean square error of approxi-mation (RMSEA) values were used to assess model fit (Hu amp Bentler 1999) RMSR is the square root of the mean of the squared residuals and indexes the difference between the sample variancecovari-ance matrix and the variancecovariance matrix predicted by the model Hu and Bentler (1999)
R12
R13
R14
Schoolmeaningful
participation
Panel A MIMIC modelingmdashno measurement invariance
Female
R12
R13
R14
Schoolmeaningful
participation
Panel B MIMIC modelingmdashhypothetical gender measurement intercept invariance (differential item functioning for R14)
Female
figure A1
Hypothetical example of MiMic approach for testing for measurement equivalence
Note MIMIC refers to multiple indicators multiple causes structural equation models
Appendix A 19
suggest that RMSR values less than 005 indicate good fit The RMSEA is also based on differences between the observed and predicted variancecovariance matrices but penalizes for model com-plexity RMSEA is computed by
(A5) RMSEA = χ2ndash(ndf) 1 ( )n
where χ2 is the model chi-square value n is the total sample size and df is the degrees of free-dom RMSEA penalizes for model complexity by dividing χ2 by (ndf ) Hu and Bentler (1999) recommend RMSEA values of 006 or less as the cut-off for good model fit Based on Hu and Bentlerrsquos recommendations more emphasis is placed on RMSEA than on RMSR in EFA model selection
In addition to RMSEA several additional fit indices were used to assess CFA models includ-ing Bentlerrsquos comparative fit index (CFI) the Tucker-Lewis index (TLI) and Mutheacuten and Mutheacutenrsquos (2006) weighted root mean square residual (WRMR) As implemented in Mplus both the CFI and TLI compare estimated CFA models to baseline models with uncorrelated variables (independence model) CFI and TLI are calculated as follows
(A6) CFI =1ndashmax χ2
HondashdfHo 0
max χ2HondashdfHo χ
2BndashdfB 0
(A7) TLI =
χ2B
dfB
χ2Ho
dfHo
ndash
χ2B
dfB
ndash1
where χ2Ηο and dfHo denote the chi-squared value
and degrees of freedom of the estimated model and χ2
Β and dfB denote the same for the baseline model Both CFI and TLI are not appreciably influenced by sample size By convention CFI and TLI values greater than 095 indicate good fit (Hu amp Bentler 1999)
Yu and Mutheacuten (2001) recently developed WRMR to identify good-fitting models with categorical outcomes It is defined as follows
(A8) WRMR =e
(sr ndash σr)vr
sume
r
where sr is an element in the sample variancecovariance (or probit thresholdpolychoric cor-relation) matrix σr is the element in the variancecovariance matrix predicted by the model νr is an estimate of the variance of sr and e is the number of elements in the variancecovariance matrix According to Mutheacuten WRMR is suitable for models where sample statistics have widely varying variances when sample statistics are on different scales and in models with categorical outcomes Yu and Mutheacuten (2001) suggest WRMR values less than or equal to 100 for good models with categorical outcomes Because WRMR has been tested for models with categorical outcomes greater weight is placed on this index in CFA model selection
Modification indices and χ2 difference testing were also used to compare nested confirmatory factor analyses models particularly for testing measurement intercept invariance
Additional reliability and validity analyses
Internal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consis-tency reliability for the secondary school survey Because of the notoriously low internal consis-tency evident in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary school resilience and youth development module To examine test-retest reli-ability RYDM survey data collected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
20 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Differences in resilience scale scores across the demographic subgroups were also examined To make demographic differences in the resil-ience scales more interpretable effect sizes were calculated to represent the magnitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standard-ized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated for two groups when the number of observations in each cell is equal (Cohen 1988) Cohenrsquos f was calculated by
(A9) f =σ
(mi ndash m)2
ksumk
i=1
where mi represents the mean for each subgroup i m represents the population mean k the number of subgroups and σ the pooled standard deviation
Construct validity was assessed by examining the relationship of the derived resilience scales to other theoretically related constructsmdashincluding substance use school violence school-related behavior and standardized test scores To exam-ine these relationships using a common metric correlations between resilience constructs and criterion variables from confirmatory factor analy-sis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus poly-serial correlations are presented which represent the correlation between a continuous variable and a dichotomous or ordinal variable that reflects an underlying continuous variable (Bedrick amp Breslin 1996)
Appendix b 21
Appendix B results
This appendix presents the results of the analyses conducted to evaluate the psychometric properties of the resilience and youth development module
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items The EFA models suggested that the environmental resilience assets items measure eight factors9 The factor pattern and loadings for the main sample and cross-validation sample are displayed in tables B1 and B2 respec-tively The 8-factor EFA solutions show conceptu-ally clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instrument The pattern of fac-tor loadings across all the demographic subgroups is consistent with those displayed in tables B1 and B210 Distinct factors are apparent for support and meaningful participation in the school community and home environments as well as caring and pro-social relationships in the peer environment
However the factor pattern evident in the 8-factor solution is inconsistent with how the instrument currently is being used in California because the results suggest that caring relationships and high expectations at school in the home and in the community are not distinct factors
Confirmatory factor analysis results A CFA model equivalent to the 8-factor EFA models in tables B1 and B2 was estimatedmdashexcept that all but the highest magnitude loadings from the EFA model were constrained to be zero11 That is each item was forced to load on only one factor As with the EFA models the results were consistent across each sample The CFA models indicated that item R45 (ldquoMy friends get into a lot of troublerdquo) has a relatively small factor loadingmdashsuggesting that an association with peers who get into a lot of trouble is a less sensitive indicator of pro-social peers
than the other two items assessing this construct Moreover there was a relatively high correlation between home support and home meaningful participation (078 and 079) which suggests that these two constructs may not be distinct
The CFA models were re-estimated to include covari-ates to detect differences in measurement intercepts across demographic subgroups Several measure-ment intercepts differed by demographic subgroup
The results for R23 (ldquoI help other peoplerdquo) bullsuggest that for a given level of community meaningful participation female and Mexi-can American youth report between one-fifth and one-third of a standard deviation higher for ldquohelping other peoplerdquo The item thus has a different meaning for these two populations
For R54 (ldquoI do fun things or go fun places bullwith my parentsrdquo) 11th graders report substantially lower levels of participation in fun activities with parents for a given level of home meaningful participation than do sev-enth and ninth graders (029 to 033 standard deviations) This represents a developmental difference in the appropriateness of this item
Female and Chinese American youth report bulllower frequencies on R45 (ldquoMy friends get into a lot of troublerdquo) for a given level of pro-social peersmdashreflecting the different meaning at-tached to this item by these populations
Each of these measurement intercept differences is substantively significant That is these particular items assess the underlying constructs differently for demographic subgroups and thus should not be used as indicators Dropping these items however leaves three subscales with only two items which is far from ideal Table B3 presents revised CFA mod-els after dropping the items with non-invariant measurement intercepts Table B4 reports latent factor correlations12 Note that the correlations between home support and home meaningful par-ticipation remain relatively high (073) indicating a high degree of overlap between these two factors
22 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b1
secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 schlcare schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 schlcare schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 schlhigh schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 schlhigh schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 schlpart schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 schlpart schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 schlpart schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare A friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare A friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare A friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh My friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh My friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh My friends do well in school 002 003 ndash001 001 005 005 ndash002 068
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
Appendix b 23
tAble b2
secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 schlcare schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 schlcare schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 schlhigh schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 schlhigh schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 schlpart schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 schlpart schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 schlpart schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare A friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare A friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare A friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh My friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh My friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh My friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
24 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b3
Final secondary school environmental assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
r6 schlcare schoolmdashadult who really cares about me 1 080
r8 schlcare schoolmdashadult who notices when irsquom not there 098 079
r10 schlcare schoolmdashadult who listens to me when i have something 108 086
r7 schlhigh schoolmdashadult who tells me when i do a good job 105 084
r9 schlhigh schoolmdashadult who always wants me to do my best 109 087
r11 schlhigh schoolmdashadult who believes that i will be a success 110 088
School meaningful participation
r12 schlpart schoolmdashi do interesting activities 1 078
r13 schlpart schoolmdashi help decide things like class activities or rules 098 077
r14 schlpart schoolmdashi do things that make a difference 112 088
Community support
r15 comcare communitymdashadult who really cares about me 1 092
r17 comcare communitymdashadult who notices when i am upset about 099 091
r20 comcare communitymdashadult whom i trust 097 088
r16 comhigh communitymdashadult who tells me when i do a good job 103 094
r18 comhigh communitymdashadult who believes that i will be a success 104 095
r19 comhigh communitymdashadult who always wants me to do my best 104 095
Community meaningful participation
r21 compart i am part of clubs sports teams churchtemple or other 1 088
r22 compart i am involved in taking lessons in music art literature 097 086
Home support
r49 homecare homemdashadult who is interested in my schoolwork 1 084
r51 homecare homemdashadult who talks with me about my problems 103 087
r53 homecare homemdashadult who listens to me when i have something 105 089
r48 homehigh homemdashadult who expects me to follow the rules 093 078
r50 homehigh homemdashadult who believes that i will be a success 110 092
r52 homehigh homemdashadult who always wants me to do my best 110 092
Home meaningful participation
r55 homepart i do things at home that make a difference 1 085
r56 homepart i help make decisions with my family 102 086
Peer caring relationships
r42 peercare A friend who really cares about me 1 092
r43 peercare A friend who talks with me about my problems 101 092
r44 peercare A friend who helps me when irsquom having a hard time 103 094
Pro-social peers
r46 peerhigh My friends try to do what is right 1 086
r47 peerhigh My friends do well in school 091 078
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 25
Elementary school environmental resilience assets
Exploratory factor analysis results An identi-cal strategy was used to analyze the elementary school RYDM environmental resilience items EFA models suggested that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (car-ing relationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers (tables B5 and B6) These results were found for both the main sample and the validation sample and for both boys and girls
tAble b4
correlations among secondary school environmental resilience assets final confirmatory factor analysis model
factors
Main sample (1) (2) (3) (4) (5) (6) (7) (8)
(1) school support 100
(2) school meaningful participation 059 100
(3) community support 054 042 100
(4) community meaningful participation 042 058 046 100
(5) home support 047 037 059 044 100
(6) home meaningful participation 048 059 051 038 073 100
(7) peer caring relationships 041 035 046 034 046 044 100
(8) pro-social peers 042 040 038 039 049 050 054 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b5
elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 074 005 001 ndash001
13 schlcare teachers listen when have something to say 062 007 000 005
11 schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 schlpart do you make class ruleschoose things to do at school 014 ndash016 048 ndash005
15 schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart do you make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
26 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Confirmatory factor analysis results The CFA results also supported the 4-factor model The analyses of differential item functioning suggested that the measurement intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls For a given level of meaning ful participation females report between 20 and 36 percent of a standard deviation higher frequen-cies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because of the magnitude of these measurement intercept differences these items should not be used to measure the underlying constructs Because dropping item 51 means that only one item is left to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should also be dropped The elementary school module thus would not assess pro-social peer assets
After dropping the pro-social peer items a 3-factor model is leftmdashwith factors for school support home support and meaningful participation
Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statistically significant im-provement in model fit (see ∆χ2 values for Model 4 versus Model 3 in appendix C) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicates that these meaningful participation items are only weakly related to underlying school and home factors (026 037 and 024 respectively) Thus the 3-factor model has the most support
Table B7 presents the results for the final CFA model A look at the standardized factor loadings reveals that the relationships between meaning-ful participation and its items are still weak (040 053 and 030 for items 9 56 and 57 respectively) suggesting that the items are insensitive indicators of meaningful participation Overall however the results are consistent with those reported for the secondary school resilience and youth development
tAble b6
elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 073 003 003 ndash001
13 schlcare teachers listen when have something to say 065 002 003 ndash001
11 schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 schlpart do you make class ruleschoose things to do at school 005 ndash020 062 ndash006
15 schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart do you make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 27
modulemdashwith the exception that meaningful par-ticipation is global rather than domain-specific for the elementary school items and that pro-social peers cannot be measured adequately
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicated that two of the three items used to assess cooperation and communicationmdashR36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor For simplicity these items were dropped from the analysis and EFA and CFA models were estimated on the remaining set of items The EFA results suggested that five factors underlie the observed itemsmdashself-efficacy empathy problem solving self-awareness and goalsaspirations (tables B8
and B9) The 5-factor solution is conceptually clear and is consistent with how the instrument is cur-rently used in California
Confirmatory factor analysis results CFA models consistent with the 5-factor EFA model were esti-mated with all but the highest loadings from the EFA models constrained to be zero Several consis-tent substantively significant differences in mea-surement intercepts across racialethnic groups were evident when covariates were included
Female youth are between 022 and 034 of a bullstandard deviation less likely to endorse item R27 (ldquoI know where to go for help with a prob-lemrdquo) for a given level of problem solving
African American and Mexican American bullyouth report higher levels of ldquohaving goals and plans for the futurerdquo (R24) than white
tAble b7
Final elementary school environmental resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
10 schlcare do the teachers at school care about you 1 076
13 schlcare teachers listen when you have something to say 090 068
11 schlhigh do the teachers tell you when you do a good job 079 060
14 schlhigh do the teachers believe that you can do a good job 095 072
Home support
52 homecare does a parent care about your school work 1 078
55 homecare does a parent listen when you have something to say 089 069
53 homehigh does a parent believe that you can do a good job 111 086
54 homehigh does a parent at home want you to do your best 101 079
Meaningful participation
9 schlpart do you make class rules or choose things to do at school 1 040
56 homepart do you help out at home 136 053
57 homepart do you get to make rules or choose things to do at home 077 030
latent factor correlations
(1) (2) (3)
(1) school support 100
(2) home support 064 100
(3) Meaningful participation 048 062 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
28 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
European American and Chinese American youth even after accounting for ethnic group differences in the latent construct
Chinese American youth report substantially bulllower levels of ldquohaving goals and plans for the futurerdquo than the other ethnic groups for a given score on the underlying construct In addition Chinese American youth also are about 25ndash30 percent of a standard deviation less likely to report that they plan to go to college after high school (R26) for a given level on goals
With such pronounced racialethnic group mea-surement intercept differences items R24 and R26 should be dropped and so goals would not be as-sessed on the secondary school module Item R27 should not be used to assess problem solving
Table B10 shows the final recommended CFA model for the secondary school internal resilience
items after dropping items R24 R25 R26 and R27 from the analysis Overall the latent constructs are consistent with current usage of the RYDM except that the communication and cooperation construct is dropped because two of the items for this scale did not uniquely load on one factor the goals construct is dropped because of measure-ment slope invariance and the problem-solving construct is measured with just two items
Elementary school internal resilience assets
Exploratory factor analysis results The elementary school resilience and youth development module was designed to measure three internal resilience traitsmdashempathy problem solving and goals and aspirationsmdashwith seven items Although explor-atory factor analyses of these items suggest that a 2-factor solution was appropriate for both the main and validation samples the factor patterns were different for the two samples as well as for
tAble b8
secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 066 ndash009 015 011
r30 selfeff i can do most things if i try 050 ndash011 016 035
r32 selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probsolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probsolv i know where to go for help with a problem 068 ndash001 007 011
r28 probsolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 selfAware there is a purpose to my life 012 006 046 028
r40 selfAware i understand my moods and feelings 001 005 091 ndash007
r41 selfAware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 29
males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample (see tables E124andashE132) The EFA factor patterns were still ambiguous after drop-ping item 40 most likely because so few items re-mained to be analyzed (tables B11 and B12) After moving to a CFA framework two nested models were estimatedmdasha 1-factor model measuring over-all internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results The 2-factor CFA modelmdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model Table B13 presents the factor load-ings and factor correlations for this CFA model based on the main sample An examination of the
standardized item loadings for goalsaspirations indicates that two of the four items are weakly as-sociated with the underlying construct Although goalsaspirations is poorly measured by the in-cluded items this scale should be retained so that its reliability and relationship to other constructs can be further investigated
Reliability of the secondary and elementary school scales
Internal consistency The internal consistency of the RYDM scales was estimated using Cronbachrsquos alpha coefficient for the main sample the valida-tion sample and each demographic subsample (tables B14 and B15) The secondary school RYDM scales (table B14) demonstrate acceptable levels of reliability with all scales exhibiting reliabilities greater than 070 and 11 of 13 scales demonstrat-ing reliabilities greater than 075 The school support community support and peer caring relationships scales exhibit the highest internal
tAble b9
secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 065 ndash006 013 012
r30 selfeff i can do most things if i try 055 ndash010 010 036
r32 selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probsolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probsolv i know where to go for help with a problem 066 002 009 007
r28 probsolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 selfAware there is a purpose to my life 017 005 045 027
r40 selfAware i understand my moods and feelings ndash002 007 094 ndash007
r41 selfAware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
30 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
consistency with alphas all exceeding 090 The problem-solving (alpha = 073) and pro-social peers (alpha = 074) scales exhibit moderate but acceptable levels of internal consistency especially
considering that the scales have only two items Internal consistency does not differ markedly by student grade gender or raceethnicity However the problem-solving scale shows lower reliability
tAble b10
Final secondary school internal resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Self-efficacy
r31 coop i can work with someone who has different opinions 100 077
r29 selfeff i can work out my problems 104 080
r30 selfeff i can do most things if i try 109 084
r32 selfeff there are many things that i do well 104 080
Empathy
r33 empathy i feel bad when someone gets their feelings hurt 100 082
r34 empathy i try to understand what other people go through 111 091
r38 empathy i try to understand what other people feel and think 109 090
Problem solving
r35 probsolv When i need help i find someone to talk with 100 085
r28 probsolv i try to work out problems by talkingwriting about them 094 080
Self-awareness
r39 selfAware there is a purpose to my life 100 084
r40 selfAware i understand my moods and feelings 102 086
r41 selfAware i understand why i do what i do 099 083
latent factor correlations
(1) (2) (3) (4)
(1) self-efficacy 100
(2) empathy 073 100
(3) problem solving 078 082 100
(4) self-awareness 082 069 062 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b11
elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probsolv do you know where to go to get help with a problem ndash006 063
40 probsolv do you try to work out your problems by talkingwriting 031 036
41 goalsAsp do you try to do your best 017 052
42 goalsAsp do you have goals and plans for the future ndash003 038
16 goalsAsp do you plan to go to college after high school ndash007 034
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 31
for African American students than for other ethnic groups
Internal consistency reliabilities for the elemen-tary school RYDM scales are noticeably lower than those for the secondary school instrument (see table B15) These low reliabilities are typical of instruments administered to elementary school students The school support home support and empathy subscales demonstrate adequate reliabil-itymdashwith alphas ranging from 063 to 065 for em-pathy to 070 to 072 for school and home support The elementary school meaningful participation
and goalsaspirations scales exhibit low levels of reliability These scales should not be used in research or local evaluation activities requiring precise measurement
Stability Tables B16 and B17 show construct- and item-level test-retest stability coefficients for the secondary school RYDM asset measures Unlike the internal consistency estimates the resilience scales evidence fairly low levels of stability with 8 of the 12 scales exhibiting pre-post correlations of less than 060 Only the community meaningful participa-tion home support peer caring relationships and
tAble b13
Final elementary school internal resilience asset model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Empathy
37 empathy do you try to understand how other people feel 1 071
38 empathy do you feel bad when someone gets their feelings hurt 107 076
Goalsaspirations
39 probsolv do you know where to go to get help with a problem 1 050
41 goalsAsp do you try to do your best 156 078
42 goalsAsp do you have goals and plans for the future 069 035
16 goalsAsp do you plan to go to college after high school 050 025
latent factor correlations
(1) (2)
(1) empathy 100
(2) goalsaspirations 064 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b12
elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probsolv do you know where to go to get help with a problem 020 042
40 probsolv do you try to work out your problems by talkingwriting 038 022
41 goalsAsp do you try to do your best 034 036
42 goalsAsp do you have goals and plans for the future ndash017 076
16 goalsAsp do you plan to go to college after high school ndash008 056
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
32 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
self-awareness scales demonstrate adequate stabil-ity In the context of relatively high levels of internal consistency these comparatively low levels of stabil-ity suggest that the resilience assets assessed by the secondary school module demonstrate adequate reliability at a single point in time
A look at the item-specific stability coefficients in tables B16 and B17 shows the variation across
items Although several are particularly unstable the individual item test-retest reliabilities have a negligible impact on the total scale test-retest reliabilities For example the pre-post correlation of item R8 (ldquoThere is a teacher or some other adult who notices when I am not thererdquo) is only 029 However dropping this item from the school sup-port scale does not markedly improve the stability of the scale score (054 versus 055)
tAble b14
secondary school internal consistency reliability coefficients by demographic subgroup
grade gender raceethnicity
All 7 9 11 Male femaleAfrican
Americanchinese
AmericanMexican
American White
Environmental resilience assets
school support 090 089 091 092 090 091 089 090 090 091
school meaningful participation 078 076 077 080 077 078 074 079 078 079
community support 095 094 095 095 095 095 095 095 095 095
community meaningful participation 075 073 076 077 076 075 076 072 077 073
home support 089 089 089 088 089 088 090 086 090 088
home meaningful participation 078 076 078 079 078 078 075 079 077 079
peer caring relationships 090 088 090 092 089 090 089 090 091 089
pro-social peers 074 073 075 074 072 074 072 071 075 073
Internal resilience assets
self-efficacy 082 081 082 082 083 080 082 082 082 081
empathy 085 086 085 085 085 083 084 085 085 086
problem solving 073 073 073 072 073 069 068 074 073 076
self-awareness 081 080 081 082 082 080 081 082 080 081
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Results are based on main sample Cronbachrsquos alpha coefficients were almost identical in the validation sample
tAble b15
elementary school internal consistency reliability coefficients by gender
Main sample validation sample
All Male female All Male female
Environmental resilience assets
school support 071 070 072 070 071 069
home support 071 070 071 072 071 073
Meaningful participation 034 032 035 032 030 034
Internal resilience assets
empathy 063 064 057 065 063 064
goalsaspirations 036 041 027 039 043 033
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 33
tAble b16
test-retest reliability of secondary school environmental resilience asset constructs and items
itemoriginal construct construct and associated items
stabilitycoefficient (r)
School support 054
r6 schlcare schoolmdashadult who really cares about me 050
r8 schlcare schoolmdashadult who notices when irsquom not there 029
r10 schlcare schoolmdashadult who listens to me when i have something 051
r7 schlhigh schoolmdashadult who tells me when i do a good job 043
r9 schlhigh schoolmdashadult who always wants me to do my best 047
r11 schlhigh schoolmdashadult who believes that i will be a success 046
School meaningful participation 053
r12 schlpart schoolmdashi do interesting activities 033
r13 schlpart schoolmdashi help decide things like class activities or rules 056
r14 schlpart schoolmdashi do things that make a difference 037
Community support 044
r15 comcare communitymdashadult who really cares about me 033
r17 comcare communitymdashadult who notices when i am upset about 041
r20 comcare communitymdashadult whom i trust 053
r16 comhigh communitymdashadult who tells me when i do a good job 044
r18 comhigh communitymdashadult who believes that i will be a success 039
r19 comhigh communitymdashadult who always wants me to do my best 046
Community meaningful participation 082
r21 compart i am part of clubs sports teams churchtemple or other 083
r22 compart i am involved in taking lessons in music art literature 064
Home support 068
r49 homecare homemdashadult who is interested in my schoolwork 057
r51 homecare homemdashadult who talks with me about my problems 062
r53 homecare homemdashadult who listens to me when i have something 060
r48 homehigh homemdashadult who expects me to follow the rules 053
r50 homehigh homemdashadult who believes that i will be a success 052
r52 homehigh homemdashadult who always wants me to do my best 063
Home meaningful participation 049
r55 homepart i do things at home that make a difference 052
r56 homepart i help make decisions with my family 043
Peer caring relationships 073
r42 peercare A friend who really cares about me 052
r43 peercare A friend who talks with me about my problems 062
r44 peercare A friend who helps me when irsquom having a hard time 076
Pro-social peers 051
r46 peerhigh My friends try to do what is right 051
r47 peerhigh My friends do well in school 046
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
34 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
The elementary school RYDM scales exhibit higher stability than the secondary school scales (table B18) Only two of the five elementary school scales exhibit pre-post correlations below 060 The stability coefficients in table B18 are similar or higher than the internal consistency reliability estimates presented in table B15 for elementary school students
Validity of the secondary and elementary school scales
Scale means To assess construct validity demo-graphic differences in resilience scale scores were examined across grade gender and racialethnic groups Secondary school RYDM scale means standard deviations and standardized differences across groups are presented in table B19 With the exception of caring relationships with peers 9th and 11th graders report marginally lower environmen-tal resilience assets than seventh graders Caring relationships with peers increases with school grade consistent with the notion that adolescents become more involved with peers (although not necessar-ily pro-social ones) as they age Student internal
resilience asset scores do not differ markedly by grade although empathy increases with school grade and self-awareness declines with grade
Gender differences in resilience assets gener-ally favor females who report marginally higher school and community support and substantially higher peer caring relationships and exposure to pro-social peers Females also report considerably higher levels of empathy and problem solving These differences are consistent with expecta-tionsmdashgirls often have more extensive social support resources than boys (Colarossi amp Eccles 2000 Crosnoe Johnson amp Elder 2004 Frey amp Roumlthlisberger 1996) and evidence higher empathy (Eisenberg amp Lennon 1983)
White students generally report the highest envi-ronmental assets in each area except for pro-social peers Chinese American students report the highest affiliation with pro-social peers Mexican American students report the lowest environmental resilience assets in the school and peer domains and the low-est meaningful participation in the community
tAble b17
test-retest reliability of secondary school internal resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Self-efficacy 058
r31 i can work with someone who has different opinions 036
r29 i can work out my problems 058
r30 i can do most things if i try 037
r32 there are many things that i do well 050
Empathy 057
r33 i feel bad when someone gets their feelings hurt 044
r34 i try to understand what other people go through 045
r38 i try to understand what other people feel and think 045
Problem solving 052
r35 When i need help i find someone to talk with 048
r28 i try to work out problems by talkingwriting about them 066
Self-awareness 071
r39 there is a purpose to my life 059
r40 i understand my moods and feelings 048
r41 i understand why i do what i do 066
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
Appendix b 35
Chinese American students exhibit the lowest envi-ronmental resilience assets in the home domain and the lowest reported community support
White students also report the highest level of internal assets in self-efficacy empathy and problem solving Mexican American and Chinese American students report the lowest self-efficacy African American students exhibit the lowest empathy scores
Table B20 presents elementary school RYDM scale means for males and females Overall the gender differences for elementary school students are
consistent with those for secondary school students Compared with boys girls report marginally higher school support meaningful participation and goalsaspirations and substantially higher empathy
Relationships with other constructs To further assess construct validity the relationship of each resilience asset construct to other theoretically related constructs assessed on the Healthy Kids Survey was examinedmdashincluding substance use violence harassment depression and self-reported school grades and truancy The relation-ships of resilience assets to California Standard-ized English Language Arts and Mathematics
tAble b18
test-retest reliability of elementary school resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Environmental resilience assets
School support
10 do the teachers at school care about you 053
13 do the teachers listen when you have something to say 052
11 do the teachers tell you when you do a good job 038
14 do the teachers believe that you can do a good job 039
Home support 070
52 does a parent care about your school work 056
55 does a parent listen when you have something to say 065
53 does a parent believe that you can do a good job 053
54 does a parent at home want you to do your best 029
Meaningful participation 057
9 do you make class rules or choose things to do at school 039
56 do you help out at home 034
57 do you get to make rules or choose things to do at home 044
Internal resilience assets
Empathy 070
37 do you try to understand how other people feel 055
38 do you feel bad when someone gets their feelings hurt 056
Goalsaspirations 041
39 do you know where to go to get help with a problem 030
41 do you try to do your best 049
42 do you have goals and plans for the future ndash004
16 do you plan to go to college after high school ndash003
Note Results are based on a sample of 136 fifth-grade respondents from eight classrooms in three schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
36 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
test scores were examined using data previously collected by WestEd
Table B21 shows the relationships between envi-ronmental resilience assets and theoretically re-lated constructs for secondary school students All but one of the assessed dimensions of environmen-tal assets are correlated with student substance use Students who report high environmental resilience
assets are less likely to report that they engage in substance use The exception is peer caring rela-tionships which is weakly correlated with most of the substance use indicators except substance use on school property
Environmental resilience assets are also nega-tively associated with student depression and truancy and positively associated with studentsrsquo
tAble b19
secondary school subscale means by demographic subgroup
Grade Standard ized differencea Male Female
Standard ized differencea
African American
Chinese American
Mexican American White
Standard ized differencea7 9 11
Environmental resilience assets
school support 291(080)
274(082)
283(081)
017 277(083)
289(080)
014 284(085)
279(076)
274(082)
296(080)
020
school meaningful participation
232(086)
220(084)
221(087)
012 224(085)
226(085)
002 228(088)
222(081)
213(084)
236(086)
020
community support
324(092)
315(094)
317(095)
008 311(096)
326(090)
016 319(097)
300(096)
312(095)
344(081)
034
community meaningful participation
293(110)
281(112)
281(112)
011 286(111)
282(112)
ndash005 284(113)
289(105)
251(116)
316(101)
042
home support 345(071)
336(074)
333(074)
014 335(076)
340(071)
007 335(080)
327(070)
334(075)
355(064)
028
home meaningful participation
288(094)
272(094)
271(094)
017 273(096)
281(093)
009 276(098)
265(093)
272(095)
294(091)
023
peer caring relationships
310(093)
317(091)
326(089)
015 292(096)
344(078)
058 313(095)
315(087)
307(096)
337(084)
025
pro-social peers 305(085)
295(082)
296(078)
011 284(083)
313(077)
035 289(085)
318(073)
283(084)
304(079)
033
Internal resilience assets
self-efficacy 324(072)
318(072)
322(072)
008 319(074)
323(067)
006 322(076)
315(068)
312(073)
336(064)
025
empathy 310(087)
317(082)
323(078)
013 297(088)
336(071)
046 303(090)
322(074)
310(085)
331(077)
026
problem solving 287(099)
285(096)
287(095)
002ns 264(100)
308(088)
045 282(100)
282(093)
281(099)
299(094)
015
self-awareness 331(078)
321(080)
321(079)
012 322(082)
327(076)
006 327(083)
316(078)
323(079)
332(076)
014
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d) With more than two groups the standardized difference is represented by multiplying Cohenrsquos f by 2mdashwhich is generally equivalent to the standardized difference calculated for two groups (see appendix A)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005
Appendix b 37
self-reported school connectedness and grades The environmental resilience asset scales are less consistently related to indicators of violence ha-rassment and perceptions of school safety
The criterion variablesmdashCalifornia Standards Test (CST) English Language Arts and Mathematics test scoresmdashare associated with school and community assets as well as home support The associations are weak however with school support showing the strongest relationship to test scores Test scores are not significantly associated with meaningful participation in the home environment peer car-ing relationships and pro-social peers
Table B21 suggests that the secondary school RYDM instrument provides a valid assessment of environ-mental resilience assets because these constructs are associated with student substance use depres-sion self-reported grades truancy and test scores in expected ways Although the correlations with school connectedness and self-reported grades are moderate and have medium effect sizes the correla-tions for most of the criterion variables are small
Table B22 shows correlations between internal resilience assets and the criterion variables for
secondary school students The results are similar to those for environmental assets With the excep-tion of standardized test scores each dimension of internal resiliencemdashself-efficacy empathy problem solving and self-awarenessmdashis correlated with most of the considered criterion variables which supports construct validity
Table B23 presents correlations between the el-ementary school resilience assets and the criterion variables of substance use aggression perceived safety and self-reported academic performance Both the environmental resilience and internal resilience scales are positively associated with most of the criterion variables which supports construct validity Although the criterion variables are differ-ent in the two samples the correlations are stron-ger for the elementary school resilience instrument than for the secondary school instrument
Comparison of current and recommended measures of resilience assets
Tables B24ndashB27 compare the current use of items to measure resilience assets among secondary and elementary students with this studyrsquos recom-mended use
tAble b20
elementary school subscale means by gender
All Male femalestandardized
differencea
Environmental resilience assets
school support 332(061)
328(062)
337(059)
015
home support 372(044)
370(046)
374(042)
007ns
Meaningful participation 250(060)
246(060)
254(060)
012
Internal resilience assets
empathy 301(079)
284(084)
318(071)
042
goalsaspirations 224(035)
221(039)
226(031)
015
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
38 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b21
correlations between secondary school environmental resilience assets and criterion variables
school support
school meaningful
participationcommunity
support
community meaningful
participationhome
support
home meaningful
participationpeer caring
relationshipspro-social
peers
Substance use
lifetime tobacco use ndash017 ndash020 ndash014 ndash025 ndash021 ndash020 ndash002ns ndash030
30-day tobacco use ndash017 ndash018 ndash015 ndash027 ndash024 ndash023 ndash002ns ndash033
tobacco use at school ndash018 ndash023 ndash025 ndash026 ndash033 ndash029 ndash016 ndash037
lifetime alcohol use ndash016 ndash015 ndash007 ndash016 ndash020 ndash020 003ns ndash028
30-day alcohol use ndash016 ndash014 ndash006 ndash017 ndash020 ndash020 003ns ndash028
30-day binge drinking ndash013 ndash014 ndash005 ndash016 ndash019 ndash018 003ns ndash029
Alcohol use at school ndash016 ndash010 ndash014 ndash018 ndash023 ndash021 ndash011 ndash027
lifetime marijuana use ndash016 ndash016 ndash008 ndash019 ndash018 ndash019 000ns ndash029
30-day marijuana use ndash020 ndash019 ndash010 ndash022 ndash020 ndash020 ndash004ns ndash032
Marijuana use at school ndash019 ndash018 ndash013 ndash022 ndash020 ndash024 ndash014 ndash033
Violence
been pushed shoved etc ndash010 ndash006 ndash008 ndash004ns ndash009 ndash008 ndash014 ndash015
Afraid of being beat up ndash008 ndash008 ndash006 ndash008 ndash010 ndash008 ndash007 ndash008
physical fight ndash014 ndash007 ndash010 ndash009 ndash014 ndash012 ndash016 ndash026
Mean rumors about you ndash004ns 000ns 002ns 000ns ndash010 ndash009 006 ndash011
sexual jokes comments ndash004ns ndash003ns 001ns 000ns ndash010 ndash011 009 ndash014
had property stolen ndash006 ndash002ns ndash006 002ns ndash009 ndash007 ndash007 ndash011
offered drugs ndash012 ndash010 ndash005 ndash010 ndash016 ndash017 000ns ndash033
damaged school property ndash018 ndash008 ndash014 ndash009 ndash022 ndash017 ndash012 ndash029
feel unsafe at school ndash012 000ns ndash009 ndash001ns ndash015 ndash012 ndash009 ndash021
Psychological well-being
depressed ndash016 ndash016 ndash010 ndash015 ndash021 ndash023 ndash005 ndash017
School-related factors
school connectedness 049 038 030 026 032 029 028 030
school grades (self-report) 024 026 013 029 020 019 013 029
truancy ndash015 ndash015 ndash008 ndash015 ndash023 ndash022 001ns ndash027
Standardized test scoresa
cst english language Arts 015 004 012 012 012 000ns 002ns 002ns
cst Mathematics 011 004 009 010 009 ndash003ns ndash002ns 001ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
Appendix b 39
tAble b22
correlations between secondary school internal resilience assets and criterion variables
self-efficacy empathy problem solving self-awareness
Substance use
lifetime tobacco use ndash022 ndash014 ndash017 ndash024
30-day tobacco use ndash019 ndash011 ndash014 ndash022
tobacco use at school ndash020 ndash013 ndash017 ndash021
lifetime alcohol use ndash020 ndash014 ndash016 ndash022
30-day alcohol use ndash020 ndash013 ndash012 ndash020
30-day binge drinking ndash017 ndash017 ndash014 ndash018
Alcohol use at school ndash022 ndash020 ndash022 ndash025
lifetime marijuana use ndash029 ndash023 ndash014 ndash019
30-day marijuana use ndash020 ndash016 ndash008 ndash014
Marijuana use at school ndash025 ndash023 ndash020 ndash021
Violence
been pushed shoved etc ndash013 ndash014 ndash012 ndash011
Afraid of being beat up ndash012 001ns ndash002ns ndash010
physical fight ndash016 ndash025 ndash022 ndash013
Mean rumors about you ndash011 003ns 002ns ndash012
sexual jokes comments ndash009 004 001ns ndash015
had property stolen ndash011 ndash005 ndash008 ndash015
offered drugs ndash019 ndash014 ndash016 ndash022
damaged school property ndash023 ndash026 ndash026 ndash023
feel unsafe at school ndash025 ndash017 ndash021 ndash024
Psychological well-being
depressed ndash026 002 ndash011 ndash030
School-related factors
school connectedness 033 029 028 032
school grades (self-report) 029 022 021 ndash020
truancy ndash020 ndash015 ndash017 ndash019
Standardized test scoresa
cst english language Arts 005ns 009 ndash003ns 002ns
cst Mathematics 005ns 005ns ndash005ns 002ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
40 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b23
correlations between elementary school resilience assets and criterion variables
environmental assets internal assets
schoolsupport home support
Meaningful participation empathy
goals and aspirations
Substance use
lifetime tobacco use ndash025 ndash031 ndash020 ndash020 ndash028
lifetime alcohol use ndash026 ndash021 ndash023 ndash018 ndash028
lifetime marijuana use ndash012 ndash015 ndash013 ndash001ns ndash014
Aggression victimization
been pushed shoved etc ndash017 ndash012 ndash007 ndash007 ndash014
Mean rumors about you ndash010 ndash013 ndash012 005ns ndash014
been teased about body ndash010 ndash013 ndash012 002ns ndash006 ns
Aggression perpetration
pushed shoved hit ndash028 ndash023 ndash022 ndash033 ndash034
spread mean rumors ndash022 ndash021 ndash012 ndash022 ndash031
Perceived safety
feel unsafe at school ndash048 ndash030 ndash014 ndash019 ndash041
feel unsafe at other places ndash020 ndash020 ndash011 ndash001ns ndash025
Academic performance
school performance 017 020 014 009 025
ns = not statistically significant from 0 (p lt 05)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 41tA
ble
b24
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
sec
on
dar
y sc
ho
ol s
tud
ents
Curr
ent u
se o
f sec
onda
ry s
choo
l ite
ms
Reco
mm
ende
d us
e of
sec
onda
ry s
choo
l ite
ms
Cons
truc
tIte
mCo
nstr
uct
Item
Scho
ol c
arin
g re
latio
nshi
ps
Adul
t who
real
ly c
ares
abo
ut m
e
Scho
ol su
ppor
t
Adul
t who
real
ly c
ares
abo
ut m
e
Adul
t who
not
ices
whe
n Irsquom
not
ther
eAd
ult w
ho n
otic
es w
hen
Irsquom n
ot th
ere
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
ho li
sten
s to
me
whe
n I h
ave
som
ethi
ng
Scho
ol h
igh
expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Ad
ult w
ho b
elie
ves t
hat I
will
be
a su
cces
s
Scho
ol m
eani
ngfu
l pa
rtic
ipat
ion
I do
inte
rest
ing
activ
ities
Sc
hool
mea
ning
ful
part
icip
atio
n
I do
inte
rest
ing
activ
ities
I hel
p de
cide
thin
gs li
ke c
lass
act
iviti
es o
r rul
es
I hel
p de
cide
thin
gs li
ke c
lass
act
iviti
es o
r rul
es
I do
thin
gs th
at m
ake
a di
ffere
nce
I do
thin
gs th
at m
ake
a di
ffere
nce
Com
mun
ity c
arin
g re
latio
ns
Adul
t who
real
ly c
ares
abo
ut m
e
Com
mun
ity su
ppor
t
Adul
t who
real
ly c
ares
abo
ut m
e
Adul
t who
not
ices
whe
n I a
m u
pset
abo
ut
Adul
t who
not
ices
whe
n I a
m u
pset
abo
ut
Adul
t who
m I
trus
tAd
ult w
hom
I tr
ust
Com
mun
ity h
igh
expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s ch
urch
tem
ple
or o
ther
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s c
hurc
hte
mpl
e o
r oth
er
I am
invo
lved
in ta
king
less
ons i
n m
usic
art
lite
ratu
re
I am
invo
lved
in ta
king
less
ons i
n m
usic
art
lite
ratu
re
I hel
p ot
her p
eopl
eIt
em d
ropp
edmdash
func
tion
s di
ffer
entl
y fo
r fem
ale
Mex
ican
Am
eric
ans
Hom
e ca
ring
rela
tions
hips
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Hom
e su
ppor
t
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Adul
t who
talk
s with
me
abou
t my
prob
lem
sAd
ult w
ho ta
lks w
ith m
e ab
out m
y pr
oble
ms
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
ho li
sten
s to
me
whe
n I h
ave
som
ethi
ng
Hom
e hi
gh e
xpec
tatio
ns
Adul
t who
exp
ects
me
to fo
llow
the
rule
sAd
ult w
ho e
xpec
ts m
e to
follo
w th
e ru
les
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Ad
ult w
ho b
elie
ves t
hat I
will
be
a su
cces
s
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Hom
e m
eani
ngfu
l pa
rtic
ipat
ion
I do
fun
thin
gs o
r go
fun
plac
es w
ith m
y pa
rent
s or o
ther
H
ome
mea
ning
ful
part
icip
atio
n
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for 1
1th
grad
ers
I do
thin
gs a
t hom
e th
at m
ake
a di
ffere
nce
I do
thin
gs a
t hom
e th
at m
ake
a di
ffere
nce
I hel
p m
ake
deci
sion
s with
my
fam
ily
I hel
p m
ake
deci
sion
s with
my
fam
ily
Peer
car
ing
rela
tions
hips
A fr
iend
who
real
ly c
ares
abo
ut m
e
Peer
car
ing
rela
tions
hips
A fr
iend
who
real
ly c
ares
abo
ut m
e
A fr
iend
who
talk
s with
me
abou
t my
prob
lem
sA
frie
nd w
ho ta
lks w
ith m
e ab
out m
y pr
oble
ms
A fr
iend
who
hel
ps m
e w
hen
Irsquom h
avin
g a
hard
tim
eA
frie
nd w
ho h
elps
me
whe
n Irsquom
hav
ing
a ha
rd ti
me
Pro-
soci
al p
eers
My
frie
nds
get i
nto
a lo
t of t
roub
le
Pro-
soci
al p
eers
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for f
emal
esC
hine
se A
mer
ican
s
My
frie
nds t
ry to
do
wha
t is r
ight
M
y fr
iend
s try
to d
o w
hat i
s rig
ht
My
frie
nds d
o w
ell i
n sc
hool
M
y fr
iend
s do
wel
l in
scho
ol
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
42 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAbl
e b2
5
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of i
nte
rnal
res
ilien
ce a
sset
s am
on
g s
eco
nd
ary
sch
oo
l stu
den
ts
curr
ent u
se o
f sec
ond
ary
scho
ol it
ems
reco
mm
end
ed u
se o
f sec
ond
ary
scho
ol it
ems
con
stru
ctit
emc
onst
ruct
item
coo
per
atio
n an
dco
mm
unic
atio
n
I sta
nd
up
for m
ysel
f wit
ho
ut p
utt
ing
oth
ers
dow
n
coo
per
atio
n an
d co
mm
unic
atio
na
Item
dro
pp
edmdash
cros
s-lo
adin
gs
I enj
oy w
ork
ing
tog
eth
er w
ith
oth
er s
tud
ents
my
age
Item
dro
pp
edmdash
cros
s-lo
adin
gs
i can
wor
k w
ith
som
eone
who
has
d
iffer
ent o
pin
ions
than
min
e
self-
effica
cy
i can
wor
k w
ith
som
eone
who
has
d
iffer
ent o
pin
ions
than
min
e
self-
effica
cy
i can
wor
k ou
t my
pro
ble
ms
i can
wor
k ou
t my
pro
ble
ms
i can
do
mos
t thi
ngs
if i t
ry
i can
do
mos
t thi
ngs
if i t
ry
ther
e ar
e m
any
thin
gs th
at i
do
wel
lth
ere
are
man
y th
ings
that
i d
o w
ell
emp
athy
i fee
l bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
t
emp
athy
i fee
l bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
t
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
feel
and
thin
ki t
ry to
und
erst
and
wha
t oth
er p
eop
le fe
el a
nd th
ink
prob
lem
sol
ving
I kn
ow w
her
e to
go
for h
elp
wit
h a
pro
ble
m
prob
lem
sol
ving
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for f
emal
es a
nd
mal
es
Whe
n i n
eed
help
i fin
d so
meo
ne to
talk
wit
hW
hen
i nee
d he
lp i
find
som
eone
to ta
lk w
ith
i try
to w
ork
out p
rob
lem
s b
y ta
lkin
g or
wri
ting
ab
out t
hem
i t
ry to
wor
k ou
t pro
ble
ms
by
talk
ing
or w
riti
ng a
bou
t the
m
self-
awar
enes
s
ther
e is
a p
urp
ose
to m
y lif
e
self-
awar
enes
s
ther
e is
a p
urp
ose
to m
y lif
e
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
why
i d
o w
hat i
do
i und
erst
and
why
i d
o w
hat i
do
goa
ls a
nd a
spir
atio
ns
I hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
goa
ls a
nd a
spir
atio
nsa
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for
Afr
ican
Am
eric
ans
Mex
ican
Am
eric
ans
I pla
n to
gra
du
ate
fro
m h
igh
sch
oo
lIt
em d
rop
ped
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
I pla
n to
go
to c
olle
ge
or s
om
e o
ther
sc
ho
ol a
fter
hig
h s
cho
ol
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for C
hin
ese
Am
eric
ans
a C
onst
ruct
dro
pped
bec
ause
of i
nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
Appendix b 43tA
ble
b26
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
scho
ol c
arin
g re
lati
onsh
ips
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
scho
ol s
upp
ort
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
teac
hers
list
en w
hen
have
som
ethi
ng to
say
te
ache
rs
li
sten
whe
n
ha
ve s
omet
hing
to s
ay
scho
ol h
igh
exp
ecta
tion
ste
ache
rs
te
ll yo
u w
hen
you
do
a g
ood
job
teac
hers
tell
you
whe
n yo
u d
o a
goo
d jo
b
teac
hers
bel
ieve
that
you
can
do
a g
ood
job
te
ache
rs
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
hom
e ca
ring
re
lati
onsh
ips
pare
nt
c
are
abou
t you
r sch
ool w
ork
hom
e su
pp
ort
pare
nt
c
are
abou
t you
r sch
ool w
ork
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
hom
e hi
gh e
xpec
tati
ons
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
a
t hom
e w
ant y
ou to
do
your
bes
tpa
rent
at h
ome
wan
t you
to d
o yo
ur b
est
scho
ol m
eani
ngfu
l p
arti
cip
atio
nD
o yo
u m
ake
clas
s ru
les
cho
ose
thin
gs
to d
o sc
ho
ol
Mea
ning
ful
par
tici
pat
iona
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
do
thin
gs
to b
e h
elp
ful a
t sch
oo
lIt
em d
rop
ped
mdashfu
ncti
ons
diff
eren
tly
for b
oys
and
girl
s
hom
e m
eani
ngfu
l p
arti
cip
atio
n
Do
you
hel
p o
ut a
t ho
me
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
mak
e ru
les
or c
ho
ose
thin
gs
to d
o at
ho
me
It
em d
rop
ped
mdashco
nst
ruct
has
lo
w in
tern
al c
on
sist
ency
pro
-soc
ial p
eers
Do
you
r bes
t fri
end
s g
et in
to tr
ou
ble
pr
o-s
ocia
l pee
rsb
Item
dro
pp
edmdash
func
tion
s d
iffer
entl
y fo
r boy
s an
d gi
rls
Do
you
r bes
t fri
end
s tr
y to
do
the
rig
ht t
hin
gIt
em n
ot u
sed
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
b C
onst
ruct
dro
pped
bec
ause
of i
nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s ar
e dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
tAbl
e b2
7
cu
rren
t an
d r
eco
mm
end
ed m
easu
rem
ent o
f in
tern
al r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
emp
athy
do
you
try
to u
nder
stan
d ho
w o
ther
peo
ple
feel
em
pat
hyd
o yo
u tr
y to
und
erst
and
how
oth
er p
eop
le fe
el
do
you
feel
bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
td
o yo
u fe
el b
ad w
hen
som
eone
get
s th
eir f
eelin
gs h
urt
prob
lem
sol
ving
Do
you
try
to w
ork
out y
our p
rob
lem
s b
y ta
lkin
gw
riti
ng
pr
oble
m s
olvi
ngIt
em d
rop
ped
mdashin
con
sist
ent l
oad
ing
scr
oss-
load
ing
s
Do
you
know
wh
ere
to g
o to
get
hel
p w
ith
a p
rob
lem
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
goa
lsa
spir
atio
ns
Do
you
try
to d
o yo
ur b
est
goa
lsa
spir
atio
ns
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
Do
you
hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
Do
you
pla
n to
go
to c
olle
ge
afte
r hig
h s
cho
ol
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
Not
e G
reen
item
s ar
e dr
oppe
d th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re c
on-
stru
ct B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
s bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
44 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Appendix c results And Model selection detAils
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items Figure C1 shows scree plots for the main and validation samples based on the total sample of secondary students In both cases seven eigenvalues are greater than 10 Focusing on the number of fac-tors indicated on the x-axis before the plotted line turns sharply right the plots are consistent with solutions ranging from 6 to 10 extracted factors
An examination of the goodness-of-fit information for the EFA results produces ambiguous results (table C1)13 Using the RMSEA cut-off value of 006 a 7-factor solution is supported while the RMSR cut-off value of 005 supports a 5-factor solution What is clear from table C1 (and figure C1) is that the 4-factor solution is not supported by the pat-tern of fit indices
To adjudicate between these different solutions the factor loadings for solutions ranging from
four to nine extracted factors were examined The factor pattern and loadings for these models are presented in appendix tables E4andashE10b Appendix tables E11ndashE63 show EFA factor loadings for each demographic subgroup (main sample only) The
2 4 6 8 10 20 30 330
1
2
3
5
10
15
Eigenvalue
Main sample Validation sample
Factors2 4 6 8 10 20 30 33
0
1
2
3
5
10
15
Eigenvalue
Factors
figure c1
secondary environmental resilience asset scree plot total analytic samples
tAble c1
secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0187 0163 0186 0158
2 factor 0159 0129 0156 0123
3 factor 0131 0092 0133 0092
4 factor 0108 0064 0111 0066
5 factor 0081 0042 0084 0045
6 factor 0064 0033 0067 0034
7 factor 0044 0021 0047 0021
8 factor 0030 0012 0033 0013
9 factor 0024 0012 0025 0010
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 45
patterns of loadings for 4-factor solutions (tables E4a and E4b) suggest that global 9-item school- 6-item community- and 9-item home asset constructs can be assessed by the RYDM items There is also some support for a 5-item peer asset construct although the loadings for the peer high expectations items (R46 and R47) are quite low However several of the items do not consistently load on any of the underlying constructs More-over the factor patterns differ for 7th graders 11th graders and males (see tables E10 E22 and E28 respectively)
The 5-factor solutions presented in tables E5a and E5b produce a more general meaningful participa-tion factor based on the school and community meaningful participation items However item R55 (ldquoI do things at home that make a differencerdquo) cross-loads on two factors and item R45 (ldquoMy friends get into a lot of troublerdquo) does not load on any factor Item cross-loadings and inconsistency across the main and validation samples are also apparent for the 6-factor and 7-factor solutions in tables E6andashE7b
The 8-factor solutions in tables E8a and E8b show conceptually clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instru-ment The pattern of factor loadings across all the demographic subgroups was consistent with those displayed in tables E8a and E8b14 Distinct factors are apparent for support and meaningful participation in the school community and home environments and caring and pro-social relation-ships in the peer environment The factor pattern evident in the 8-factor solution is inconsistent with how the instrument is currently being used in California because the results suggest that caring relationships and high expectations at school in the home and the community are not distinct factors
Confirmatory factor analysis results CFA mod-els were estimated based on the EFA results Table C2 shows CFA goodness-of-fit information
for 4-factor 7-factor and 8-factor CFA models These models are equivalent to the EFA models shown in the appendix tables E4a E4b E7a E7b E8a E8b except that all but the highest magnitude loadings from the EFA models were constrained to be zero An examination of the fit indices shows that the 4-factor solution has relatively poor fit as demonstrated by the CFI RMSEA and WRMR values (model 1) The 7-fac-tor model (model 2)mdashwhich includes a global home environmental assets factor peer caring relations and peer high expectations factors and distinct factors for support and meaningful participation in the school and community en-vironments (4 factors)mdashprovided a significantly better fit to the observed data than the 4-factor model This is evident by the significant χ2 dif-ference between the 7- and 4-factor models and the RMSEA values of 053 and 055 for the main and validation samples respectively The 8-factor model (model 3a) was an improvement in fit over the 7-factor model with a highly significant χ2 difference test and CFI TLI and RMSEA values all within the thresholds for acceptable fit The 8-factor solution is thus the most suitable model
To test for differential item functioning across demographic subgroups the CFA models were re-estimated with covariates to detect differences in measurement intercepts An inspection of the measurement intercept modification indices revealed that several measurement intercepts dif-fered by demographic subgroup Models 3b and 3c in table C2 show fit indices for models with and without restrictions on the measurement intercepts identified15 A comparison of model 3b and model 3c suggests that relaxing the assump-tion of equal measurement intercepts improves model fit Table C3 presents estimates of these measurement intercept differences for model 3c for both the main and the validation sample Items R23 (ldquoI help other peoplerdquo) R54 (ldquoI do fun things or go fun places with my parentsrdquo) and R45 (ldquoMy friends get into a lot of troublerdquo) assess the underlying constructs differently for demographic subgroups
46 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble c2
secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factorsmdashschool community home peers 0878 0968 0091 6678
(2) 7 factorsmdashone home factor 0944 0989 0053 3514 414452 12
(3a) 8 factorsmdashsee preferred efA model (table b1) 0961 0993 0042 2869 104500 6
(3b) 8 factorsmdashinvariant measurement intercepts 0959 0991 0038 2453
(3c) 8 factorsmdash5 variant measurement intercepts 0962 0992 0037 2380 41798 5
(4) 8 factorsmdash3 items deleted 0969 0993 0035 2168a
Validation sample
(1) 4 factorsmdashschool community home peers 0857 0966 0094 6896
(2) 7 factorsmdashone home factor 0935 0988 0055 3641 447126 12
(3a) 8 factorsmdashsee preferred efA model (table b2) 0956 0993 0043 2761 116009 6
(3b) 8 factorsmdashinvariant measurement intercepts 0954 0991 0040 2555
(3c) 8 factorsmdash5 variant measurement intercepts 0956 0991 0039 2497 34433 5
(4) 8 factorsmdash3 items deleted 0965 0993 0037 2253a
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le 100)
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
0
1
2
3
4
5
0
1
2
3
4
5
Eigenvalue
Main sample Validation sample
Factors
Eigenvalue
Factors2 4 6 8 10 12 14 2 4 6 8 10 12 14
figure c2
elementary school environmental resilience asset scree plot total analytic samples
Appendix c 47
Elementary school environmental resilience assets
Exploratory factor analysis results Figure C2 shows scree plots for the main and validation samples based on the total sample of elementary students In both cases four eigenvalues are greater than 10mdashsuggesting that a 4-factor solu-tion is most appropriate for the data The fit indi-ces in table C4 and the factor loadings for solutions ranging from 2 to 5 extracted factors (see appen-dix tables E65ndashE72) suggest that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (caring re-lationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers These results were found for both the main and the validation sample and for both boys and girls
Confirmatory factor analysis results Based on the EFA results table C5 presents goodness-of-fit information for 3- and 4-factor CFA models One 3-factor model (model 1) was fitted with distinct global factors for assets in the school home and
tAble c3
Measurement intercept differences for environmental resilience assets secondary school sample
item female grade 9 grade 11African
Americanchinese
AmericanMexican
American
Main sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemp 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 032 000 000 000 000 020
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash029 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 022 000 000 000 024 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Validation sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemple 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 028 000 000 000 000 018
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash033 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 020 000 000 000 018 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
48 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
peer environments This model fit the data less well than the 4-factor model with distinct factors for school support home support meaningful participation and pro-social peers (model 2a)
To test for differences in measurement intercepts model 2a was re-estimated with a covariate for student gender (model 2b)16 The measurement intercept modification indices suggest that the intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls Allowing these measurement intercepts to vary by gender significantly improves the fit of the model (see table C5 models 2b versus 2c) For a given level of meaningful participation females report between 20 and 36 percent of a standard deviation higher frequencies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation (table C6) In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because these measurement intercept differences are so large these items should not be used to measure the underlying constructs
Because dropping item 51 leaves only one item to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should be dropped as well and pro-social peer assets not be assessed on the elementary module
After the pro-social peer items are dropped the 3-factor model is leftmdashwith factors for school support home support and meaningful participa-tion (model 4 in table C6) Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statisti-cally significant improvement in model fit (see ∆χ2 values for model 4) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicated that these meaning-ful participation items are weakly related to the underlying school and home factors (026 037 and 024 respectively) Therefore the most support is found for the 3-factor model
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicate that two of the three items used to assess cooperation and communication among middle and high school studentsmdashR36 (ldquoI enjoy work-ing together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor These items were therefore dropped from the analysis Figure C3 presents scree plots for the main and validation samples The plot shows that four eigenvalues are greater than one and the plots are consistent with solutions ranging from three to six extracted fac-tors Using conventional cut-off levels the RMSEA and RMSR values presented in table C7 are consis-tent with 4- and 3-factor solutions respectively A comparison of the factor pattern and loadings for the 3-factor and 4-factor models (see tables E84a E84b E85a and E85b) suggests that the 4-factor solution has a simpler and more conceptually clear
tAble c4
elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0093 0087 0092 0089
2 factor 0079 0063 0079 0063
3 factor 0067 0048 0063 0042
4 factor 0046 0032 0048 0030
5 factor 0033 0020 0043 0023
6 factor 0021 0014 mdash mdash
7 factor 0007 0008 mdash mdash
mdash indicates solution could not be obtained due to over-factoring (Heywood case)
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 49
factor structure In the 3-factor solution two items load on more than one factor (see table E84a) The 5-factor solution (table E86a)mdashwith distinct factors
identified for self-efficacy empathy problem solv-ing self- awareness and goalsaspirationsmdashis also conceptually clear and is consistent with how the
tAble c5
elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 3 factorsmdashschool home peers 0908 0951 0058 1911
(2a) 4 factorsmdashsee preferred efA model 0938 0966 0048 1578 8239 3
(2b) 4 factorsmdashinvariant measurement intercepts 0932 0960 0049 1598
(2c) 4 factorsmdash2 variant measurement intercepts 0943 0966 0045 1480 4631 2
(3) 2 factorsmdashschool and home (3 items deleted) 0943 0966 0053 1729
(4) 3 factorsmdashschool support home support meaningful participation 0944 0966 0053 1663 1071 2
Validation sample
(1) 3 factorsmdashschool home peers 0898 0932 0065 2148
(2a) 4 factorsmdashsee preferred efA model 0943 0963 0048 1601 12524 3
(2b) 4 factorsmdashinvariant measurement intercepts 0942 0960 0046 1556
(2c) 4 factorsmdash2 variant measurement intercepts 0948 0962 0045 1495 2379 2
(3) 2 factorsmdashschool and home 0948 0962 0053 1785
(4) 3 factorsmdashschool support home support meaningful participation (3 items deleted) 0948 0961 0049 1731a 807 2
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le100)
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
tAble c6
gender measurement intercept differences for environmental resilience assets elementary school sample
item construct Main sample validation sample
Meaningful participation
9 make class rules or choose things to do at school 0000 0000
15 do you do things to be helpful at school 0363 0201
56 do you help out at home 0000 0000
57 do you get to make ruleschoose things to do at home 0000 0000
Pro-social peers
50 do your best friends get into trouble 0000 0000
51 do your best friends try to do the right thing ndash0425 ndash0431
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
50 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
instrument is currently being used in California CFA models were estimated to help adjudicate between the 4- and 5-factor solutions
Confirmatory factor analysis results CFA models were estimated consistent with the 4- and 5-factor EFA models with all but the highest loadings from the EFA models constrained to be zero As shown
in table C8 estimation of the 5-factor model resulted in an improvement in fit over the 4-factor model The CFA models confirmed the pattern of factor loadings in table E86a
Several consistent substantively significant dif-ferences in measurement intercepts across racialethnic groups were evident when covariates were included in the CFA models These differences are presented in table C9 Items R27 (ldquoI know where to go for help with a problemrdquo) R24 (ldquohaving goals and plans for the futurerdquo) and R26 (ldquoplan to go to college after high schoolrdquo) function differently across demographic subgroups
Elementary school internal resilience assets
Exploratory factor analysis results Exploratory factor analyses of the elementary school internal resilience asset items suggested that a 2-factor so-lution was appropriate for both the main and vali-dation samples However the factor patterns were different for the two samples and for males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample
0
1
2
4
6
8
10Eigenvalue
Main sample Validation sample
Factors
0
1
2
4
6
8
10Eigenvalue
Factors2 4 6 8 10 12 14 16 2 4 6 8 10 12 14 16
figure c3
secondary school internal resilience asset scree plot total analytic samples
tAble c7
secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0130 0091 0132 0090
2 factor 0097 0062 0099 0064
3 factor 0072 0036 0075 0037
4 factor 0054 0024 0056 0025
5 factor 0028 0011 0029 0011
6 factor 0021 0008 0017 0007
7 factor 0016 0005 0017 0006
RMSEA = Root mean square error of approximation
RMSR = Root mean square residual
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 51
tAble c8
secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factors 0891 0979 0079 4841
(2a) 5 factors 0915 0984 0068 3988 77099 4
(2b) 5 factorsmdashinvariant measurement intercepts 0923 0980 0055 3200
(2c) 5 factorsmdash5 variant measurement intercepts 0931 0982 0053 3007 28845 3
(3) 4 factorsmdash4 items deleted 0955 0988 0067 3731
Validation sample
(1) 4 factors 0881 0980 0077 4702
(2a) 5 factors 0910 0985 0066 3827 76137 4
(2b) 5 factorsmdashinvariant measurement intercepts 0919 0981 0054 3123
(2c) 5 factorsmdash5 variant measurement intercepts 0926 0982 0052 2955 25152 3
(3) 4 factorsmdash4 items deleted 0948 0988 0066 3623
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble c9
Measurement intercept differences for internal resilience assets secondary school sample
item construct femaleAfrican
Americanchinese
AmericanMexican
American
Main sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash034 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 034 ndash051 023
r26 i plan to go to college or some other school after high school 000 000 ndash025 000
Validation sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash022 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 032 ndash052 020
r26 i plan to go to college or some other school after high school 000 000 ndash030 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
52 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
(see tables E124andashE132) The EFA factor patterns continued to be ambiguous after dropping item 40mdashmost likely because so few items remained to be analyzed Thus a CFA framework was estimated with two nested modelsmdasha 1-factor model mea-suring overall internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results Table C10 shows goodness-of-fit information for the 1-factor and 2-factor CFA models The 2-factor model (model 2)mdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model
0
1
2
3
Eigenvalue
Main sample Validation sample
Factors
0
1
2
3
Eigenvalue
Factors1 2 3 4 5 6 7 1 2 3 4 5 6 7
figure c4
elementary school internal resilience asset scree plot total analytic samples
tAble c10
elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 1 factormdashitem 40 dropped 0919 0898 0079 2198
(2) 2 factormdashempathy amp goalsaspirations 0987 0982 0033 1014 6957 1
Validation sample
(1) 1 factormdashitem 40 deleted 0877 0846 0103 2777
(2) 2 factormdashempathy and goalsaspirations 0959 0942 0063 1649 7992 1
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix d 53
Appendix d otHer AssessMents oF resilience And relAted FActors
This appendix describes the quality and psycho-metric properties of other elementary and sec-ondary school assessments of environmental and internal resilience assets
The Search Institutersquos Attitude and Behavior Questionnaire (ABQ) the most commonly used asset assessment in the United States is a 152-item questionnaire designed to assess 40 developmental assets17 among students in grades 6ndash12mdashincluding social competence self-esteem and social sup-port in the school and home environments (Price Dake amp Kucharewski 2002) The instrument averages 23 items per subscale (asset) with 13 of the 40 Search Institute assets measured by just one item Price et alrsquos psychometric analyses of the ABQ indicated that the items assess eight develop-mental assetsmdashwith average internal consistency of 050 and stability reliabilities of 045 (Price et al 2002) Thus the ABQ has relatively poor psychometric properties In addition the ABQ is not built upon a strong theoretical approach and assesses only one environmental asset in the school domain (caring school climate)
The Communities That Care Youth Survey (CTC) was designed to assess an array of risk and protec-tive factors among adolescents aged 11 to 18 in-cluding family attachment peer pro-social involve-ment and opportunities for pro-social involvement and recognition of pro-social involvement in the school family and community domains (Arthur Hawkins Pollard Catalano amp Baglioni 2002) The instrument contains an average of 33 items per protective factor measured with a mean alpha of 075 (Arthur et al 1996) The protective fac-tor scales have demonstrated respectable internal consistency on large national samples (Beyers Toumbourou Catalano Arthur amp Hawkins 2004) Although the content of the CTC survey overlaps with the resilience and youth development module its coverage of environmental and internal as-sets is more limited Just two are used to measure
opportunities for pro-social involvement and just three for recognition of pro-social involvement in the school domain These constructs exhibited internal consistency reliabilities of 055 and 060 No test-retest reliabilities have been reported
Several environmental and internal asset scales also have been developed for the Child Develop-ment Project (CDP) (Battistich 2003 Battistich Schaps Watson Solomon amp Lewis 2000 Battis-tich Schaps amp Wilson 2004) The items designed for students in grades 3ndash6 assess sense of school community (18 items alpha=081) trust and respect for teachers (6 items alpha=079) positive teacher-student relations (3 items alpha=063) and peersrsquo positive involvement in school (5 items alpha=078) The CDP instrument also assesses personal and social attitudes consistent with resilience theory including concern for others (10 items alpha=080) efficacy (9 items alpha=081) and global self-esteem (3 items alpha=079) The domains covered by CDP are consistent with Benardrsquos (2004) resiliency framework and the protective factor scales demonstrate respectable internal consistency reliability particularly given that the instrument targets elementary school students However with 147 items the instrument is too lengthy for widespread administration in California school settings
The Social Skills Rating System (SSRS) Student Form (Gresham amp Elliot 1990) another more widely used and respected assessment assesses several personal strengths characteristic of re-silience The instrument includes 10-item scales measuring cooperation (alpha=068) assertion (alpha=059) empathy (alpha=075) and self-con-trol (alpha=066) Stability reliabilities for these scales average 058 (Gresham amp Elliot 1990) Thus both internal consistency and stability reliabilities for the SSRS student form are below conventional levels of adequacy
Numerous other resilience-related assessments exist including the Resilience Scale (Wagnild amp Young 1993) the Rochester Evaluation of Asset Development for Youth (Klein et al 2006) the
54 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Youth Asset Survey (Oman et al 2002) the Individual Protective Factors Index (Springer amp Philips 1995) and the Resilience Scale for Ado-lescents (Hjemda Friborg Stiles Martinussen amp Rosenvinge 2006) However no other instrument
when compared with the resilience and youth de-velopment module provides as comprehensive and balanced coverage of environmental and internal assets and is short enough for widespread admin-istration in classroom settings18
appendix e 55
E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 60
E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 60
E3 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 61
E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 62
E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 63
E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 64
E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 65
E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution 66
E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution 67
E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution 68
E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution 69
E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution 70
E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution 71
E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution 72
E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution 73
E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution 74
E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution 75
E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution 76
E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution 77
E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution 78
E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution 79
E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution 80
E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution 81
E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution 82
E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution 83
E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution 84
E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution 85
E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution 86
E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution 87
appendix e deTailed TableS
56 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution 88
E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution 89
E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution 90
E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution 91
E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution 92
E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution 93
E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution 94
E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution 95
E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution 96
E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution 97
E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution 98
E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution 99
E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution 100
E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution 101
E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution 102
E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution 103
E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution 104
E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution 105
E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution 106
E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution 107
E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution 108
E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution 109
E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution 110
E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution 111
E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution 112
E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution 113
E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution 114
E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution 115
E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution 116
E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution 117
E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution 118
appendix e 57
E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution 119
E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution 120
E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution 121
E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution 122
E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution 123
E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution 124
E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution 125
E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution 126
E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution 127
E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information for EFA Models 128
E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution 128
E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution 129
E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution 129
E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution 130
E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 130
E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 131
E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 131
E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 132
E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution 132
E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution 134
E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution 134
E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution 135
E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution 135
E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 136
E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 136
E82 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 137
E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 138
E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 138
58 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model 140
E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model 140
E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model 141
E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model 141
E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model 142
E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model 142
E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model 143
E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model 143
E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model 144
E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model 144
E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model 145
E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model 145
E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model 146
E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model 146
E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model 147
E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model 147
E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model 148
E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model 148
E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model 149
E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model 149
E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model 150
E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model 150
E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model 151
E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model 151
E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model 152
E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model 152
E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model 153
E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model 153
E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model 154
appendix e 59
E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model 154
E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model 155
E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model 155
E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model 156
E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model 156
E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model 157
E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model 157
E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model 158
E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model 158
E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model 159
E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model 159
E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models 160
E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model 160
E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model 160
E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 161
E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 161
E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 161
E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model 162
E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model 162
E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model 162
E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model 163
E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model 163
E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model 163
60 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e1
Secondary rydM environmental assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample
validation sample
main sample
validation sample
main sample
validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0165 0143 0167 0141 0194 0168 0194 0165 0202 0182 0199 0174
2 factor 0140 0113 0142 0112 0164 0132 0163 0129 0169 0139 0164 0131
3 factor 0113 0079 0121 0083 0136 0096 0138 0095 0143 0103 0140 0098
4 factor 0091 0058 0103 0065 0111 0064 0113 0068 0120 0075 0114 0067
5 factor 0074 0041 0077 0045 0083 0043 0087 0046 0086 0045 0088 0046
6 factor 0055 0031 0061 0034 0067 0034 0070 0035 0070 0035 0072 0035
7 factor 0037 0019 0041 0021 0049 0023 0049 0022 0050 0023 0053 0023
8 factor 0028 0014 0030 0014 0032 0014 0033 0014 0036 0014 0039 0016
9 factor 0024 0012 0024 0012 0025 0011 0025 0010 0028 0011 0029 0012
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e2
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0183 0153 0185 0150 0186 0170 0182 0164
2 factor 0156 0120 0156 0115 0156 0134 0153 0131
3 factor 0124 0082 0131 0085 0131 0097 0129 0095
4 factor 0104 0059 0111 0062 0108 0070 0106 0069
5 factor 0078 0041 0086 0044 0082 0046 0082 0046
6 factor 0062 0032 0068 0034 0065 0034 0067 0036
7 factor 0043 0021 0046 0021 0046 0022 0048 0023
8 factor 0029 0012 0031 0012 0032 0014 0036 0015
9 factor 0023 0010 0024 0010 0026 0011 0027 0011
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 61
taBl
e e3
envi
ron
men
tal a
sset
s a
fric
an a
mer
ican
ch
ines
e a
mer
ican
Mex
ican
am
eric
an a
nd
Wh
ite
go
od
nes
s o
f fit
info
rmat
ion
for
efa
Mo
del
s
afr
ican
am
eric
anc
hine
se a
mer
ican
mex
ican
am
eric
anW
hite
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mod
elrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Sr
1 fa
ctor
022
20
154
022
50
157
023
10
149
024
30
155
024
60
174
023
90
165
022
80
164
023
10
160
2 fa
ctor
018
70
119
018
90
123
018
60
111
019
90
117
020
80
136
020
00
129
019
10
130
019
40
124
3 fa
ctor
015
10
083
015
80
089
015
60
084
016
90
090
017
10
096
017
10
097
016
10
095
016
30
091
4 fa
ctor
012
40
083
013
20
064
012
70
058
014
00
066
013
70
067
013
90
071
013
10
065
013
50
064
5 fa
ctor
009
00
039
009
20
040
009
50
040
010
10
042
010
40
045
010
60
047
009
90
042
010
40
045
6 fa
ctor
007
10
029
007
30
030
007
60
031
008
10
032
008
20
034
008
70
037
007
70
033
008
30
034
7 fa
ctor
004
70
019
005
50
022
006
10
023
006
10
022
005
90
023
006
10
024
005
50
021
005
80
021
8 fa
ctor
003
30
013
003
80
014
004
60
016
004
80
016
004
10
014
004
20
015
003
70
013
004
10
014
9 fa
ctor
002
60
010
003
10
011
003
70
013
003
80
012
003
30
012
003
20
011
003
10
011
003
20
011
Not
e A
naly
tic s
ampl
es c
onsi
st o
f 30
00 re
spon
dent
s per
raci
ale
thni
c gr
oup
sam
pled
from
surv
eys a
dmin
iste
red
betw
een
sprin
g 20
03 a
nd s
prin
g 20
05
Wei
ghte
d da
ta
RMSE
A =
Roo
t mea
n sq
uare
err
or o
f app
roxi
mat
ion
(rec
omm
ende
d va
lue
le 0
06)
RMSR
= R
oot m
ean
squa
re re
sidu
al (r
ecom
men
ded
valu
e le
00
5)
62 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e4a
Secondary rydM environmental asset efa results Main Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 012 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 012 ndash008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash004 ndash014
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 013 ndash007 ndash010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 014 ndash007 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash003 ndash013
r12 Schlpart Schoolmdashi do interesting activities 051 ndash011 010 016
r13 Schlpart Schoolmdashi help decide things like class activities or rules 064 ndash026 004 018
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash020 009 020
r15 comcare communitymdashadult who really cares about me 010 084 000 010
r17 comcare communitymdashadult who notices when i am upset about 007 078 011 009
r20 comcare communitymdashadult whom i trust 009 072 016 007
r16 comhigh communitymdashadult who tells me when i do a good job 011 079 012 008
r18 comhigh communitymdashadult who believes that i will be a success 011 080 013 008
r19 comhigh communitymdashadult who always wants me to do my best 012 084 006 008
r21 compart i am part of clubs sports teams churchtemple or other 029 ndash005 017 034
r22 compart i am involved in taking lessons in music art literature 028 ndash005 016 035
r23 compart i help other people 029 003 018 029
r49 homecare homemdashadult who is interested in my school work ndash008 008 086 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash006 007 093 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash004 008 096 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash009 013 068 008
r50 homehigh homemdashadult who believes that i will be a success ndash007 017 088 ndash003
r52 homehigh homemdashadult who always wants me to do my best ndash011 017 090 ndash001
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 078 ndash003
r55 homepart i do things at home that make a difference 018 ndash012 068 005
r56 homepart i help make decisions with my family 010 ndash009 078 ndash001
r42 peercare a friend who really cares about me ndash011 018 ndash011 093
r43 peercare a friend who talks with me about my problems ndash016 014 ndash018 105
r44 peercare a friend who helps me when irsquom having a hard time ndash015 014 ndash013 102
r45 peerhigh my friends get into a lot of trouble ndash002 006 ndash006 ndash024
r46 peerhigh my friends try to do what is right 004 ndash008 019 054
r47 peerhigh my friends do well in school 007 ndash010 021 046
appendix e 63
taBle e4B
Secondary rydM environmental asset efa results validation Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 010 ndash001 ndash012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 010 ndash007 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 089 009 ndash011 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 012 ndash007 ndash006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 013 ndash013 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 010 ndash009 ndash005
r12 Schlpart Schoolmdashi do interesting activities 045 ndash013 020 015
r13 Schlpart Schoolmdashi help decide things like class activities or rules 052 ndash026 020 016
r14 Schlpart Schoolmdashi do things that make a difference 049 ndash020 022 020
r15 comcare communitymdashadult who really cares about me 008 084 013 002
r17 comcare communitymdashadult who notices when i am upset about 005 077 009 015
r20 comcare communitymdashadult whom i trust 006 072 009 018
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 009 015
r18 comhigh communitymdashadult who believes that i will be a success 012 079 009 014
r19 comhigh communitymdashadult who always wants me to do my best 012 085 008 007
r21 compart i am part of clubs sports teams churchtemple or other 012 ndash008 049 019
r22 compart i am involved in taking lessons in music art literature 012 ndash007 049 020
r23 compart i help other people 021 002 036 020
r49 homecare homemdashadult who is interested in my school work ndash009 010 ndash008 087
r51 homecare homemdashadult who talks with me about my problems ndash009 011 ndash013 094
r53 homecare homemdashadult who listens to me when i have something ndash005 013 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash007 013 006 067
r50 homehigh homemdashadult who believes that i will be a success ndash002 018 ndash008 087
r52 homehigh homemdashadult who always wants me to do my best ndash004 019 ndash006 086
r54 homepart i do fun things or go fun places with my parents or other 002 ndash004 ndash005 080
r55 homepart i do things at home that make a difference 009 ndash011 011 072
r56 homepart i help make decisions with my family 002 ndash006 000 082
r42 peercare a friend who really cares about me ndash009 019 094 ndash015
r43 peercare a friend who talks with me about my problems ndash015 015 107 ndash021
r44 peercare a friend who helps me when irsquom having a hard time ndash013 017 104 ndash018
r45 peerhigh my friends get into a lot of trouble ndash005 006 ndash013 ndash015
r46 peerhigh my friends try to do what is right 002 ndash008 049 024
r47 peerhigh my friends do well in school 003 ndash007 044 023
64 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e5a
Secondary rydM environmental asset efa results Main Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 003 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 003 003 000 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 003 005 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 003 002 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 003 006 005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 061 000 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 022 076 ndash010 ndash014 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 021 076 ndash004 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 090 ndash003 005
r17 comcare communitymdashadult who notices when i am upset about 000 005 084 007 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 008 085 008 000
r18 comhigh communitymdashadult who believes that i will be a success 005 004 085 009 002
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash017 080 017 ndash002 001
r22 compart i am involved in taking lessons in music art literature ndash016 077 016 ndash003 004
r23 compart i help other people 001 054 013 005 013
r49 homecare homemdashadult who is interested in my school work 003 ndash008 003 084 002
r51 homecare homemdashadult who talks with me about my problems 000 ndash001 003 090 ndash008
r53 homecare homemdashadult who listens to me when i have something 002 ndash003 004 093 ndash011
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash011 008 067 014
r50 homehigh homemdashadult who believes that i will be a success 006 ndash013 012 085 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash017 012 087 008
r54 homepart i do fun things or go fun places with my parents or other ndash005 025 ndash006 071 ndash007
r55 homepart i do things at home that make a difference ndash004 046 ndash008 057 ndash005
r56 homepart i help make decisions with my family ndash003 032 ndash008 070 ndash006
r42 peercare a friend who really cares about me 000 ndash003 011 ndash004 088
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash004 006 ndash005 096
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash008 ndash027
r46 peerhigh my friends try to do what is right 005 015 ndash016 019 054
r47 peerhigh my friends do well in school 005 016 ndash017 021 046
appendix e 65
taBle e5B
Secondary rydM environmental asset efa results validation Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 005 ndash006 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 004 ndash002 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 004 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash004 004 003 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 003 000
r12 Schlpart Schoolmdashi do interesting activities 024 060 ndash002 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 024 072 ndash011 ndash007 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 022 072 ndash005 ndash004 ndash003
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash003 006
r17 comcare communitymdashadult who notices when i am upset about 000 004 083 010 002
r20 comcare communitymdashadult whom i trust 001 006 078 013 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 007 084 010 001
r18 comhigh communitymdashadult who believes that i will be a success 007 005 084 009 002
r19 comhigh communitymdashadult who always wants me to do my best 007 001 090 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 081 015 ndash006 005
r22 compart i am involved in taking lessons in music art literature ndash016 079 015 ndash004 005
r23 compart i help other people 002 055 012 003 014
r49 homecare homemdashadult who is interested in my school work 001 ndash007 004 084 000
r51 homecare homemdashadult who talks with me about my problems ndash004 002 006 089 ndash008
r53 homecare homemdashadult who listens to me when i have something 001 000 008 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash012 006 066 016
r50 homehigh homemdashadult who believes that i will be a success 008 ndash011 012 084 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash016 012 084 007
r54 homepart i do fun things or go fun places with my parents or other ndash005 029 ndash004 070 ndash011
r55 homepart i do things at home that make a difference ndash007 050 ndash008 056 ndash002
r56 homepart i help make decisions with my family ndash007 035 ndash005 070 ndash007
r42 peercare a friend who really cares about me 001 000 011 ndash006 087
r43 peercare a friend who talks with me about my problems ndash005 002 005 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 000 007 ndash007 095
r45 peerhigh my friends get into a lot of trouble ndash008 001 012 ndash017 ndash017
r46 peerhigh my friends try to do what is right 007 008 ndash019 027 052
r47 peerhigh my friends do well in school 007 009 ndash017 025 046
66 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e6a
Secondary rydM environmental asset efa results Main Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 003 ndash002 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 002 ndash005 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 002 000 004 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 002 001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash001 001 005 001 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 005 005 004 003 ndash005
r12 Schlpart Schoolmdashi do interesting activities 016 058 001 013 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 077 ndash008 ndash006 ndash007 008
r14 Schlpart Schoolmdashi do things that make a difference 015 075 ndash001 000 ndash003 007
r15 comcare communitymdashadult who really cares about me 004 ndash003 093 ndash001 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 087 ndash010 007 008
r20 comcare communitymdashadult whom i trust 002 003 080 ndash002 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 088 ndash003 007 002
r18 comhigh communitymdashadult who believes that i will be a success 005 001 088 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash012 054 015 060 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash010 050 013 063 ndash008 ndash018
r23 compart i help other people 001 044 013 032 003 005
r49 homecare homemdashadult who is interested in my school work 003 ndash008 002 014 079 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash001 002 003 ndash006 089 ndash002
r53 homecare homemdashadult who listens to me when i have something 002 000 004 ndash006 092 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash015 007 029 058 001
r50 homehigh homemdashadult who believes that i will be a success 007 ndash013 011 018 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 007 ndash020 010 027 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash007 028 ndash005 ndash004 071 003
r55 homepart i do things at home that make a difference ndash008 048 ndash006 ndash002 058 007
r56 homepart i help make decisions with my family ndash006 036 ndash007 ndash009 071 007
r42 peercare a friend who really cares about me ndash001 ndash001 011 015 ndash002 080
r43 peercare a friend who talks with me about my problems ndash004 004 006 006 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 089
r45 peerhigh my friends get into a lot of trouble ndash008 007 012 ndash033 ndash001 ndash011
r46 peerhigh my friends try to do what is right 006 002 ndash015 063 007 029
r47 peerhigh my friends do well in school 007 004 ndash016 060 010 019
appendix e 67
taBle e6B
Secondary rydM environmental asset efa results validation Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 004 ndash003 ndash005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 003 ndash005 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 000 ndash002 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 003 002 001 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash001 003 004 000 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 006 002 001 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 020 058 ndash001 015 ndash001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 019 073 ndash009 ndash005 000 006
r14 Schlpart Schoolmdashi do things that make a difference 016 072 ndash002 001 002 007
r15 comcare communitymdashadult who really cares about me 002 ndash002 093 ndash001 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 085 ndash008 011 006
r20 comcare communitymdashadult whom i trust 000 002 080 000 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 086 ndash003 009 003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash004 093 002 001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash012 056 014 064 ndash011 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 053 014 067 ndash009 ndash017
r23 compart i help other people 001 047 012 033 001 006
r49 homecare homemdashadult who is interested in my school work 002 ndash006 002 019 077 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash003 004 006 ndash003 088 ndash003
r53 homecare homemdashadult who listens to me when i have something 002 002 007 ndash003 088 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash015 005 033 054 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 020 076 ndash005
r52 homehigh homemdashadult who always wants me to do my best 011 ndash016 010 026 073 ndash004
r54 homepart i do fun things or go fun places with my parents or other ndash006 031 ndash004 ndash004 071 000
r55 homepart i do things at home that make a difference ndash009 051 ndash006 ndash002 058 009
r56 homepart i help make decisions with my family ndash009 037 ndash004 ndash011 072 007
r42 peercare a friend who really cares about me 001 ndash001 010 011 ndash004 082
r43 peercare a friend who talks with me about my problems ndash005 003 005 004 ndash005 094
r44 peercare a friend who helps me when irsquom having a hard time ndash002 001 007 006 ndash002 090
r45 peerhigh my friends get into a lot of trouble ndash009 004 012 ndash030 ndash009 ndash003
r46 peerhigh my friends try to do what is right 006 002 ndash018 060 011 030
r47 peerhigh my friends do well in school 006 003 ndash015 056 010 023
68 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e7a
Secondary rydM environmental asset efa results Main Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 013 002 ndash004 ndash003 005 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 008 001 ndash006 002 004 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 006 ndash003 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 000 ndash001 004 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash003 ndash001 000 004 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash002 004 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash001 029 ndash003 001 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 077 ndash003 011 ndash015 003 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 013 073 002 016 ndash011 002 001
r15 comcare communitymdashadult who really cares about me 003 ndash005 094 002 ndash006 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 007 089 ndash006 005 005 ndash004
r20 comcare communitymdashadult whom i trust 001 003 082 000 009 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 001 005 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 001 006 ndash002 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 094 002 000 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash007 019 002 080 004 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 012 ndash002 087 004 ndash002 ndash003
r23 compart i help other people 001 029 009 040 004 007 009
r49 homecare homemdashadult who is interested in my school work 005 ndash008 ndash004 011 084 003 ndash004
r51 homecare homemdashadult who talks with me about my problems 000 010 001 ndash007 091 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 008 003 ndash010 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 000 023 063 007 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 006 011 082 001 002
r52 homehigh homemdashadult who always wants me to do my best 008 ndash025 005 018 083 001 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 035 001 ndash011 067 ndash004 007
r55 homepart i do things at home that make a difference ndash010 054 001 ndash005 050 ndash003 010
r56 homepart i help make decisions with my family ndash007 045 ndash001 ndash015 065 ndash001 005
r42 peercare a friend who really cares about me 002 ndash003 005 004 002 083 006
r43 peercare a friend who talks with me about my problems ndash002 005 ndash001 ndash004 000 096 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 000 ndash004 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash005 006 003 003 004 002 ndash046
r46 peerhigh my friends try to do what is right ndash001 002 002 ndash005 ndash006 005 093
r47 peerhigh my friends do well in school 003 004 ndash001 003 003 ndash002 070
appendix e 69
taBle e7B
Secondary rydM environmental asset efa results validation Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 003 ndash003 ndash004 005 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash006 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 006 ndash001 ndash006 008 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 003 002 ndash003 004 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash005 002 ndash001 006 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 005 001 ndash003 004 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 020 048 ndash002 029 ndash006 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 074 ndash005 012 ndash014 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 070 002 017 ndash012 002 ndash001
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash007 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 088 ndash006 007 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 082 000 008 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 000 006 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 088 003 006 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash007 095 005 000 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash008 015 002 082 004 ndash003 ndash002
r22 compart i am involved in taking lessons in music art literature ndash007 009 001 087 007 ndash003 ndash003
r23 compart i help other people 001 028 008 043 003 009 006
r49 homecare homemdashadult who is interested in my school work 004 ndash006 ndash004 012 084 000 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash002 015 003 ndash006 088 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 013 005 ndash009 088 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash024 ndash002 021 063 007 011
r50 homehigh homemdashadult who believes that i will be a success 010 ndash010 006 011 081 000 002
r52 homehigh homemdashadult who always wants me to do my best 012 ndash020 004 015 081 003 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 043 001 ndash011 060 ndash007 008
r55 homepart i do things at home that make a difference ndash011 061 ndash001 ndash002 044 003 008
r56 homepart i help make decisions with my family ndash009 053 002 ndash017 059 000 005
r42 peercare a friend who really cares about me 003 ndash003 004 002 002 083 005
r43 peercare a friend who talks with me about my problems ndash002 005 ndash002 ndash003 001 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 003 091 003
r45 peerhigh my friends get into a lot of trouble ndash006 004 004 001 ndash003 009 ndash043
r46 peerhigh my friends try to do what is right ndash001 002 ndash001 ndash002 ndash004 008 086
r47 peerhigh my friends do well in school 001 005 003 ndash003 ndash004 ndash001 078
70 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e8a
Secondary rydM environmental asset efa results Main Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 Schlpart Schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare a friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh my friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh my friends do well in school 002 003 ndash001 001 005 005 ndash002 068
appendix e 71
taBle e8B
Secondary rydM environmental asset efa results validation Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare a friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh my friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh my friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
72 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e9a
Secondary rydM environmental asset efa results Main Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 007 002 002 ndash004 ndash005 005 003 011
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 001 001 001 ndash001 ndash002 004 ndash003 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 003 ndash002 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 001 000 004 004 ndash005 002 000 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash002 ndash001 004 000 ndash003 ndash002 ndash012
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 005 ndash005 000 008 ndash004 000 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 057 ndash001 017 008 ndash004 ndash001 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash008 000 ndash003 000 001 007
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash002 ndash004 009 000 002 ndash004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash003 ndash008 001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 090 ndash002 002 001 004 ndash001 009
r20 comcare communitymdashadult whom i trust 002 ndash004 082 004 004 004 000 002 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 090 003 004 ndash001 ndash001 001 005
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash005 007 003 ndash001 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 000 095 ndash003 002 ndash001 ndash002 000 ndash011
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 083 003 ndash002 ndash004 ndash001 002
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash003 098 002 ndash003 ndash001 ndash003 000
r23 compart i help other people 005 010 009 044 ndash010 021 008 006 ndash005
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 001 089 ndash003 001 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash004 004 001 002 084 006 001 001 044
r53 homecare homemdashadult who listens to me when i have something 002 ndash004 003 ndash002 078 019 ndash004 001 030
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 006 075 ndash010 006 003 ndash012
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash004 083 008 001 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 006 002 089 001 000 001 ndash006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 ndash001 028 066 ndash002 000 002
r55 homepart i do things at home that make a difference ndash002 013 001 002 006 074 000 003 ndash003
r56 homepart i help make decisions with my family 004 000 ndash002 ndash003 022 072 003 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 005 004 004 ndash002 083 005 ndash005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash002 ndash001 000 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 003 092 002 ndash001
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 002 000 003 002 ndash045 001
r46 peerhigh my friends try to do what is right ndash003 002 002 ndash004 ndash002 000 004 093 000
r47 peerhigh my friends do well in school 002 002 ndash001 004 006 001 ndash002 068 001
appendix e 73
taBle e9B
Secondary rydM environmental asset efa results validation Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 002 005 ndash010 001 006 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 000 ndash004 ndash001 003 ndash002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 ndash002 ndash002 005 002 ndash001 ndash001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 003 002 ndash003 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 001 005 000 ndash004 ndash001 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 008 001 ndash007 006 001 ndash001 ndash001 ndash012
r12 Schlpart Schoolmdashi do interesting activities 011 058 ndash001 018 007 ndash008 ndash004 003 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash007 ndash001 ndash002 000 001 009
r14 Schlpart Schoolmdashi do things that make a difference 002 082 004 ndash004 ndash002 009 000 000 ndash007
r15 comcare communitymdashadult who really cares about me 002 ndash004 095 004 ndash006 ndash005 003 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 089 ndash003 003 001 004 000 011
r20 comcare communitymdashadult whom i trust 000 ndash002 082 004 005 002 ndash001 005 007
r16 comhigh communitymdashadult who tells me when i do a good job 002 000 089 003 002 002 ndash001 000 005
r18 comhigh communitymdashadult who believes that i will be a success 003 007 089 ndash005 009 002 ndash001 ndash003 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 ndash003 004 ndash001 ndash003 ndash002 ndash013
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 001 084 003 ndash003 ndash002 000 002
r22 compart i am involved in taking lessons in music art literature 000 ndash009 ndash002 099 003 ndash002 ndash002 ndash003 001
r23 compart i help other people 004 013 008 044 ndash008 020 009 004 ndash009
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 088 ndash002 ndash001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash005 005 001 002 075 010 003 ndash001 048
r53 homecare homemdashadult who listens to me when i have something 003 ndash002 005 ndash001 070 019 ndash002 000 034
r48 homehigh homemdashadult who expects me to follow the rules 001 000 001 005 078 ndash013 006 008 ndash008
r50 homehigh homemdashadult who believes that i will be a success 005 001 008 ndash003 082 010 ndash001 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash006 006 001 085 004 002 ndash002 ndash003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 021 070 ndash006 003 003
r55 homepart i do things at home that make a difference ndash004 016 ndash002 003 003 076 004 001 ndash006
r56 homepart i help make decisions with my family 002 ndash001 001 ndash004 014 078 002 000 007
r42 peercare a friend who really cares about me 004 ndash004 004 003 003 ndash001 083 004 ndash003
r43 peercare a friend who talks with me about my problems ndash002 002 ndash002 ndash002 000 001 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 001 000 001 ndash002 003 001 091 003 001
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash002 ndash003 ndash002 009 ndash042 001
r46 peerhigh my friends try to do what is right ndash002 001 ndash001 ndash002 000 001 008 084 ndash003
r47 peerhigh my friends do well in school ndash001 003 003 ndash002 ndash002 000 ndash001 079 003
74 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e10
Secondary rydM environmental asset efa results grade 7 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 008 ndash018 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 ndash016 010
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 010 ndash012 008
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 011 ndash015 010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 012 ndash017 010
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 015 ndash014 010
r12 Schlpart Schoolmdashi do interesting activities 053 ndash007 025 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 065 ndash018 024 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash016 029 ndash009
r15 comcare communitymdashadult who really cares about me 008 086 002 002
r17 comcare communitymdashadult who notices when i am upset about 005 080 013 003
r20 comcare communitymdashadult whom i trust 006 075 015 002
r16 comhigh communitymdashadult who tells me when i do a good job 012 080 015 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 009 081 016 001
r19 comhigh communitymdashadult who always wants me to do my best 012 086 008 001
r21 compart i am part of clubs sports teams churchtemple or other 034 008 047 ndash035
r22 compart i am involved in taking lessons in music art literature 033 009 049 ndash031
r23 compart i help other people 034 005 040 ndash004
r49 homecare homemdashadult who is interested in my school work ndash011 011 081 006
r51 homecare homemdashadult who talks with me about my problems ndash013 008 085 007
r53 homecare homemdashadult who listens to me when i have something ndash011 007 087 006
r48 homehigh homemdashadult who expects me to follow the rules ndash013 016 070 010
r50 homehigh homemdashadult who believes that i will be a success ndash014 018 084 011
r52 homehigh homemdashadult who always wants me to do my best ndash019 018 088 009
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 070 010
r55 homepart i do things at home that make a difference 019 ndash015 068 006
r56 homepart i help make decisions with my family 009 ndash009 072 009
r42 peercare a friend who really cares about me 008 010 010 075
r43 peercare a friend who talks with me about my problems 008 002 005 084
r44 peercare a friend who helps me when irsquom having a hard time 005 002 010 085
r45 peerhigh my friends get into a lot of trouble ndash009 007 ndash007 ndash025
r46 peerhigh my friends try to do what is right 016 ndash013 032 045
r47 peerhigh my friends do well in school 016 ndash014 033 036
appendix e 75
taBle e11
Secondary rydM environmental asset efa results grade 7 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 004 003 ndash008 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 ndash002 003 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 004 005 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 ndash001 006 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 ndash006 006 003 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 ndash001 010 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 027 051 ndash003 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 067 ndash011 ndash010 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 030 066 ndash010 ndash004 ndash001
r15 comcare communitymdashadult who really cares about me 007 000 086 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 003 004 080 009 005
r20 comcare communitymdashadult whom i trust 002 007 076 009 004
r16 comhigh communitymdashadult who tells me when i do a good job 008 009 080 010 000
r18 comhigh communitymdashadult who believes that i will be a success 007 006 081 012 002
r19 comhigh communitymdashadult who always wants me to do my best 009 004 086 004 003
r21 compart i am part of clubs sports teams churchtemple or other ndash018 084 019 ndash006 ndash006
r22 compart i am involved in taking lessons in music art literature ndash019 083 020 ndash005 ndash002
r23 compart i help other people 003 052 010 011 009
r49 homecare homemdashadult who is interested in my school work 002 ndash004 007 085 ndash005
r51 homecare homemdashadult who talks with me about my problems 001 ndash005 004 089 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash007 002 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules ndash003 ndash006 013 073 004
r50 homehigh homemdashadult who believes that i will be a success 000 ndash007 015 086 002
r52 homehigh homemdashadult who always wants me to do my best ndash004 ndash008 015 091 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash001 019 ndash008 065 004
r55 homepart i do things at home that make a difference 000 040 ndash015 054 004
r56 homepart i help make decisions with my family 001 024 ndash011 066 003
r42 peercare a friend who really cares about me ndash002 000 014 ndash006 086
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash011 097
r44 peercare a friend who helps me when irsquom having a hard time ndash004 ndash005 005 ndash003 096
r45 peerhigh my friends get into a lot of trouble ndash011 007 008 ndash008 ndash027
r46 peerhigh my friends try to do what is right 007 007 ndash013 022 052
r47 peerhigh my friends do well in school 009 008 ndash015 025 041
76 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e12
Secondary rydM environmental asset efa results grade 7 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 002 ndash005 ndash007 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash008 ndash001 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 008 002 ndash004 005 ndash006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 007 005 ndash004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 003 ndash001 003 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 006 008 ndash002 002 ndash003
r12 Schlpart Schoolmdashi do interesting activities 022 045 ndash002 023 001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash004 008 ndash008 007
r14 Schlpart Schoolmdashi do things that make a difference 021 066 ndash004 015 ndash003 005
r15 comcare communitymdashadult who really cares about me 006 ndash008 088 003 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 000 002 083 ndash004 009 008
r20 comcare communitymdashadult whom i trust 001 000 077 006 009 005
r16 comhigh communitymdashadult who tells me when i do a good job 006 002 082 005 009 001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 083 004 011 003
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash004 088 006 003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash011 031 014 077 ndash008 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 026 014 087 ndash010 ndash014
r23 compart i help other people 003 030 008 045 008 004
r49 homecare homemdashadult who is interested in my school work 004 ndash003 005 005 083 ndash007
r51 homecare homemdashadult who talks with me about my problems ndash001 011 007 ndash019 090 ndash001
r53 homecare homemdashadult who listens to me when i have something 004 007 004 ndash017 094 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash018 009 021 067 ndash002
r50 homehigh homemdashadult who believes that i will be a success 003 ndash009 012 010 082 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash018 010 018 086 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash005 027 ndash005 001 065 008
r55 homepart i do things at home that make a difference ndash007 047 ndash010 007 053 009
r56 homepart i help make decisions with my family ndash005 036 ndash006 ndash005 066 009
r42 peercare a friend who really cares about me ndash003 004 015 001 ndash004 084
r43 peercare a friend who talks with me about my problems ndash005 011 009 ndash011 ndash007 096
r44 peercare a friend who helps me when irsquom having a hard time ndash005 006 007 ndash009 000 094
r45 peerhigh my friends get into a lot of trouble ndash016 017 012 ndash021 ndash004 ndash018
r46 peerhigh my friends try to do what is right 011 ndash011 ndash018 044 014 040
r47 peerhigh my friends do well in school 014 ndash011 ndash019 043 018 027
appendix e 77
taBle e13
Secondary rydM environmental asset efa results grade 7 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 000 ndash002 ndash005 008 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 000 ndash005 001 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash003 006 ndash004 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 004 002 ndash002 003 000 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash005 ndash001 002 005 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 003 005 000 004 000 ndash002
r12 Schlpart Schoolmdashi do interesting activities 019 045 000 020 ndash001 ndash003 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 080 005 003 ndash014 ndash001 000
r14 Schlpart Schoolmdashi do things that make a difference 015 071 003 009 ndash009 ndash004 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 092 002 ndash004 003 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 087 ndash006 007 004 ndash004
r20 comcare communitymdashadult whom i trust ndash001 002 081 003 007 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 086 002 007 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 088 ndash001 008 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 000 093 ndash001 000 ndash002 005
r21 compart i am part of clubs sports teams churchtemple or other ndash002 012 000 081 002 001 ndash012
r22 compart i am involved in taking lessons in music art literature ndash003 005 ndash001 091 ndash001 001 ndash002
r23 compart i help other people 003 025 006 041 008 003 011
r49 homecare homemdashadult who is interested in my school work 006 ndash007 002 006 083 ndash003 000
r51 homecare homemdashadult who talks with me about my problems 001 011 005 ndash013 090 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 008 003 ndash014 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash025 003 021 067 001 011
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 008 010 082 001 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash023 005 017 086 ndash004 009
r54 homepart i do fun things or go fun places with my parents or other ndash007 030 ndash003 ndash004 062 004 005
r55 homepart i do things at home that make a difference ndash010 052 ndash006 000 049 003 006
r56 homepart i help make decisions with my family ndash007 041 ndash003 ndash010 063 004 001
r42 peercare a friend who really cares about me 003 ndash006 006 008 001 081 005
r43 peercare a friend who talks with me about my problems 001 003 000 ndash002 ndash002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 ndash002 ndash002 006 089 004
r45 peerhigh my friends get into a lot of trouble ndash009 008 002 005 003 000 ndash046
r46 peerhigh my friends try to do what is right ndash006 008 003 ndash008 ndash004 006 094
r47 peerhigh my friends do well in school 002 007 ndash001 ndash002 009 ndash003 067
78 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e14
Secondary rydM environmental asset efa results grade 7 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 000 ndash002 ndash006 000 007 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 ndash004 ndash001 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 000 002 ndash001 001 005 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 004 002 ndash001 004 ndash004 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 ndash001 004 004 ndash003 ndash001 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 ndash002 006 003 001 002 ndash001 ndash001
r12 Schlpart Schoolmdashi do interesting activities 014 051 ndash003 015 006 ndash003 ndash002 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 091 001 ndash008 ndash002 ndash002 002 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 074 001 002 ndash001 003 ndash002 006
r15 comcare communitymdashadult who really cares about me 004 ndash002 092 001 000 ndash010 003 ndash002
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 088 ndash005 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash003 082 005 003 005 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 001 007 ndash002 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 003 002 088 000 007 001 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 ndash002 000 ndash003 005
r21 compart i am part of clubs sports teams churchtemple or other 001 002 001 083 ndash002 006 000 ndash012
r22 compart i am involved in taking lessons in music art literature 000 ndash005 000 095 ndash003 002 000 ndash002
r23 compart i help other people 004 017 006 042 004 010 003 012
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash003 089 ndash006 ndash001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash002 010 004 ndash016 082 021 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash014 082 025 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash005 001 014 078 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 001 ndash003 007 005 083 000 002 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash013 004 013 088 ndash003 ndash003 008
r54 homepart i do fun things or go fun places with my parents or other 003 ndash008 000 007 034 053 001 006
r55 homepart i do things at home that make a difference ndash004 016 ndash003 009 018 058 001 008
r56 homepart i help make decisions with my family 003 ndash001 001 000 030 062 002 003
r42 peercare a friend who really cares about me 002 ndash001 005 006 005 ndash006 081 004
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash001 003 004 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 003 003 007 ndash002 009 000 ndash046
r46 peerhigh my friends try to do what is right ndash005 003 003 ndash007 ndash006 007 005 094
r47 peerhigh my friends do well in school 004 001 ndash001 000 005 009 ndash003 066
appendix e 79
taBle e15
Secondary rydM environmental asset efa results grade 7 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 006 ndash001 006 ndash005 ndash005 006 003 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 000 000 ndash002 002 000 007
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 002 000 001 005 ndash005 003 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 001 002 005 ndash006 000 000 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash006 000 ndash001 003 000 000 ndash003 ndash014
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 ndash006 ndash003 008 001 ndash007 ndash019
r12 Schlpart Schoolmdashi do interesting activities 014 053 ndash002 009 005 000 ndash001 ndash001 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 091 001 ndash008 ndash003 ndash001 002 ndash002 005
r14 Schlpart Schoolmdashi do things that make a difference 008 075 001 000 ndash001 004 ndash002 005 001
r15 comcare communitymdashadult who really cares about me 003 ndash003 091 005 002 ndash013 002 002 006
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 088 ndash003 003 004 004 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 081 008 004 003 001 003 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 002 008 ndash002 ndash003 001 001
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 ndash006 006 005 000 ndash002 ndash011
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash001 094 ndash003 ndash003 003 ndash001 001 ndash011
r21 compart i am part of clubs sports teams churchtemple or other 000 002 001 081 000 004 ndash001 ndash009 ndash001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash008 ndash001 099 ndash001 ndash002 ndash001 002 001
r23 compart i help other people 004 017 006 041 005 010 002 012 ndash002
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash002 092 ndash007 ndash002 ndash001 010
r51 homecare homemdashadult who talks with me about my problems ndash004 006 002 ndash001 087 011 002 ndash004 039
r53 homecare homemdashadult who listens to me when i have something 005 ndash004 001 ndash004 084 020 ndash004 000 027
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash004 001 009 080 ndash015 004 005 ndash007
r50 homehigh homemdashadult who believes that i will be a success 002 001 008 ndash005 083 005 004 ndash002 ndash007
r52 homehigh homemdashadult who always wants me to do my best 003 ndash010 005 005 088 003 ndash001 002 ndash008
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 032 057 003 002 ndash003
r55 homepart i do things at home that make a difference ndash003 019 ndash002 004 015 062 001 004 000
r56 homepart i help make decisions with my family 003 000 001 ndash001 029 063 002 002 010
r42 peercare a friend who really cares about me 002 ndash001 005 005 005 ndash005 081 003 ndash002
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 093 000 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash003 003 005 089 003 ndash001
r45 peerhigh my friends get into a lot of trouble ndash007 004 003 002 ndash005 011 001 ndash046 ndash002
r46 peerhigh my friends try to do what is right ndash006 002 003 ndash002 ndash005 004 004 096 000
r47 peerhigh my friends do well in school 004 001 ndash001 000 006 009 ndash002 062 ndash007
80 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e16
Secondary rydM environmental asset efa results grade 9 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 010 ndash008 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash011 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 013 ndash017 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 010 ndash012 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 011 ndash018 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 014 ndash014 000
r12 Schlpart Schoolmdashi do interesting activities 050 ndash008 023 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 063 ndash024 027 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash016 028 002
r15 comcare communitymdashadult who really cares about me 010 086 010 ndash002
r17 comcare communitymdashadult who notices when i am upset about 006 080 012 006
r20 comcare communitymdashadult whom i trust 009 072 009 013
r16 comhigh communitymdashadult who tells me when i do a good job 009 081 009 009
r18 comhigh communitymdashadult who believes that i will be a success 011 082 007 011
r19 comhigh communitymdashadult who always wants me to do my best 012 085 007 004
r21 compart i am part of clubs sports teams churchtemple or other 030 ndash003 041 011
r22 compart i am involved in taking lessons in music art literature 029 ndash003 043 009
r23 compart i help other people 030 007 034 012
r49 homecare homemdashadult who is interested in my school work ndash008 004 ndash002 088
r51 homecare homemdashadult who talks with me about my problems ndash005 004 ndash010 092
r53 homecare homemdashadult who listens to me when i have something ndash002 005 ndash011 093
r48 homehigh homemdashadult who expects me to follow the rules ndash008 012 005 070
r50 homehigh homemdashadult who believes that i will be a success ndash005 015 ndash007 090
r52 homehigh homemdashadult who always wants me to do my best ndash008 018 ndash005 089
r54 homepart i do fun things or go fun places with my parents or other 004 ndash010 004 077
r55 homepart i do things at home that make a difference 021 ndash011 011 063
r56 homepart i help make decisions with my family 015 ndash013 003 076
r42 peercare a friend who really cares about me ndash017 019 094 ndash009
r43 peercare a friend who talks with me about my problems ndash020 013 104 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash020 015 102 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 007 ndash021 ndash009
r46 peerhigh my friends try to do what is right 006 ndash006 057 016
r47 peerhigh my friends do well in school 007 ndash008 050 017
appendix e 81
taBle e17
Secondary rydM environmental asset efa results grade 9 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 014 002 ndash004 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 005 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 002 004 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 000 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 017 062 002 ndash005 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 020 078 ndash009 ndash015 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 019 078 ndash001 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash003 003
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 086 004 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 007 000
r18 comhigh communitymdashadult who believes that i will be a success 006 001 087 010 001
r19 comhigh communitymdashadult who always wants me to do my best 009 ndash003 090 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash014 075 013 002 007
r22 compart i am involved in taking lessons in music art literature ndash013 072 012 001 011
r23 compart i help other people 003 051 014 005 016
r49 homecare homemdashadult who is interested in my school work 003 ndash007 ndash001 086 005
r51 homecare homemdashadult who talks with me about my problems ndash004 005 004 089 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash002 006 005 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash017 007 068 014
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 011 087 002
r52 homehigh homemdashadult who always wants me to do my best 010 ndash021 014 086 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 031 ndash007 071 ndash004
r55 homepart i do things at home that make a difference ndash005 050 ndash005 054 ndash004
r56 homepart i help make decisions with my family ndash003 039 ndash009 068 ndash007
r42 peercare a friend who really cares about me ndash003 ndash002 011 ndash005 089
r43 peercare a friend who talks with me about my problems ndash007 003 005 ndash010 097
r44 peercare a friend who helps me when irsquom having a hard time ndash006 001 007 ndash006 095
r45 peerhigh my friends get into a lot of trouble ndash008 ndash002 012 ndash010 ndash024
r46 peerhigh my friends try to do what is right 014 006 ndash016 017 059
r47 peerhigh my friends do well in school 013 007 ndash017 018 052
82 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e18
Secondary rydM environmental asset efa results grade 9 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 016 002 ndash003 ndash003 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 005 ndash008 ndash001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 004 004 ndash001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 000 002 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash002 ndash001 007 001 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 005 007 003 ndash006
r12 Schlpart Schoolmdashi do interesting activities 014 059 003 016 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 077 ndash008 ndash002 ndash010 005
r14 Schlpart Schoolmdashi do things that make a difference 016 076 000 002 ndash003 005
r15 comcare communitymdashadult who really cares about me 003 ndash001 094 ndash002 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 089 ndash011 005 009
r20 comcare communitymdashadult whom i trust 002 004 079 ndash002 010 004
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 089 ndash005 006 003
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 089 001 008 001
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash005 092 005 000 ndash001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 058 012 061 ndash002 ndash019
r22 compart i am involved in taking lessons in music art literature ndash012 053 011 062 ndash004 ndash014
r23 compart i help other people 001 045 014 029 004 007
r49 homecare homemdashadult who is interested in my school work 003 ndash008 ndash002 014 082 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash003 005 003 ndash004 088 ndash004
r53 homecare homemdashadult who listens to me when i have something ndash001 005 004 ndash004 090 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash018 006 026 061 001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 011 017 081 ndash007
r52 homehigh homemdashadult who always wants me to do my best 008 ndash021 013 024 078 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash008 029 ndash006 ndash009 072 008
r55 homepart i do things at home that make a difference ndash005 049 ndash004 ndash005 055 008
r56 homepart i help make decisions with my family ndash001 037 ndash009 ndash011 070 007
r42 peercare a friend who really cares about me ndash001 ndash003 011 016 ndash003 081
r43 peercare a friend who talks with me about my problems ndash004 003 004 008 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 090
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash032 ndash004 ndash008
r46 peerhigh my friends try to do what is right 008 001 ndash014 062 005 032
r47 peerhigh my friends do well in school 008 003 ndash014 060 007 023
appendix e 83
taBle e19
Secondary rydM environmental asset efa results grade 9 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 017 002 ndash005 ndash003 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 009 003 ndash008 001 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 004 003 ndash006 007 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash002 ndash002 004 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 ndash003 001 005 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 005 000 003 ndash007 009
r12 Schlpart Schoolmdashi do interesting activities 014 048 001 033 ndash005 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 016 ndash018 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 072 003 019 ndash011 001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash003 095 000 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 008 090 ndash005 003 008 ndash008
r20 comcare communitymdashadult whom i trust 000 004 081 ndash002 007 ndash001 004
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 090 000 005 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash009 093 005 001 ndash005 005
r21 compart i am part of clubs sports teams churchtemple or other ndash008 022 002 077 008 ndash006 001
r22 compart i am involved in taking lessons in music art literature ndash006 014 ndash002 084 008 002 ndash004
r23 compart i help other people 002 031 010 037 005 009 007
r49 homecare homemdashadult who is interested in my school work 004 ndash007 ndash007 011 086 006 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash002 013 001 ndash003 089 000 ndash011
r53 homecare homemdashadult who listens to me when i have something 000 014 004 ndash006 089 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 009 ndash024 001 018 066 007 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 007 011 085 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 008 017 083 ndash001 003
r54 homepart i do fun things or go fun places with my parents or other ndash010 041 000 ndash015 064 000 007
r55 homepart i do things at home that make a difference ndash007 059 003 ndash007 044 ndash002 011
r56 homepart i help make decisions with my family ndash003 050 ndash003 ndash014 061 ndash001 005
r42 peercare a friend who really cares about me 001 ndash005 005 003 001 083 009
r43 peercare a friend who talks with me about my problems ndash001 004 ndash002 ndash002 ndash001 094 001
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 000 ndash003 004 092 002
r45 peerhigh my friends get into a lot of trouble ndash003 001 004 ndash002 000 006 ndash043
r46 peerhigh my friends try to do what is right 001 002 001 ndash004 ndash007 008 092
r47 peerhigh my friends do well in school 002 003 000 002 001 001 072
84 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e20
Secondary rydM environmental asset efa results grade 9 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 002 ndash004 ndash008 007 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 003 003 ndash005 ndash004 005 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 002 ndash001 001 006 ndash002 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 000 002 000 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash004 004 008 ndash010 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 003 005 002 003 ndash002 ndash007 008
r12 Schlpart Schoolmdashi do interesting activities 007 054 001 023 005 ndash004 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash009 000 ndash003 001 002
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 000 000 005 000 003
r15 comcare communitymdashadult who really cares about me 004 ndash007 095 003 ndash006 ndash001 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 ndash001 008 008 ndash008
r20 comcare communitymdashadult whom i trust 002 ndash003 081 001 003 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 090 002 000 007 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 001 006 091 ndash004 012 ndash007 ndash003 004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 093 001 009 ndash014 ndash004 005
r21 compart i am part of clubs sports teams churchtemple or other ndash004 006 002 081 003 003 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash007 ndash004 098 002 ndash001 002 ndash007
r23 compart i help other people 006 008 011 044 ndash011 022 009 005
r49 homecare homemdashadult who is interested in my school work ndash001 005 ndash007 001 085 006 006 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash004 007 002 ndash009 073 032 000 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash001 002 004 ndash008 071 037 ndash004 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash004 001 010 075 ndash016 007 008
r50 homehigh homemdashadult who believes that i will be a success 004 001 008 001 085 002 ndash002 003
r52 homehigh homemdashadult who always wants me to do my best 005 ndash006 009 007 089 ndash010 ndash001 005
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash008 ndash002 001 025 070 001 004
r55 homepart i do things at home that make a difference 000 010 003 006 003 074 ndash001 008
r56 homepart i help make decisions with my family 006 ndash002 ndash004 001 020 074 000 001
r42 peercare a friend who really cares about me 002 ndash005 005 005 003 ndash005 083 009
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 ndash001 ndash001 001 094 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash002 003 001 092 002
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash004 002 ndash005 006 ndash042
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash008 ndash003 004 007 092
r47 peerhigh my friends do well in school 001 004 000 ndash001 004 003 001 070
appendix e 85
taBle e21
Secondary rydM environmental asset efa results grade 9 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 009 003 000 ndash006 ndash001 001 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 003 000 ndash001 ndash005 007 ndash004 013
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 003 000 001 005 ndash002 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 003 004 ndash006 001 002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash004 000 006 ndash002 ndash001 ndash002 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 004 005 ndash004 000 009 ndash006 003 ndash018
r12 Schlpart Schoolmdashi do interesting activities 007 055 001 021 004 000 ndash002 ndash003 ndash006
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash008 001 ndash007 001 003 008
r14 Schlpart Schoolmdashi do things that make a difference 003 081 004 ndash003 ndash001 010 001 000 ndash005
r15 comcare communitymdashadult who really cares about me 004 ndash006 095 004 ndash004 ndash005 000 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash002 001 000 007 ndash004 010
r20 comcare communitymdashadult whom i trust 002 ndash004 081 000 002 010 000 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 091 005 004 ndash003 ndash001 002 011
r18 comhigh communitymdashadult who believes that i will be a success 001 005 091 ndash006 010 001 ndash002 000 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash003 005 ndash003 ndash003 000 ndash015
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 082 004 ndash001 ndash006 002 003
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash004 100 004 ndash005 002 ndash005 000
r23 compart i help other people 006 007 011 044 ndash012 023 009 004 ndash003
r49 homecare homemdashadult who is interested in my school work ndash001 006 ndash007 002 088 002 006 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash003 002 002 002 079 010 ndash002 001 044
r53 homecare homemdashadult who listens to me when i have something 000 ndash002 004 ndash001 073 024 ndash005 001 028
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash002 001 005 075 ndash008 007 004 ndash008
r50 homehigh homemdashadult who believes that i will be a success 003 002 008 ndash002 086 004 ndash002 001 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash004 009 002 089 ndash001 000 000 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash007 ndash002 ndash004 024 073 002 ndash001 003
r55 homepart i do things at home that make a difference ndash001 012 002 001 000 079 000 003 ndash002
r56 homepart i help make decisions with my family 006 ndash001 ndash004 ndash003 019 077 001 ndash003 003
r42 peercare a friend who really cares about me 002 ndash004 005 003 002 ndash001 083 007 ndash007
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 000 ndash001 ndash001 095 002 004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash003 002 003 092 001 ndash001
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash005 001 ndash003 006 ndash042 001
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash005 ndash002 ndash001 006 093 000
r47 peerhigh my friends do well in school 001 003 000 002 006 ndash002 001 070 002
86 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e22
Secondary rydM environmental asset efa results grade 11 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 ndash002 013 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 ndash010 011 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 091 ndash013 012 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash008 013 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash014 013 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 ndash013 014 001
r12 Schlpart Schoolmdashi do interesting activities 043 037 ndash015 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 053 039 ndash029 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 049 044 ndash022 000
r15 comcare communitymdashadult who really cares about me 012 014 085 ndash001
r17 comcare communitymdashadult who notices when i am upset about 009 010 078 012
r20 comcare communitymdashadult whom i trust 011 009 073 016
r16 comhigh communitymdashadult who tells me when i do a good job 011 012 080 010
r18 comhigh communitymdashadult who believes that i will be a success 013 012 080 011
r19 comhigh communitymdashadult who always wants me to do my best 011 011 086 004
r21 compart i am part of clubs sports teams churchtemple or other 017 057 ndash005 009
r22 compart i am involved in taking lessons in music art literature 018 053 ndash007 007
r23 compart i help other people 020 043 003 011
r49 homecare homemdashadult who is interested in my school work ndash005 ndash006 007 082
r51 homecare homemdashadult who talks with me about my problems ndash004 ndash012 004 093
r53 homecare homemdashadult who listens to me when i have something ndash002 ndash019 006 097
r48 homehigh homemdashadult who expects me to follow the rules ndash004 012 010 064
r50 homehigh homemdashadult who believes that i will be a success ndash002 ndash003 015 085
r52 homehigh homemdashadult who always wants me to do my best ndash007 001 013 087
r54 homepart i do fun things or go fun places with my parents or other 001 ndash001 ndash005 079
r55 homepart i do things at home that make a difference 009 012 ndash010 069
r56 homepart i help make decisions with my family 003 004 ndash008 079
r42 peercare a friend who really cares about me ndash016 091 026 ndash010
r43 peercare a friend who talks with me about my problems ndash024 105 025 ndash016
r44 peercare a friend who helps me when irsquom having a hard time ndash020 101 026 ndash015
r45 peerhigh my friends get into a lot of trouble 005 ndash021 005 ndash009
r46 peerhigh my friends try to do what is right ndash002 049 ndash004 021
r47 peerhigh my friends do well in school 000 044 ndash008 023
appendix e 87
taBle e23
Secondary rydM environmental asset efa results grade 11 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 009 004 ndash001 006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 006 001 004 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 002 001 004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 003 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 001 001 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 006 001
r12 Schlpart Schoolmdashi do interesting activities 019 066 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 023 079 ndash012 ndash012 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 018 080 ndash003 ndash009 ndash005
r15 comcare communitymdashadult who really cares about me 003 002 093 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about 001 004 086 009 000
r20 comcare communitymdashadult whom i trust 003 004 080 012 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 087 006 001
r18 comhigh communitymdashadult who believes that i will be a success 004 005 087 007 002
r19 comhigh communitymdashadult who always wants me to do my best 002 001 094 001 003
r21 compart i am part of clubs sports teams churchtemple or other ndash017 079 017 ndash002 005
r22 compart i am involved in taking lessons in music art literature ndash013 075 013 ndash003 002
r23 compart i help other people ndash002 057 014 003 011
r49 homecare homemdashadult who is interested in my school work 004 ndash010 002 081 004
r51 homecare homemdashadult who talks with me about my problems 003 ndash006 001 092 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash010 003 096 ndash012
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash005 004 061 020
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 009 082 010
r52 homehigh homemdashadult who always wants me to do my best 005 ndash016 006 084 015
r54 homepart i do fun things or go fun places with my parents or other ndash006 021 ndash002 076 ndash012
r55 homepart i do things at home that make a difference ndash006 043 ndash003 063 ndash011
r56 homepart i help make decisions with my family ndash006 029 ndash004 075 ndash010
r42 peercare a friend who really cares about me 005 ndash005 009 ndash003 088
r43 peercare a friend who talks with me about my problems 000 ndash004 005 ndash008 099
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash004 007 ndash006 096
r45 peerhigh my friends get into a lot of trouble 002 ndash004 012 ndash007 ndash029
r46 peerhigh my friends try to do what is right ndash003 022 ndash014 016 052
r47 peerhigh my friends do well in school ndash003 025 ndash016 017 045
88 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e24
Secondary rydM environmental asset efa results grade 11 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 010 004 000 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash002 003 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 004 001 ndash001 003 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 008 003 ndash001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 000 001 003 ndash001 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 003 003 003 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 015 064 ndash002 008 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 080 ndash012 ndash009 ndash006 009
r14 Schlpart Schoolmdashi do things that make a difference 012 080 ndash002 ndash003 ndash005 010
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 001 ndash006 004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 ndash009 009 004
r20 comcare communitymdashadult whom i trust 003 002 082 ndash005 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 090 ndash003 006 002
r18 comhigh communitymdashadult who believes that i will be a success 004 001 089 ndash001 006 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash003 097 ndash002 000 002
r21 compart i am part of clubs sports teams churchtemple or other ndash011 059 017 056 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash006 054 013 051 ndash006 ndash021
r23 compart i help other people ndash002 049 014 027 002 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 002 013 077 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 ndash003 000 ndash001 090 ndash003
r53 homecare homemdashadult who listens to me when i have something 005 ndash006 003 ndash004 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash010 004 029 055 005
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 009 017 077 000
r52 homehigh homemdashadult who always wants me to do my best 008 ndash019 006 027 077 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 025 ndash002 ndash007 076 001
r55 homepart i do things at home that make a difference ndash011 046 ndash003 ndash004 063 003
r56 homepart i help make decisions with my family ndash010 034 ndash004 ndash013 076 007
r42 peercare a friend who really cares about me 002 ndash001 008 017 ndash001 080
r43 peercare a friend who talks with me about my problems ndash004 004 004 008 ndash002 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 006 010 ndash001 089
r45 peerhigh my friends get into a lot of trouble ndash002 006 011 ndash038 000 ndash008
r46 peerhigh my friends try to do what is right 002 005 ndash011 067 005 021
r47 peerhigh my friends do well in school 003 008 ndash014 065 007 013
appendix e 89
taBle e25
Secondary rydM environmental asset efa results grade 11 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 004 ndash003 ndash002 005 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 008 000 ndash003 004 ndash002 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 004 000 ndash004 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 001 000 004 002 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash001 001 ndash002 001 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 003 004 ndash006 004 ndash005 007
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash005 032 ndash002 005 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash009 013 ndash013 006 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 010 076 001 017 ndash012 006 ndash001
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 004 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 090 ndash005 006 001 ndash002
r20 comcare communitymdashadult whom i trust 003 002 082 000 011 000 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 091 001 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 003 005 000 000
r19 comhigh communitymdashadult who always wants me to do my best 002 ndash006 097 003 ndash001 000 000
r21 compart i am part of clubs sports teams churchtemple or other ndash010 021 006 082 003 ndash008 005
r22 compart i am involved in taking lessons in music art literature ndash005 016 ndash001 082 005 ndash008 ndash002
r23 compart i help other people ndash002 032 010 041 003 005 009
r49 homecare homemdashadult who is interested in my school work 005 ndash011 ndash004 013 082 004 ndash007
r51 homecare homemdashadult who talks with me about my problems 002 004 ndash002 ndash004 092 001 ndash008
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash008 095 ndash006 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash018 ndash003 026 059 012 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash015 005 011 081 005 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash023 000 020 082 006 003
r54 homepart i do fun things or go fun places with my parents or other ndash008 031 003 ndash012 070 ndash006 006
r55 homepart i do things at home that make a difference ndash010 051 005 ndash008 054 ndash007 014
r56 homepart i help make decisions with my family ndash009 043 003 ndash018 069 ndash001 006
r42 peercare a friend who really cares about me 002 ndash001 004 000 003 085 006
r43 peercare a friend who talks with me about my problems ndash004 008 000 ndash007 002 099 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 006 002 ndash007 002 094 003
r45 peerhigh my friends get into a lot of trouble ndash003 008 003 004 005 003 ndash051
r46 peerhigh my friends try to do what is right 003 ndash002 001 000 ndash006 005 087
r47 peerhigh my friends do well in school 003 001 ndash003 008 001 ndash001 071
90 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e26
Secondary rydM environmental asset efa results grade 11 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash003 ndash003 000 005 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 002 ndash001 005 000 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 000 000 ndash001 002 000 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 003 001 001 003 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 001 002 ndash005 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 001 004 ndash004 003 000 ndash005 006
r12 Schlpart Schoolmdashi do interesting activities 005 064 ndash001 019 011 ndash009 000 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 001 080 006 002 ndash006 007 001 005
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 003 ndash003 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 090 ndash006 002 007 001 ndash001
r20 comcare communitymdashadult whom i trust 003 ndash002 082 001 007 007 001 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 001 002 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 090 000 007 ndash003 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 001 ndash001 097 001 003 ndash007 ndash001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash006 008 004 084 003 ndash001 ndash005 003
r22 compart i am involved in taking lessons in music art literature 003 ndash006 ndash004 094 000 002 ndash004 ndash007
r23 compart i help other people 005 005 008 052 ndash016 025 010 004
r49 homecare homemdashadult who is interested in my school work ndash001 004 ndash001 002 085 ndash001 000 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash003 008 001 ndash012 082 022 ndash001 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash013 082 027 ndash007 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 000 002 000 014 072 ndash018 008 009
r50 homehigh homemdashadult who believes that i will be a success 006 ndash007 007 004 080 004 003 002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash006 003 009 089 ndash008 003 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 003 036 059 ndash002 001
r55 homepart i do things at home that make a difference ndash002 010 001 007 014 069 ndash002 009
r56 homepart i help make decisions with my family 001 ndash001 ndash002 ndash001 028 070 005 ndash001
r42 peercare a friend who really cares about me 005 ndash006 003 004 004 ndash002 085 005
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash005 000 002 099 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash004 001 001 094 002
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 001 001 004 ndash050
r46 peerhigh my friends try to do what is right 000 002 003 ndash004 ndash002 004 004 087
r47 peerhigh my friends do well in school 001 003 ndash003 005 004 004 ndash002 070
appendix e 91
taBle e27
Secondary rydM environmental asset efa results grade 11 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 004 000 000 ndash005 006 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 001 ndash001 002 ndash001 004 000 ndash003 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 ndash001 000 ndash001 001 001 ndash002 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 000 000 006 004 ndash004 004 ndash003 009
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 ndash001 000 ndash002 ndash002 000 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 002 004 ndash006 001 003 ndash005 004 ndash007
r12 Schlpart Schoolmdashi do interesting activities 005 063 ndash001 020 012 ndash011 001 ndash002 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 002 000 ndash001 002
r14 Schlpart Schoolmdashi do things that make a difference 001 082 006 ndash002 ndash008 012 000 002 ndash007
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 001 ndash005 ndash003 001 001 ndash007
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 091 ndash004 004 002 002 001 010
r20 comcare communitymdashadult whom i trust 003 ndash004 083 006 009 ndash001 002 000 013
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 000 002 004 ndash001 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash001 006 ndash001 ndash002 000 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 001 000 097 ndash001 001 ndash003 ndash001 ndash001 ndash006
r21 compart i am part of clubs sports teams churchtemple or other ndash006 006 004 085 005 ndash006 ndash004 006 001
r22 compart i am involved in taking lessons in music art literature 003 ndash007 ndash005 095 002 ndash002 ndash003 ndash004 ndash001
r23 compart i help other people 005 005 007 049 ndash017 029 010 003 ndash007
r49 homecare homemdashadult who is interested in my school work ndash002 004 ndash001 003 086 ndash004 000 ndash003 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash004 003 ndash001 001 088 004 003 003 030
r53 homecare homemdashadult who listens to me when i have something 003 ndash006 003 ndash002 084 015 ndash005 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 006 001 003 065 ndash004 004 002 ndash037
r50 homehigh homemdashadult who believes that i will be a success 007 ndash004 007 ndash003 078 010 001 ndash002 ndash015
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 004 002 085 ndash001 001 003 ndash018
r54 homepart i do fun things or go fun places with my parents or other 001 ndash004 ndash001 000 037 059 ndash002 ndash001 004
r55 homepart i do things at home that make a difference ndash002 012 001 002 013 072 ndash004 005 ndash001
r56 homepart i help make decisions with my family 001 001 ndash002 ndash005 028 070 004 ndash003 005
r42 peercare a friend who really cares about me 005 ndash006 003 004 003 ndash002 085 005 ndash004
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash003 000 001 099 000 001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 001 000 094 002 001
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 002 001 004 ndash049 004
r46 peerhigh my friends try to do what is right 000 001 002 ndash003 ndash001 002 004 085 ndash002
r47 peerhigh my friends do well in school 001 001 ndash003 009 006 ndash002 ndash001 072 006
92 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e28
Secondary rydM environmental asset efa results Male 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 001 005 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash008 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 ndash015 005 006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash011 005 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash017 002 006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 ndash012 007 006
r12 Schlpart Schoolmdashi do interesting activities 038 035 000 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 049 047 ndash013 ndash021
r14 Schlpart Schoolmdashi do things that make a difference 048 049 ndash006 ndash015
r15 comcare communitymdashadult who really cares about me 003 004 091 ndash002
r17 comcare communitymdashadult who notices when i am upset about 002 008 083 006
r20 comcare communitymdashadult whom i trust 004 006 078 011
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 086 005
r18 comhigh communitymdashadult who believes that i will be a success 008 002 086 007
r19 comhigh communitymdashadult who always wants me to do my best 007 001 089 003
r21 compart i am part of clubs sports teams churchtemple or other 011 044 013 008
r22 compart i am involved in taking lessons in music art literature 009 046 014 010
r23 compart i help other people 020 040 009 011
r49 homecare homemdashadult who is interested in my school work ndash001 ndash005 002 086
r51 homecare homemdashadult who talks with me about my problems ndash001 ndash003 002 085
r53 homecare homemdashadult who listens to me when i have something 000 ndash007 004 089
r48 homehigh homemdashadult who expects me to follow the rules ndash002 ndash004 008 079
r50 homehigh homemdashadult who believes that i will be a success 002 ndash007 011 088
r52 homehigh homemdashadult who always wants me to do my best ndash001 ndash009 010 092
r54 homepart i do fun things or go fun places with my parents or other 003 012 ndash005 068
r55 homepart i do things at home that make a difference 010 026 ndash012 058
r56 homepart i help make decisions with my family 006 020 ndash011 067
r42 peercare a friend who really cares about me ndash016 086 014 000
r43 peercare a friend who talks with me about my problems ndash021 104 005 ndash008
r44 peercare a friend who helps me when irsquom having a hard time ndash019 100 006 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 ndash010 011 ndash005
r46 peerhigh my friends try to do what is right 005 046 ndash012 027
r47 peerhigh my friends do well in school 008 039 ndash012 027
appendix e 93
taBle e29
Secondary rydM environmental asset efa results Male 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 071 010 002 ndash004 008
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 005 002 000 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 004 002 008 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 006 003 003 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 001 ndash001 007 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 007 005 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 018 059 002 ndash006 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 085 ndash008 ndash021 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 019 082 ndash001 ndash015 ndash003
r15 comcare communitymdashadult who really cares about me 002 ndash001 092 ndash002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 007 085 005 001
r20 comcare communitymdashadult whom i trust 002 003 079 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 005 001
r18 comhigh communitymdashadult who believes that i will be a success 006 002 087 007 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 091 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash013 068 016 004 003
r22 compart i am involved in taking lessons in music art literature ndash012 063 016 006 009
r23 compart i help other people 003 051 011 006 014
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 086 ndash001
r51 homecare homemdashadult who talks with me about my problems 000 003 001 085 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 004 088 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash016 007 078 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 009 087 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash021 009 090 006
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 ndash003 065 ndash008
r55 homepart i do things at home that make a difference ndash008 051 ndash009 053 ndash002
r56 homepart i help make decisions with my family ndash008 042 ndash008 062 ndash004
r42 peercare a friend who really cares about me 000 ndash005 012 ndash001 084
r43 peercare a friend who talks with me about my problems ndash003 000 002 ndash009 097
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash002 003 ndash003 094
r45 peerhigh my friends get into a lot of trouble ndash009 001 012 ndash003 ndash017
r46 peerhigh my friends try to do what is right 005 013 ndash014 021 048
r47 peerhigh my friends do well in school 006 014 ndash013 021 041
94 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e30
Secondary rydM environmental asset efa results Male 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 002 ndash004 ndash004 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 002 ndash009 001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash001 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 008 002 ndash002 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 ndash002 004 005 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 004 002 005 ndash004
r12 Schlpart Schoolmdashi do interesting activities 016 051 003 019 ndash005 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 081 ndash005 001 ndash014 001
r14 Schlpart Schoolmdashi do things that make a difference 016 075 002 007 ndash010 004
r15 comcare communitymdashadult who really cares about me 001 ndash004 093 002 ndash003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 086 ndash007 007 006
r20 comcare communitymdashadult whom i trust 002 ndash001 080 004 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 005 088 001 005 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash001 088 001 007 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash005 092 002 002 001
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 014 072 ndash002 ndash018
r22 compart i am involved in taking lessons in music art literature ndash008 023 014 074 ndash001 ndash012
r23 compart i help other people 003 033 010 042 003 004
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 005 084 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 007 002 ndash010 086 001
r53 homecare homemdashadult who listens to me when i have something 002 004 004 ndash008 089 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash020 006 016 072 000
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 008 011 083 ndash003
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 007 018 084 ndash003
r54 homepart i do fun things or go fun places with my parents or other ndash010 033 ndash002 000 066 ndash001
r55 homepart i do things at home that make a difference ndash010 051 ndash006 001 054 007
r56 homepart i help make decisions with my family ndash009 043 ndash006 ndash006 065 006
r42 peercare a friend who really cares about me 001 ndash003 012 007 001 078
r43 peercare a friend who talks with me about my problems ndash002 006 002 ndash002 ndash004 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 003 002 002 089
r45 peerhigh my friends get into a lot of trouble ndash009 012 013 ndash032 004 ndash003
r46 peerhigh my friends try to do what is right 003 ndash004 ndash015 056 011 028
r47 peerhigh my friends do well in school 005 ndash003 ndash013 054 011 020
appendix e 95
taBle e31
Secondary rydM environmental asset efa results Male 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 011 002 ndash006 ndash003 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 001 ndash007 003 006 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash004 007 ndash004 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 006 001 ndash001 004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 ndash003 002 006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 004 ndash002 005 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 048 001 025 ndash005 001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 082 ndash003 007 ndash018 ndash002 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 015 075 004 011 ndash013 001 000
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash004 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 009 088 ndash005 005 004 ndash005
r20 comcare communitymdashadult whom i trust 002 ndash002 081 004 009 001 000
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 005 090 001 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 000 090 ndash001 005 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash004 093 000 001 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash005 017 002 076 006 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 006 ndash001 088 008 002 ndash004
r23 compart i help other people 003 027 006 041 004 006 010
r49 homecare homemdashadult who is interested in my school work 005 ndash006 ndash004 007 085 002 ndash004
r51 homecare homemdashadult who talks with me about my problems 002 009 ndash001 ndash005 087 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 003 007 004 ndash008 089 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash022 001 016 074 003 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 006 009 084 ndash002 004
r52 homehigh homemdashadult who always wants me to do my best 010 ndash026 003 015 086 000 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 037 003 ndash008 063 ndash006 008
r55 homepart i do things at home that make a difference ndash011 055 ndash001 ndash008 050 001 010
r56 homepart i help make decisions with my family ndash009 047 ndash002 ndash012 061 002 004
r42 peercare a friend who really cares about me 002 ndash006 007 005 004 079 004
r43 peercare a friend who talks with me about my problems ndash001 004 ndash003 ndash003 ndash001 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 000 004 088 004
r45 peerhigh my friends get into a lot of trouble ndash008 009 005 ndash002 008 008 ndash043
r46 peerhigh my friends try to do what is right ndash002 002 001 ndash005 000 008 086
r47 peerhigh my friends do well in school 002 005 001 000 004 001 068
96 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e32
Secondary rydM environmental asset efa results Male 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 002 ndash005 ndash006 002 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 001 ndash005 ndash001 002 006 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash003 002 000 002 004 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 002 001 000 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash004 ndash003 004 006 ndash007 ndash004 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 001 005 001 002 001 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 009 054 000 018 005 ndash004 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 089 ndash003 ndash008 ndash003 002 ndash003 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash003 001 000 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 002 ndash004 ndash003 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 089 ndash004 000 009 004 ndash005
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 003 091 001 000 004 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 004 090 ndash003 008 ndash004 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash001 005 ndash008 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash001 006 002 079 001 004 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 001 ndash009 ndash002 098 003 ndash001 003 ndash006
r23 compart i help other people 005 014 006 044 ndash005 014 006 009
r49 homecare homemdashadult who is interested in my school work ndash003 010 ndash003 ndash002 087 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 006 000 ndash008 075 024 004 ndash011
r53 homecare homemdashadult who listens to me when i have something 004 ndash005 004 ndash008 072 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules ndash001 002 002 006 085 ndash017 003 005
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 002 083 002 ndash002 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash008 004 008 091 ndash010 ndash001 007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 002 005 024 064 ndash006 006
r55 homepart i do things at home that make a difference ndash002 012 ndash001 002 007 071 001 008
r56 homepart i help make decisions with my family 003 ndash001 ndash002 001 018 072 003 000
r42 peercare a friend who really cares about me 002 ndash005 007 006 006 ndash005 079 004
r43 peercare a friend who talks with me about my problems ndash001 003 ndash003 ndash003 ndash002 002 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 001 003 002 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash002 004 005 008 ndash042
r46 peerhigh my friends try to do what is right ndash003 001 001 ndash007 001 007 008 084
r47 peerhigh my friends do well in school 000 005 001 ndash002 006 005 001 067
appendix e 97
taBle e33
Secondary rydM environmental asset efa results Male 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 007 003 ndash002 ndash004 ndash005 008 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 ndash002 000 ndash004 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash003 002 000 002 002 ndash004 001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 004 001 ndash003 001 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 ndash004 001 005 000 ndash003 ndash002 ndash013
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 ndash003 ndash001 008 ndash003 000 ndash012
r12 Schlpart Schoolmdashi do interesting activities 009 055 000 015 004 002 002 ndash004 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 090 ndash002 ndash007 ndash003 000 ndash003 000 006
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash004 000 003 001 002 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 001 ndash004 ndash001 000 000 ndash004
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 000 001 000 003 001 017
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 002 091 002 001 002 000 001 003
r18 comhigh communitymdashadult who believes that i will be a success 004 005 090 ndash005 007 ndash001 ndash002 001 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 094 ndash003 005 ndash005 ndash001 000 ndash004
r21 compart i am part of clubs sports teams churchtemple or other ndash002 006 002 079 001 002 ndash005 ndash001 000
r22 compart i am involved in taking lessons in music art literature 000 ndash010 ndash001 100 003 ndash005 002 ndash004 001
r23 compart i help other people 005 014 006 045 ndash005 012 006 010 003
r49 homecare homemdashadult who is interested in my school work ndash003 009 ndash003 001 089 ndash004 001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash002 003 000 003 082 005 001 001 044
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 004 ndash002 073 023 ndash003 001 023
r48 homehigh homemdashadult who expects me to follow the rules 000 004 002 002 085 ndash010 004 000 ndash006
r50 homehigh homemdashadult who believes that i will be a success 004 ndash001 006 ndash002 083 007 ndash001 001 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash007 003 002 091 ndash001 001 000 ndash007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 ndash001 022 071 ndash004 000 ndash005
r55 homepart i do things at home that make a difference ndash002 014 ndash001 ndash002 006 075 002 004 000
r56 homepart i help make decisions with my family 003 001 ndash002 ndash001 017 073 004 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 007 003 005 001 080 000 ndash009
r43 peercare a friend who talks with me about my problems ndash001 002 ndash003 ndash001 ndash002 ndash002 095 004 009
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 ndash001 002 004 089 002 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash004 003 008 009 ndash043 000
r46 peerhigh my friends try to do what is right ndash004 000 002 ndash003 001 001 006 090 004
r47 peerhigh my friends do well in school 001 006 001 ndash002 006 006 002 062 ndash007
98 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e34
Secondary rydM environmental asset efa results female 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 012 ndash010 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash012 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash015 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 013 ndash012 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 015 ndash018 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash015 ndash001
r12 Schlpart Schoolmdashi do interesting activities 050 ndash011 028 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 061 ndash023 026 000
r14 Schlpart Schoolmdashi do things that make a difference 059 ndash019 028 006
r15 comcare communitymdashadult who really cares about me 014 084 012 ndash003
r17 comcare communitymdashadult who notices when i am upset about 008 079 010 011
r20 comcare communitymdashadult whom i trust 011 071 011 014
r16 comhigh communitymdashadult who tells me when i do a good job 014 078 009 012
r18 comhigh communitymdashadult who believes that i will be a success 012 079 011 013
r19 comhigh communitymdashadult who always wants me to do my best 013 085 011 005
r21 compart i am part of clubs sports teams churchtemple or other 028 ndash003 058 ndash004
r22 compart i am involved in taking lessons in music art literature 029 ndash005 059 ndash007
r23 compart i help other people 030 004 034 012
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash002 083
r51 homecare homemdashadult who talks with me about my problems ndash007 008 ndash012 095
r53 homecare homemdashadult who listens to me when i have something ndash005 008 ndash014 096
r48 homehigh homemdashadult who expects me to follow the rules ndash005 012 010 060
r50 homehigh homemdashadult who believes that i will be a success ndash006 018 ndash002 086
r52 homehigh homemdashadult who always wants me to do my best ndash010 019 000 087
r54 homepart i do fun things or go fun places with my parents or other 005 ndash007 ndash004 080
r55 homepart i do things at home that make a difference 020 ndash011 005 066
r56 homepart i help make decisions with my family 012 ndash009 ndash005 080
r42 peercare a friend who really cares about me ndash018 020 093 ndash007
r43 peercare a friend who talks with me about my problems ndash024 019 101 ndash011
r44 peercare a friend who helps me when irsquom having a hard time ndash024 019 100 ndash007
r45 peerhigh my friends get into a lot of trouble ndash003 008 ndash014 ndash022
r46 peerhigh my friends try to do what is right 009 ndash013 039 031
r47 peerhigh my friends do well in school 010 ndash017 032 033
appendix e 99
taBle e35
Secondary rydM environmental asset efa results female 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 004 ndash004 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 001 003 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash001 004 002 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 004 000 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 003 001
r12 Schlpart Schoolmdashi do interesting activities 020 061 ndash001 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 025 071 ndash010 ndash006 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash005 ndash001 ndash010
r15 comcare communitymdashadult who really cares about me 007 002 089 ndash004 005
r17 comcare communitymdashadult who notices when i am upset about 001 004 084 009 001
r20 comcare communitymdashadult whom i trust 002 007 076 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 083 011 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 004 006 084 012 002
r19 comhigh communitymdashadult who always wants me to do my best 006 005 089 003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash020 085 018 ndash009 007
r22 compart i am involved in taking lessons in music art literature ndash017 084 015 ndash013 010
r23 compart i help other people ndash001 059 015 006 004
r49 homecare homemdashadult who is interested in my school work 000 ndash009 006 081 006
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash008 006 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 002 ndash010 005 095 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash003 009 057 017
r50 homehigh homemdashadult who believes that i will be a success 004 ndash014 014 083 009
r52 homehigh homemdashadult who always wants me to do my best 000 ndash013 015 084 011
r54 homepart i do fun things or go fun places with my parents or other ndash003 017 ndash006 078 ndash010
r55 homepart i do things at home that make a difference ndash002 042 ndash004 062 ndash014
r56 homepart i help make decisions with my family 000 023 ndash006 077 ndash014
r42 peercare a friend who really cares about me 002 000 008 ndash006 089
r43 peercare a friend who talks with me about my problems ndash001 ndash002 006 ndash008 095
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash004 005 ndash004 095
r45 peerhigh my friends get into a lot of trouble ndash004 ndash006 014 ndash018 ndash021
r46 peerhigh my friends try to do what is right 006 022 ndash020 023 046
r47 peerhigh my friends do well in school 005 023 ndash023 025 039
100 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e36
Secondary rydM environmental asset efa results female 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 010 003 ndash003 000 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 004 003 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 003 002 ndash001 003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 002 000 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 004 ndash002 ndash004 008
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 007 001 ndash004 008
r12 Schlpart Schoolmdashi do interesting activities 017 060 ndash002 002 004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 071 ndash012 003 009 ndash016
r14 Schlpart Schoolmdashi do things that make a difference 018 072 ndash006 007 005 ndash010
r15 comcare communitymdashadult who really cares about me 007 ndash001 093 ndash007 003 ndash004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 009 005 ndash013
r20 comcare communitymdashadult whom i trust 002 005 079 011 005 ndash007
r16 comhigh communitymdashadult who tells me when i do a good job 004 006 087 009 ndash001 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 004 004 088 009 001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 001 094 ndash001 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 072 018 ndash012 ndash010 040
r22 compart i am involved in taking lessons in music art literature ndash013 071 015 ndash017 ndash009 043
r23 compart i help other people ndash001 055 016 005 ndash001 018
r49 homecare homemdashadult who is interested in my school work 001 ndash008 005 074 ndash001 020
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash004 005 090 001 ndash002
r53 homecare homemdashadult who listens to me when i have something 001 ndash006 004 092 000 ndash001
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash006 010 045 001 036
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 014 073 ndash001 024
r52 homehigh homemdashadult who always wants me to do my best 002 ndash014 015 072 ndash004 033
r54 homepart i do fun things or go fun places with my parents or other ndash005 020 ndash008 077 001 ndash004
r55 homepart i do things at home that make a difference ndash004 044 ndash005 063 ndash002 ndash004
r56 homepart i help make decisions with my family ndash002 026 ndash008 078 001 ndash009
r42 peercare a friend who really cares about me 000 000 006 ndash004 084 017
r43 peercare a friend who talks with me about my problems ndash004 001 004 ndash001 093 003
r44 peercare a friend who helps me when irsquom having a hard time ndash003 ndash002 003 003 092 005
r45 peerhigh my friends get into a lot of trouble ndash007 000 011 ndash008 ndash003 ndash038
r46 peerhigh my friends try to do what is right 010 010 ndash015 004 014 071
r47 peerhigh my friends do well in school 010 011 ndash017 008 004 068
appendix e 101
taBle e37
Secondary rydM environmental asset efa results female 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 013 003 ndash003 ndash003 000 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash005 002 002 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 004 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash001 ndash002 003 001 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 000 ndash001 003 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 003 005 ndash002 003 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash003 031 ndash004 004 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 014 ndash012 006 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 012 071 001 019 ndash008 002 001
r15 comcare communitymdashadult who really cares about me 006 ndash007 093 003 ndash007 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 090 ndash006 006 003 ndash004
r20 comcare communitymdashadult whom i trust ndash001 007 082 ndash005 007 002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 003 088 002 007 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 002 ndash001 089 003 008 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash006 095 004 ndash001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash008 020 003 082 002 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature ndash004 015 ndash002 086 ndash002 ndash002 ndash001
r23 compart i help other people ndash001 032 011 044 006 000 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 ndash004 013 083 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash001 010 003 ndash009 092 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 009 003 ndash012 094 001 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 ndash001 029 056 005 008
r50 homehigh homemdashadult who believes that i will be a success 008 ndash015 007 012 082 003 ndash001
r52 homehigh homemdashadult who always wants me to do my best 006 ndash022 006 020 083 000 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 034 ndash002 ndash012 069 ndash002 006
r55 homepart i do things at home that make a difference ndash009 054 003 ndash002 050 ndash006 009
r56 homepart i help make decisions with my family ndash005 043 000 ndash015 068 ndash003 005
r42 peercare a friend who really cares about me 002 ndash003 003 004 000 085 010
r43 peercare a friend who talks with me about my problems ndash002 005 000 ndash002 002 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time ndash002 004 001 ndash006 005 093 002
r45 peerhigh my friends get into a lot of trouble ndash003 003 003 003 ndash004 002 ndash045
r46 peerhigh my friends try to do what is right ndash001 001 003 ndash004 ndash010 005 096
r47 peerhigh my friends do well in school 003 003 ndash003 004 003 ndash003 071
102 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e38
Secondary rydM environmental asset efa results female 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 002 ndash001 ndash007 004 001 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 001 ndash002 ndash004 005 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash002 001 003 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 000 003 ndash001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 000 001 004 ndash005 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 001 005 ndash001 004 ndash002 ndash003 004
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 019 009 ndash009 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 ndash002 ndash007 001 ndash004 002 000
r14 Schlpart Schoolmdashi do things that make a difference 005 073 003 007 ndash004 008 ndash002 005
r15 comcare communitymdashadult who really cares about me 007 ndash006 093 004 ndash004 ndash006 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash006 002 006 003 ndash003
r20 comcare communitymdashadult whom i trust 000 000 083 ndash003 000 010 003 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 003 005 003 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 000 004 089 000 011 ndash004 ndash001 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 095 002 004 ndash009 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash005 006 003 084 002 003 ndash002 ndash004
r22 compart i am involved in taking lessons in music art literature 001 ndash004 ndash004 094 ndash003 002 001 ndash004
r23 compart i help other people 004 006 011 052 ndash010 025 003 002
r49 homecare homemdashadult who is interested in my school work 000 004 ndash002 002 085 001 001 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash005 010 004 ndash016 078 028 001 ndash007
r53 homecare homemdashadult who listens to me when i have something 000 006 004 ndash017 077 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash005 000 020 069 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash004 008 004 083 002 001 000
r52 homehigh homemdashadult who always wants me to do my best 002 ndash007 007 010 088 ndash005 ndash002 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 ndash005 004 033 063 001 002
r55 homepart i do things at home that make a difference ndash002 009 001 013 009 069 ndash002 007
r56 homepart i help make decisions with my family 005 ndash004 ndash003 001 027 070 001 001
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 010
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 002 003 093 001
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 004 ndash006 ndash002 002 ndash044
r46 peerhigh my friends try to do what is right ndash002 003 004 ndash007 ndash007 002 004 096
r47 peerhigh my friends do well in school 002 002 ndash003 003 005 004 ndash003 069
appendix e 103
taBle e39
Secondary rydM environmental asset efa results female 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 007 002 004 ndash005 ndash002 001 001 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 000 001 003 ndash002 000 002 ndash001 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash001 001 003 001 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 004 005 ndash006 001 001 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 000 ndash002 003 000 ndash002 ndash001 ndash011
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 005 ndash007 001 006 ndash003 001 ndash014
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 018 010 ndash008 000 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 092 ndash002 ndash008 001 ndash004 002 000 006
r14 Schlpart Schoolmdashi do things that make a difference 004 074 003 001 ndash006 014 ndash002 003 ndash006
r15 comcare communitymdashadult who really cares about me 006 ndash006 094 005 ndash002 ndash010 002 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 002 091 ndash002 003 001 003 ndash002 010
r20 comcare communitymdashadult whom i trust 000 ndash001 083 001 001 006 002 004 009
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 005 007 ndash001 ndash003 000 005
r18 comhigh communitymdashadult who believes that i will be a success 000 005 089 ndash005 009 004 000 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash001 095 ndash003 001 000 ndash002 002 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash005 004 002 086 004 ndash004 ndash002 ndash002 003
r22 compart i am involved in taking lessons in music art literature 002 ndash006 ndash004 096 ndash001 ndash003 000 ndash001 ndash001
r23 compart i help other people 005 006 010 048 ndash012 029 003 001 ndash009
r49 homecare homemdashadult who is interested in my school work 000 005 ndash002 001 088 ndash001 001 ndash003 009
r51 homecare homemdashadult who talks with me about my problems ndash004 004 003 002 082 010 000 ndash001 042
r53 homecare homemdashadult who listens to me when i have something 001 ndash002 003 ndash002 080 017 ndash002 000 035
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash002 000 010 069 ndash009 003 006 ndash018
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash005 084 008 002 ndash002 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 008 002 088 002 ndash001 002 ndash005
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash004 ndash001 033 062 002 001 008
r55 homepart i do things at home that make a difference ndash002 012 002 004 007 074 ndash002 004 ndash003
r56 homepart i help make decisions with my family 004 ndash001 ndash002 ndash005 027 070 002 ndash001 006
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 009 ndash003
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 001 004 093 001 000
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 003 ndash006 ndash001 003 ndash044 001
r46 peerhigh my friends try to do what is right ndash002 002 004 ndash006 ndash007 002 005 094 ndash005
r47 peerhigh my friends do well in school 002 000 ndash003 008 007 ndash003 ndash004 072 008
104 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e40
Secondary rydM environmental asset efa results african american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 002 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 ndash018 017
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 003 ndash010 018
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 007 ndash014 019
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 004 ndash018 021
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 ndash012 016
r12 Schlpart Schoolmdashi do interesting activities 056 ndash004 019 ndash017
r13 Schlpart Schoolmdashi help decide things like class activities or rules 062 ndash014 019 ndash022
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash013 023 ndash019
r15 comcare communitymdashadult who really cares about me 004 091 ndash001 002
r17 comcare communitymdashadult who notices when i am upset about 001 086 006 001
r20 comcare communitymdashadult whom i trust 003 080 012 000
r16 comhigh communitymdashadult who tells me when i do a good job 007 088 006 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 090 005 001
r19 comhigh communitymdashadult who always wants me to do my best 006 091 003 002
r21 compart i am part of clubs sports teams churchtemple or other 035 018 034 ndash030
r22 compart i am involved in taking lessons in music art literature 035 019 036 ndash028
r23 compart i help other people 032 014 029 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 008 081 012
r51 homecare homemdashadult who talks with me about my problems ndash015 001 091 006
r53 homecare homemdashadult who listens to me when i have something ndash011 001 089 007
r48 homehigh homemdashadult who expects me to follow the rules ndash007 015 063 022
r50 homehigh homemdashadult who believes that i will be a success ndash009 015 081 018
r52 homehigh homemdashadult who always wants me to do my best ndash013 016 081 019
r54 homepart i do fun things or go fun places with my parents or other 004 ndash005 078 000
r55 homepart i do things at home that make a difference 016 ndash014 072 002
r56 homepart i help make decisions with my family 007 ndash011 078 004
r42 peercare a friend who really cares about me 013 005 013 074
r43 peercare a friend who talks with me about my problems 013 ndash002 014 080
r44 peercare a friend who helps me when irsquom having a hard time 011 001 014 081
r45 peerhigh my friends get into a lot of trouble 000 001 ndash005 ndash009
r46 peerhigh my friends try to do what is right 015 ndash010 034 042
r47 peerhigh my friends do well in school 015 ndash007 033 034
appendix e 105
taBle e41
Secondary rydM environmental asset efa results african american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 ndash001 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 004 004 ndash005 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 004 001 007 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 002 004 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 021 059 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 072 ndash010 ndash011 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash010 ndash007 ndash002
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash002 003
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 085 005 001
r20 comcare communitymdashadult whom i trust ndash002 009 080 009 001
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 087 004 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 003 089 006 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 004 001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 072 022 ndash005 001
r22 compart i am involved in taking lessons in music art literature ndash014 072 023 ndash002 002
r23 compart i help other people ndash001 049 016 005 014
r49 homecare homemdashadult who is interested in my school work 002 ndash007 007 084 000
r51 homecare homemdashadult who talks with me about my problems ndash003 000 ndash001 093 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 001 000 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 011 ndash018 013 067 014
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 013 084 005
r52 homehigh homemdashadult who always wants me to do my best 009 ndash019 015 086 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 028 ndash005 072 ndash005
r55 homepart i do things at home that make a difference ndash006 042 ndash013 059 003
r56 homepart i help make decisions with my family ndash006 030 ndash011 070 ndash001
r42 peercare a friend who really cares about me 002 ndash003 006 ndash005 087
r43 peercare a friend who talks with me about my problems ndash003 003 000 ndash009 096
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash003 002 ndash004 094
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 ndash005 ndash010
r46 peerhigh my friends try to do what is right 003 010 ndash011 020 054
r47 peerhigh my friends do well in school 003 012 ndash008 019 044
106 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e42
Secondary rydM environmental asset efa results african american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash005 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 002 ndash010 008 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 002 ndash002 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash001 ndash002 ndash002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 004 ndash002 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 044 ndash003 035 ndash005 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 071 000 012 ndash011 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 017 069 ndash002 017 ndash008 002
r15 comcare communitymdashadult who really cares about me 002 ndash001 091 001 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 088 ndash003 005 004
r20 comcare communitymdashadult whom i trust ndash003 003 080 005 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 089 000 004 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 089 004 005 000
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 089 008 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash008 018 006 081 ndash003 ndash009
r22 compart i am involved in taking lessons in music art literature ndash009 016 006 087 ndash002 ndash009
r23 compart i help other people ndash002 029 013 038 004 011
r49 homecare homemdashadult who is interested in my school work 003 ndash009 001 010 083 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash002 006 001 ndash009 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 008 003 ndash013 093 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash027 003 021 062 008
r50 homehigh homemdashadult who believes that i will be a success 011 ndash016 007 013 082 000
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 007 013 083 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 002 ndash006 072 ndash001
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash003 058 009
r56 homepart i help make decisions with my family ndash008 041 000 ndash017 070 006
r42 peercare a friend who really cares about me 003 ndash003 008 ndash004 ndash005 088
r43 peercare a friend who talks with me about my problems ndash004 007 005 ndash012 ndash008 098
r44 peercare a friend who helps me when irsquom having a hard time 000 001 007 ndash012 ndash003 095
r45 peerhigh my friends get into a lot of trouble ndash001 006 004 ndash005 ndash004 ndash009
r46 peerhigh my friends try to do what is right 002 ndash001 ndash016 025 018 050
r47 peerhigh my friends do well in school 002 000 ndash013 025 018 040
appendix e 107
taBle e43
Secondary rydM environmental asset efa results african american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash003 ndash003 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 001 ndash008 008 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 002 ndash002 003 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 ndash002 ndash002 003 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 008 004 ndash002 006 ndash004 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 045 ndash004 033 ndash005 ndash006 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 072 001 011 ndash013 ndash003 000
r14 Schlpart Schoolmdashi do things that make a difference 016 071 ndash001 014 ndash010 ndash002 005
r15 comcare communitymdashadult who really cares about me 002 ndash001 094 ndash002 ndash003 001 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 090 ndash005 004 003 ndash003
r20 comcare communitymdashadult whom i trust ndash003 004 083 002 007 ndash001 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 092 ndash002 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 002 005 ndash002 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 092 006 002 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash007 017 001 080 003 000 ndash006
r22 compart i am involved in taking lessons in music art literature ndash008 015 001 086 004 ndash001 ndash003
r23 compart i help other people ndash002 029 011 036 005 011 004
r49 homecare homemdashadult who is interested in my school work 003 ndash010 ndash001 013 083 000 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 005 000 ndash006 094 ndash002 ndash007
r53 homecare homemdashadult who listens to me when i have something 002 008 002 ndash011 093 ndash004 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash028 002 021 061 004 013
r50 homehigh homemdashadult who believes that i will be a success 011 ndash017 004 015 082 002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 006 015 082 000 004
r54 homepart i do fun things or go fun places with my parents or other ndash008 033 003 ndash006 070 ndash002 000
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash004 056 006 003
r56 homepart i help make decisions with my family ndash007 042 001 ndash018 068 005 000
r42 peercare a friend who really cares about me 004 ndash006 003 004 001 082 005
r43 peercare a friend who talks with me about my problems ndash002 004 ndash002 ndash001 ndash001 095 ndash003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 001 ndash003 002 089 004
r45 peerhigh my friends get into a lot of trouble 000 004 ndash002 004 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash003 006 ndash002 ndash006 ndash003 005 096
r47 peerhigh my friends do well in school 001 009 002 ndash001 006 001 062
108 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e44
Secondary rydM environmental asset efa results african american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 004 ndash001 ndash001 ndash007 004 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash002 ndash005 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 007 001 ndash008 007 002 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash003 002 001 000 001 000 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash008 ndash002 003 001 000 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 001 003 003 ndash005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 012 051 ndash004 026 006 ndash008 ndash004 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash003 089 002 ndash006 002 ndash005 001 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 072 000 005 ndash005 006 000 005
r15 comcare communitymdashadult who really cares about me 001 002 094 ndash003 ndash001 ndash004 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 003 002 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 ndash004 083 005 000 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 007 092 ndash003 003 000 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 003 005 ndash002 ndash001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 092 006 004 ndash005 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 004 001 083 000 002 ndash001 ndash006
r22 compart i am involved in taking lessons in music art literature ndash003 ndash001 000 093 000 002 ndash003 ndash002
r23 compart i help other people 002 013 012 040 ndash007 018 010 005
r49 homecare homemdashadult who is interested in my school work ndash004 007 ndash001 003 088 ndash003 002 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash008 015 001 ndash015 088 017 ndash001 ndash007
r53 homecare homemdashadult who listens to me when i have something ndash002 010 003 ndash017 081 025 ndash003 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash006 002 012 077 ndash022 005 012
r50 homehigh homemdashadult who believes that i will be a success 008 ndash010 004 011 082 003 002 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash014 006 011 084 000 001 003
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 001 008 032 061 ndash005 002
r55 homepart i do things at home that make a difference 001 007 ndash004 008 016 063 004 005
r56 homepart i help make decisions with my family 004 ndash002 000 ndash004 025 069 002 001
r42 peercare a friend who really cares about me 004 ndash004 003 004 004 ndash004 082 005
r43 peercare a friend who talks with me about my problems ndash004 007 ndash001 ndash003 001 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash002 001 004 088 004
r45 peerhigh my friends get into a lot of trouble 000 003 ndash002 004 000 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash001 001 ndash002 ndash005 ndash004 004 005 096
r47 peerhigh my friends do well in school 000 007 003 ndash002 007 003 001 061
appendix e 109
taBle e45
Secondary rydM environmental asset efa results african american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 079 001 ndash002 003 ndash005 000 003 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 004 ndash001 001 ndash010 003 002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash008 006 003 002 ndash004 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash005 002 005 003 ndash004 ndash001 004 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash008 ndash002 002 000 001 ndash003 002 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash004 ndash002 009 ndash004 ndash003 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 056 ndash004 020 002 ndash001 ndash004 ndash002 ndash016
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash004 091 003 ndash010 001 ndash003 001 ndash004 003
r14 Schlpart Schoolmdashi do things that make a difference 007 073 000 002 ndash006 008 000 004 001
r15 comcare communitymdashadult who really cares about me 002 001 094 ndash001 000 ndash006 001 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 090 ndash003 004 000 003 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 083 006 000 008 ndash001 003 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 092 ndash001 005 ndash003 ndash001 000 006
r18 comhigh communitymdashadult who believes that i will be a success 005 001 092 ndash002 003 003 ndash001 ndash004 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash002 092 002 002 ndash001 000 ndash001 ndash010
r21 compart i am part of clubs sports teams churchtemple or other ndash001 000 001 083 002 ndash002 ndash001 ndash004 001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash005 ndash001 094 002 ndash001 ndash003 ndash001 ndash002
r23 compart i help other people 004 008 011 044 ndash004 012 010 008 011
r49 homecare homemdashadult who is interested in my school work ndash004 005 ndash001 005 092 ndash004 001 ndash002 013
r51 homecare homemdashadult who talks with me about my problems ndash002 002 ndash002 000 098 004 ndash003 000 046
r53 homecare homemdashadult who listens to me when i have something 002 000 002 ndash007 082 021 ndash004 001 026
r48 homehigh homemdashadult who expects me to follow the rules 003 000 004 005 077 ndash016 006 009 ndash010
r50 homehigh homemdashadult who believes that i will be a success 005 ndash003 006 003 082 009 003 ndash004 ndash006
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 007 001 083 007 002 ndash001 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash002 002 000 028 069 ndash004 ndash003 ndash009
r55 homepart i do things at home that make a difference 000 009 ndash004 006 014 064 005 004 003
r56 homepart i help make decisions with my family 003 000 000 ndash006 023 071 003 000 004
r42 peercare a friend who really cares about me 003 ndash003 003 002 003 ndash001 082 003 ndash007
r43 peercare a friend who talks with me about my problems ndash003 006 ndash002 ndash002 002 000 095 ndash003 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash003 000 005 089 003 ndash002
r45 peerhigh my friends get into a lot of trouble 000 002 ndash002 006 002 000 007 ndash025 006
r46 peerhigh my friends try to do what is right 000 ndash002 ndash002 ndash001 ndash003 000 004 100 004
r47 peerhigh my friends do well in school 001 006 002 000 008 003 002 058 001
110 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e46
Secondary rydM environmental asset efa results chinese american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 ndash001 002 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash001 ndash003 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 005 ndash008 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 000 ndash001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 000 ndash010 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 004 ndash010 005
r12 Schlpart Schoolmdashi do interesting activities 043 003 024 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 051 002 018 003
r14 Schlpart Schoolmdashi do things that make a difference 050 002 022 008
r15 comcare communitymdashadult who really cares about me 002 096 003 ndash010
r17 comcare communitymdashadult who notices when i am upset about 002 083 ndash001 011
r20 comcare communitymdashadult whom i trust ndash002 086 000 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 088 ndash002 010
r18 comhigh communitymdashadult who believes that i will be a success 007 086 ndash004 011
r19 comhigh communitymdashadult who always wants me to do my best 005 093 ndash001 ndash003
r21 compart i am part of clubs sports teams churchtemple or other ndash005 022 040 011
r22 compart i am involved in taking lessons in music art literature ndash003 019 044 015
r23 compart i help other people 012 018 035 014
r49 homecare homemdashadult who is interested in my school work ndash006 001 001 078
r51 homecare homemdashadult who talks with me about my problems 000 001 ndash017 094
r53 homecare homemdashadult who listens to me when i have something 002 001 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash006 002 014 059
r50 homehigh homemdashadult who believes that i will be a success 004 008 ndash008 081
r52 homehigh homemdashadult who always wants me to do my best ndash001 007 ndash001 076
r54 homepart i do fun things or go fun places with my parents or other 000 000 ndash003 075
r55 homepart i do things at home that make a difference 009 ndash004 007 072
r56 homepart i help make decisions with my family 002 ndash002 003 077
r42 peercare a friend who really cares about me ndash003 002 097 ndash013
r43 peercare a friend who talks with me about my problems ndash008 ndash003 103 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash005 ndash003 101 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 009 ndash009 ndash016
r46 peerhigh my friends try to do what is right 008 ndash013 046 022
r47 peerhigh my friends do well in school 008 ndash015 040 022
appendix e 111
taBle e47
Secondary rydM environmental asset efa results chinese american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 ndash001 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 008 001 ndash002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 ndash001 007 005 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 006 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 ndash004 004 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 004 005 007 ndash003
r12 Schlpart Schoolmdashi do interesting activities 027 057 ndash003 ndash004 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 073 ndash006 ndash006 ndash012
r14 Schlpart Schoolmdashi do things that make a difference 029 070 ndash004 ndash002 ndash004
r15 comcare communitymdashadult who really cares about me 003 002 094 ndash009 003
r17 comcare communitymdashadult who notices when i am upset about 001 008 080 010 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 084 007 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 010 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 008 001 084 012 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 092 ndash001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 065 013 001 014
r22 compart i am involved in taking lessons in music art literature ndash018 064 010 006 019
r23 compart i help other people ndash001 053 012 005 017
r49 homecare homemdashadult who is interested in my school work ndash004 005 001 074 004
r51 homecare homemdashadult who talks with me about my problems 002 003 001 090 ndash013
r53 homecare homemdashadult who listens to me when i have something 004 000 002 090 ndash011
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash008 005 056 020
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 011 079 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash019 011 073 012
r54 homepart i do fun things or go fun places with my parents or other ndash005 023 ndash002 069 ndash008
r55 homepart i do things at home that make a difference ndash003 045 ndash009 062 ndash007
r56 homepart i help make decisions with my family ndash006 034 ndash005 069 ndash006
r42 peercare a friend who really cares about me 002 007 005 ndash010 089
r43 peercare a friend who talks with me about my problems ndash003 007 ndash001 ndash011 095
r44 peercare a friend who helps me when irsquom having a hard time 000 006 000 ndash007 093
r45 peerhigh my friends get into a lot of trouble ndash009 016 005 ndash017 ndash016
r46 peerhigh my friends try to do what is right 012 ndash003 ndash009 023 049
r47 peerhigh my friends do well in school 012 ndash002 ndash011 021 043
112 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e48
Secondary rydM environmental asset efa results chinese american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 008 000 ndash003 002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 001 001 ndash001 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 ndash005 007 004 005 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 003 001 002 008 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 ndash004 003 ndash003 015 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 002 005 004 008 ndash005
r12 Schlpart Schoolmdashi do interesting activities 028 058 ndash003 ndash002 003 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 066 ndash005 007 ndash024 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 029 065 ndash004 007 ndash014 000
r15 comcare communitymdashadult who really cares about me 003 004 095 ndash009 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about 001 005 082 013 ndash011 005
r20 comcare communitymdashadult whom i trust ndash001 003 085 006 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 087 010 ndash006 002
r18 comhigh communitymdashadult who believes that i will be a success 007 001 085 009 000 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 003 093 ndash006 005 ndash002
r21 compart i am part of clubs sports teams churchtemple or other ndash018 074 012 ndash008 028 ndash008
r22 compart i am involved in taking lessons in music art literature ndash016 074 009 ndash005 034 ndash006
r23 compart i help other people 000 057 011 002 014 007
r49 homecare homemdashadult who is interested in my school work ndash004 005 000 065 025 ndash002
r51 homecare homemdashadult who talks with me about my problems 002 ndash006 002 087 005 ndash003
r53 homecare homemdashadult who listens to me when i have something 004 ndash011 003 089 003 001
r48 homehigh homemdashadult who expects me to follow the rules ndash001 001 004 038 044 001
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 067 028 ndash006
r52 homehigh homemdashadult who always wants me to do my best 008 ndash011 010 054 046 ndash007
r54 homepart i do fun things or go fun places with my parents or other ndash004 015 ndash001 070 000 001
r55 homepart i do things at home that make a difference ndash002 035 ndash008 067 ndash008 005
r56 homepart i help make decisions with my family ndash005 020 ndash003 075 ndash011 010
r42 peercare a friend who really cares about me 002 000 005 ndash003 013 083
r43 peercare a friend who talks with me about my problems ndash002 ndash003 001 003 003 093
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash003 001 003 010 088
r45 peerhigh my friends get into a lot of trouble ndash009 006 006 ndash002 ndash035 003
r46 peerhigh my friends try to do what is right 010 015 ndash010 ndash004 065 017
r47 peerhigh my friends do well in school 010 017 ndash012 ndash005 062 008
appendix e 113
taBle e49
Secondary rydM environmental asset efa results chinese american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 014 ndash002 ndash002 ndash002 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 010 ndash001 ndash005 002 005 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 003 006 ndash009 007 002 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 077 006 ndash001 ndash001 005 004 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash003 001 ndash002 002 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash004 006 ndash004 002
r12 Schlpart Schoolmdashi do interesting activities 024 045 ndash001 028 ndash008 ndash003 009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 069 000 016 ndash005 ndash004 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 022 063 000 020 ndash004 ndash003 004
r15 comcare communitymdashadult who really cares about me 002 ndash002 096 002 ndash010 003 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 008 083 ndash002 011 004 ndash007
r20 comcare communitymdashadult whom i trust ndash002 ndash001 085 003 006 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 088 000 010 001 ndash004
r18 comhigh communitymdashadult who believes that i will be a success 006 000 086 ndash001 009 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 094 003 ndash005 ndash004 008
r21 compart i am part of clubs sports teams churchtemple or other ndash010 016 004 078 ndash002 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature ndash007 012 ndash001 084 002 001 ndash003
r23 compart i help other people 001 027 008 047 003 008 002
r49 homecare homemdashadult who is interested in my school work 001 ndash005 ndash006 022 072 002 ndash006
r51 homecare homemdashadult who talks with me about my problems 005 008 ndash001 ndash003 091 000 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 009 002 ndash013 091 002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash021 ndash001 027 046 004 015
r50 homehigh homemdashadult who believes that i will be a success 013 ndash011 007 006 074 ndash004 005
r52 homehigh homemdashadult who always wants me to do my best 014 ndash027 004 019 064 ndash004 014
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 003 ndash008 065 ndash003 009
r55 homepart i do things at home that make a difference ndash010 052 ndash002 ndash003 058 000 010
r56 homepart i help make decisions with my family ndash011 043 003 ndash012 067 005 004
r42 peercare a friend who really cares about me 004 ndash005 003 005 ndash002 084 007
r43 peercare a friend who talks with me about my problems 000 ndash001 ndash002 ndash001 002 094 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash002 000 ndash001 003 088 006
r45 peerhigh my friends get into a lot of trouble ndash006 009 001 005 ndash004 007 ndash038
r46 peerhigh my friends try to do what is right ndash002 006 001 ndash004 ndash006 009 084
r47 peerhigh my friends do well in school ndash001 010 000 ndash004 ndash005 000 078
114 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e50
Secondary rydM environmental asset efa results chinese american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 012 ndash001 ndash002 ndash004 001 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 ndash001 ndash001 ndash005 006 004 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 ndash001 006 ndash005 003 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 004 000 004 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 000 002 004 ndash005 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash003 008 ndash003 ndash004 001
r12 Schlpart Schoolmdashi do interesting activities 015 053 ndash001 019 000 ndash005 ndash002 010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 090 001 ndash006 004 ndash004 ndash002 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 011 069 001 007 ndash001 004 ndash001 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 005 ndash012 001 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 084 ndash004 006 007 004 ndash006
r20 comcare communitymdashadult whom i trust 001 ndash007 086 005 002 005 000 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 088 ndash002 008 002 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 002 008 087 ndash006 014 ndash006 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash003 094 003 ndash001 ndash006 ndash004 007
r21 compart i am part of clubs sports teams churchtemple or other ndash005 003 004 080 ndash003 005 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature 000 ndash004 ndash002 090 002 004 000 ndash006
r23 compart i help other people 003 017 008 047 ndash004 011 008 002
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash005 010 077 002 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash004 015 001 ndash015 078 025 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 002 003 ndash016 068 038 002 ndash006
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash005 ndash001 019 064 ndash017 005 013
r50 homehigh homemdashadult who believes that i will be a success 008 ndash001 008 ndash003 075 006 ndash003 004
r52 homehigh homemdashadult who always wants me to do my best 011 ndash015 005 013 077 ndash009 ndash003 011
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 002 007 024 061 ndash005 006
r55 homepart i do things at home that make a difference 000 011 ndash003 011 009 069 ndash003 009
r56 homepart i help make decisions with my family 002 ndash007 002 006 014 075 004 001
r42 peercare a friend who really cares about me 005 ndash004 003 005 000 ndash003 084 006
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 001 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash001 000 ndash002 002 001 089 006
r45 peerhigh my friends get into a lot of trouble ndash009 016 002 001 ndash004 ndash004 008 ndash037
r46 peerhigh my friends try to do what is right ndash003 002 001 ndash005 ndash003 006 009 082
r47 peerhigh my friends do well in school ndash004 010 000 ndash007 ndash001 003 000 077
appendix e 115
taBle e51
Secondary rydM environmental asset efa results chinese american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 009 ndash001 003 ndash007 009 ndash005 005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 ndash001 ndash001 005 ndash010 011 002 003 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 ndash001 006 ndash005 004 000 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 005 ndash001 001 003 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash005 000 000 009 ndash008 ndash003 ndash005 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 010 003 ndash007 012 ndash007 000 ndash003 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash001 016 001 ndash003 ndash003 ndash002 008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 001 ndash008 000 006 ndash001 ndash001 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 009 073 001 001 ndash001 ndash004 009 000 002
r15 comcare communitymdashadult who really cares about me 004 ndash007 096 006 ndash011 ndash003 ndash001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 084 001 ndash001 015 003 002 000
r20 comcare communitymdashadult whom i trust 001 ndash008 086 006 000 002 005 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 088 000 006 007 000 001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 001 011 087 ndash010 016 ndash003 ndash002 ndash001 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 094 ndash001 003 ndash013 ndash001 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash003 000 004 081 ndash002 001 000 ndash004 ndash001
r22 compart i am involved in taking lessons in music art literature 002 ndash008 ndash002 092 005 001 ndash002 ndash002 ndash001
r23 compart i help other people 003 018 008 045 ndash002 ndash006 012 008 001
r49 homecare homemdashadult who is interested in my school work ndash006 007 ndash005 013 071 025 001 003 ndash003
r51 homecare homemdashadult who talks with me about my problems 001 003 001 001 057 055 017 ndash003 003
r53 homecare homemdashadult who listens to me when i have something 007 ndash008 004 ndash005 046 036 038 ndash001 003
r48 homehigh homemdashadult who expects me to follow the rules ndash003 001 ndash001 011 070 ndash004 ndash010 007 006
r50 homehigh homemdashadult who believes that i will be a success 006 004 008 ndash010 075 011 014 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash007 004 000 085 ndash011 005 000 ndash001
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 003 015 005 067 ndash004 003
r55 homepart i do things at home that make a difference ndash003 017 ndash003 003 002 ndash004 078 ndash001 002
r56 homepart i help make decisions with my family 000 ndash001 002 ndash001 005 000 083 006 ndash005
r42 peercare a friend who really cares about me 004 ndash003 003 003 002 ndash005 ndash001 085 004
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 000 002 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 000 000 ndash003 002 ndash001 002 089 005
r45 peerhigh my friends get into a lot of trouble ndash009 015 002 002 ndash007 006 ndash004 008 ndash034
r46 peerhigh my friends try to do what is right ndash001 ndash001 001 000 ndash002 002 001 008 084
r47 peerhigh my friends do well in school ndash003 007 000 ndash002 000 004 ndash002 ndash001 077
116 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e52
Secondary rydM environmental asset efa results Mexican american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 071 010 ndash015 015
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 011 ndash016 016
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 009 ndash014 015
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 008 ndash020 019
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 012 ndash015 017
r12 Schlpart Schoolmdashi do interesting activities 060 ndash007 018 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 074 ndash022 013 ndash013
r14 Schlpart Schoolmdashi do things that make a difference 072 ndash014 020 ndash013
r15 comcare communitymdashadult who really cares about me 004 090 ndash001 001
r17 comcare communitymdashadult who notices when i am upset about 003 084 010 001
r20 comcare communitymdashadult whom i trust 003 078 015 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 009 085 011 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 005 086 012 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 089 007 000
r21 compart i am part of clubs sports teams churchtemple or other 047 006 031 ndash035
r22 compart i am involved in taking lessons in music art literature 048 005 028 ndash032
r23 compart i help other people 041 007 027 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 005 083 008
r51 homecare homemdashadult who talks with me about my problems ndash008 006 087 002
r53 homecare homemdashadult who listens to me when i have something ndash009 006 089 000
r48 homehigh homemdashadult who expects me to follow the rules ndash010 008 066 019
r50 homehigh homemdashadult who believes that i will be a success ndash013 013 084 014
r52 homehigh homemdashadult who always wants me to do my best ndash015 013 086 015
r54 homepart i do fun things or go fun places with my parents or other 007 ndash003 073 001
r55 homepart i do things at home that make a difference 021 ndash007 069 ndash003
r56 homepart i help make decisions with my family 015 ndash005 073 000
r42 peercare a friend who really cares about me 008 006 008 081
r43 peercare a friend who talks with me about my problems 009 ndash001 006 089
r44 peercare a friend who helps me when irsquom having a hard time 006 001 010 087
r45 peerhigh my friends get into a lot of trouble ndash002 010 ndash008 ndash022
r46 peerhigh my friends try to do what is right 016 ndash011 029 048
r47 peerhigh my friends do well in school 016 ndash014 031 042
appendix e 117
taBle e53
Secondary rydM environmental asset efa results Mexican american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash006 003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 001 005 000 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 001 005 001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 003 003 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash005 001 002 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 ndash001 006 003 ndash001
r12 Schlpart Schoolmdashi do interesting activities 022 057 ndash003 ndash001 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 026 071 ndash015 ndash010 000
r14 Schlpart Schoolmdashi do things that make a difference 025 069 ndash008 ndash002 ndash002
r15 comcare communitymdashadult who really cares about me 005 ndash001 091 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about 000 004 085 005 004
r20 comcare communitymdashadult whom i trust 000 005 078 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 085 007 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 010 001
r19 comhigh communitymdashadult who always wants me to do my best 006 001 089 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 083 015 ndash006 ndash001
r22 compart i am involved in taking lessons in music art literature ndash016 080 014 ndash008 001
r23 compart i help other people 003 052 011 006 013
r49 homecare homemdashadult who is interested in my school work ndash001 ndash006 002 086 000
r51 homecare homemdashadult who talks with me about my problems 001 ndash001 004 090 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 ndash004 003 094 ndash013
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash012 006 068 014
r50 homehigh homemdashadult who believes that i will be a success 003 ndash013 010 087 006
r52 homehigh homemdashadult who always wants me to do my best 002 ndash016 010 089 007
r54 homepart i do fun things or go fun places with my parents or other ndash006 024 ndash004 071 ndash003
r55 homepart i do things at home that make a difference ndash004 040 ndash007 062 ndash004
r56 homepart i help make decisions with my family ndash002 029 ndash006 069 ndash004
r42 peercare a friend who really cares about me ndash001 ndash001 010 ndash007 089
r43 peercare a friend who talks with me about my problems ndash003 002 004 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash005 000 005 ndash005 095
r45 peerhigh my friends get into a lot of trouble ndash003 005 011 ndash006 ndash024
r46 peerhigh my friends try to do what is right 008 004 ndash011 021 055
r47 peerhigh my friends do well in school 009 005 ndash014 024 047
118 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e54
Secondary rydM environmental asset efa results Mexican american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 015 004 ndash005 ndash005 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 012 004 ndash011 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 007 004 ndash004 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 007 002 ndash003 004 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 000 ndash001 ndash004 003 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 004 ndash001 003 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 047 ndash002 033 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash010 017 ndash010 009
r14 Schlpart Schoolmdashi do things that make a difference 017 070 ndash002 018 ndash002 007
r15 comcare communitymdashadult who really cares about me 004 ndash008 091 003 ndash006 005
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 086 ndash001 005 007
r20 comcare communitymdashadult whom i trust ndash001 001 079 003 011 003
r16 comhigh communitymdashadult who tells me when i do a good job 004 002 086 006 006 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash006 087 005 009 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash008 090 006 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash012 024 010 084 ndash007 ndash015
r22 compart i am involved in taking lessons in music art literature ndash008 019 008 088 ndash010 ndash014
r23 compart i help other people 003 028 010 044 004 008
r49 homecare homemdashadult who is interested in my school work 001 ndash005 000 001 086 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 011 004 ndash016 091 ndash005
r53 homecare homemdashadult who listens to me when i have something 004 007 003 ndash016 095 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash019 003 011 065 008
r50 homehigh homemdashadult who believes that i will be a success 005 ndash015 007 005 085 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash020 007 008 086 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 ndash002 ndash002 071 004
r55 homepart i do things at home that make a difference ndash009 046 ndash004 006 061 004
r56 homepart i help make decisions with my family ndash005 039 ndash004 ndash004 070 004
r42 peercare a friend who really cares about me ndash002 008 011 ndash009 ndash005 091
r43 peercare a friend who talks with me about my problems ndash005 016 006 ndash014 ndash008 100
r44 peercare a friend who helps me when irsquom having a hard time ndash006 013 007 ndash015 ndash002 097
r45 peerhigh my friends get into a lot of trouble ndash004 011 012 ndash010 ndash004 ndash020
r46 peerhigh my friends try to do what is right 010 ndash016 ndash013 035 015 045
r47 peerhigh my friends do well in school 012 ndash017 ndash016 037 018 035
appendix e 119
taBle e55
Secondary rydM environmental asset efa results Mexican american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 015 004 ndash004 ndash005 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 010 003 ndash008 002 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 005 002 ndash001 003 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 000 ndash001 005 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash004 ndash004 001 005 ndash001 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 000 003 001 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 017 047 ndash002 029 ndash003 000 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 079 ndash005 007 ndash017 002 003
r14 Schlpart Schoolmdashi do things that make a difference 013 075 003 009 ndash008 001 002
r15 comcare communitymdashadult who really cares about me 003 ndash006 094 000 ndash007 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 089 ndash003 004 006 ndash005
r20 comcare communitymdashadult whom i trust ndash002 003 082 000 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 089 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 093 002 001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash006 014 002 081 002 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature ndash002 005 ndash002 090 000 ndash002 ndash003
r23 compart i help other people 003 026 008 040 005 007 008
r49 homecare homemdashadult who is interested in my school work 002 ndash008 ndash003 007 085 001 ndash001
r51 homecare homemdashadult who talks with me about my problems 002 010 003 ndash011 090 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 005 007 002 ndash012 094 ndash005 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash025 ndash002 018 066 009 009
r50 homehigh homemdashadult who believes that i will be a success 007 ndash018 004 011 084 001 006
r52 homehigh homemdashadult who always wants me to do my best 007 ndash024 004 014 086 000 008
r54 homepart i do fun things or go fun places with my parents or other ndash010 036 001 ndash008 066 ndash001 003
r55 homepart i do things at home that make a difference ndash011 052 000 ndash003 054 ndash002 004
r56 homepart i help make decisions with my family ndash007 044 ndash001 ndash010 064 001 000
r42 peercare a friend who really cares about me 002 ndash003 004 002 000 085 005
r43 peercare a friend who talks with me about my problems 000 004 ndash002 ndash002 ndash001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash002 002 000 ndash003 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 008 004 002 ndash041
r46 peerhigh my friends try to do what is right ndash001 006 004 ndash006 ndash003 005 086
r47 peerhigh my friends do well in school 003 004 ndash001 000 006 ndash003 074
120 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e56
Secondary rydM environmental asset efa results Mexican american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 011 004 ndash004 ndash008 002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 003 003 ndash006 ndash005 007 005 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash005 002 003 ndash004 006 000 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 004 000 ndash001 005 ndash003 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash006 ndash004 003 007 ndash007 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 ndash002 002 003 005 ndash005 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 011 052 ndash002 022 006 ndash002 ndash001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 093 ndash003 ndash009 ndash003 ndash001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash003 000 007 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash004 095 000 ndash004 ndash006 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash002 089 ndash002 ndash003 009 006 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash004 082 002 003 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 090 001 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash002 012 ndash006 ndash003 002
r19 comhigh communitymdashadult who always wants me to do my best 003 002 093 000 006 ndash008 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash003 002 001 083 000 004 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature 003 ndash009 ndash003 097 ndash001 ndash001 ndash002 ndash002
r23 compart i help other people 006 011 008 043 ndash006 018 007 009
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 086 004 000 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 001 003 ndash010 069 036 000 ndash010
r53 homecare homemdashadult who listens to me when i have something 006 ndash007 001 ndash009 072 037 ndash005 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 001 000 009 079 ndash019 008 006
r50 homehigh homemdashadult who believes that i will be a success 002 ndash001 006 003 086 000 001 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash005 005 006 090 ndash005 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other ndash002 ndash005 ndash001 003 028 063 000 006
r55 homepart i do things at home that make a difference ndash005 011 ndash001 006 011 070 ndash001 007
r56 homepart i help make decisions with my family 002 001 ndash002 001 023 068 002 002
r42 peercare a friend who really cares about me 002 ndash003 004 002 003 ndash004 085 005
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash002 ndash002 001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash001 ndash001 ndash002 002 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 001 004 008 003 000 002 ndash041
r46 peerhigh my friends try to do what is right 000 000 003 ndash004 ndash003 005 005 086
r47 peerhigh my friends do well in school 003 ndash001 ndash001 001 006 004 ndash003 073
appendix e 121
taBle e57
Secondary rydM environmental asset efa results Mexican american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 003 ndash001 ndash005 ndash006 005 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 003 ndash004 ndash003 001 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash006 002 003 ndash004 006 000 001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 000 002 008 ndash008 ndash002 002 007
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash006 ndash004 000 005 000 ndash001 ndash003 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 ndash002 004 ndash002 001 006 ndash004 001 ndash015
r12 Schlpart Schoolmdashi do interesting activities 012 052 ndash001 020 004 003 ndash001 ndash002 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 094 ndash003 ndash007 ndash002 ndash004 000 001 004
r14 Schlpart Schoolmdashi do things that make a difference 004 080 005 ndash004 ndash001 008 ndash001 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash002 094 001 ndash001 ndash012 003 002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash001 089 001 ndash001 003 006 ndash002 009
r20 comcare communitymdashadult whom i trust ndash001 ndash004 082 003 003 006 002 001 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 005 089 002 004 ndash002 ndash005 002 005
r18 comhigh communitymdashadult who believes that i will be a success 003 003 091 ndash005 008 003 ndash002 ndash002 ndash010
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash001 094 ndash003 002 002 ndash002 000 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash004 002 001 084 002 ndash001 ndash002 ndash003 002
r22 compart i am involved in taking lessons in music art literature 002 ndash009 ndash003 098 000 ndash005 ndash002 000 000
r23 compart i help other people 005 011 008 043 ndash006 016 007 010 001
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 089 000 000 ndash003 013
r51 homecare homemdashadult who talks with me about my problems ndash003 002 000 002 078 008 001 001 051
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 000 ndash001 076 019 ndash006 001 034
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 005 078 ndash012 008 002 ndash006
r50 homehigh homemdashadult who believes that i will be a success 003 ndash001 006 ndash001 085 005 001 001 002
r52 homehigh homemdashadult who always wants me to do my best 003 ndash006 006 002 089 002 ndash001 002 000
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 000 ndash003 025 070 001 000 ndash002
r55 homepart i do things at home that make a difference ndash003 011 000 002 008 074 ndash001 003 001
r56 homepart i help make decisions with my family 004 001 ndash001 ndash004 020 072 003 ndash003 003
r42 peercare a friend who really cares about me 003 ndash003 005 001 002 ndash001 085 004 ndash006
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash001 ndash001 ndash001 095 001 003
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash002 ndash001 ndash001 002 003 092 002 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 007 002 002 002 ndash040 000
r46 peerhigh my friends try to do what is right ndash002 001 003 ndash001 ndash001 ndash001 004 090 003
r47 peerhigh my friends do well in school 003 000 ndash002 002 007 003 ndash002 070 ndash003
122 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e58
Secondary rydM environmental asset efa results White 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 011 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 086 011 ndash009 ndash011
r10 Schlcare Schoolmdashadult who listens to me when i have something 092 013 ndash002 ndash017
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 088 014 ndash009 ndash008
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 015 ndash006 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash002 ndash011
r12 Schlpart Schoolmdashi do interesting activities 044 ndash013 013 020
r13 Schlpart Schoolmdashi help decide things like class activities or rules 056 ndash026 005 028
r14 Schlpart Schoolmdashi do things that make a difference 053 ndash021 009 032
r15 comcare communitymdashadult who really cares about me 012 082 003 012
r17 comcare communitymdashadult who notices when i am upset about 008 076 014 013
r20 comcare communitymdashadult whom i trust 013 069 018 009
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 016 012
r18 comhigh communitymdashadult who believes that i will be a success 013 077 014 013
r19 comhigh communitymdashadult who always wants me to do my best 014 084 006 010
r21 compart i am part of clubs sports teams churchtemple or other 021 ndash006 032 028
r22 compart i am involved in taking lessons in music art literature 020 ndash007 032 028
r23 compart i help other people 024 001 024 030
r49 homecare homemdashadult who is interested in my school work ndash006 012 086 ndash009
r51 homecare homemdashadult who talks with me about my problems ndash011 009 095 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash007 010 097 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash006 017 069 001
r50 homehigh homemdashadult who believes that i will be a success ndash004 021 089 ndash010
r52 homehigh homemdashadult who always wants me to do my best ndash009 021 091 ndash009
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 080 ndash002
r55 homepart i do things at home that make a difference 013 ndash013 067 012
r56 homepart i help make decisions with my family 005 ndash010 080 003
r42 peercare a friend who really cares about me ndash014 023 ndash012 093
r43 peercare a friend who talks with me about my problems ndash019 021 ndash022 107
r44 peercare a friend who helps me when irsquom having a hard time ndash016 020 ndash018 104
r45 peerhigh my friends get into a lot of trouble ndash006 003 ndash009 ndash027
r46 peerhigh my friends try to do what is right 003 ndash008 020 054
r47 peerhigh my friends do well in school 006 ndash010 023 044
appendix e 123
taBle e59
Secondary rydM environmental asset efa results White 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 009 001 ndash003 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 004 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 000 008 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 005 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 006 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 015 064 003 ndash006 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 082 ndash003 ndash020 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 015 085 002 ndash017 ndash003
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 085 007 003
r20 comcare communitymdashadult whom i trust 004 007 076 012 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 086 009 003
r18 comhigh communitymdashadult who believes that i will be a success 003 007 085 008 003
r19 comhigh communitymdashadult who always wants me to do my best 005 002 091 001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash013 071 014 006 000
r22 compart i am involved in taking lessons in music art literature ndash012 069 012 007 001
r23 compart i help other people 000 055 013 005 011
r49 homecare homemdashadult who is interested in my school work 007 ndash010 002 083 002
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash001 003 090 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 ndash001 004 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash009 009 067 011
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 013 084 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash018 012 088 006
r54 homepart i do fun things or go fun places with my parents or other ndash006 029 ndash007 070 ndash008
r55 homepart i do things at home that make a difference ndash006 053 ndash006 050 ndash004
r56 homepart i help make decisions with my family ndash005 037 ndash009 068 ndash006
r42 peercare a friend who really cares about me 000 ndash006 012 ndash002 087
r43 peercare a friend who talks with me about my problems ndash004 ndash005 008 ndash010 099
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash006 007 ndash006 097
r45 peerhigh my friends get into a lot of trouble ndash009 ndash004 013 ndash011 ndash031
r46 peerhigh my friends try to do what is right 003 024 ndash018 017 052
r47 peerhigh my friends do well in school 004 026 ndash019 018 041
124 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e60
Secondary rydM environmental asset efa results White 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 001 ndash002 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 007 ndash001 ndash004 002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 004 000 000 007 ndash005
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 007 001 ndash001 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 006 002 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 007 004 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 060 003 005 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 080 ndash005 ndash008 ndash010 006
r14 Schlpart Schoolmdashi do things that make a difference 014 080 001 001 ndash010 006
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 000 ndash005 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 088 ndash011 008 007
r20 comcare communitymdashadult whom i trust 004 004 080 ndash003 010 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 089 ndash005 008 004
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 000 006 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash002 096 001 ndash002 000
r21 compart i am part of clubs sports teams churchtemple or other ndash011 051 016 050 ndash001 ndash019
r22 compart i am involved in taking lessons in music art literature ndash010 047 013 050 000 ndash017
r23 compart i help other people ndash001 045 013 027 003 004
r49 homecare homemdashadult who is interested in my school work 007 ndash010 001 011 079 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 002 001 ndash008 090 001
r53 homecare homemdashadult who listens to me when i have something 002 002 003 ndash009 092 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash014 010 027 058 ndash001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 013 013 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash022 013 024 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash006 030 ndash009 ndash004 071 002
r55 homepart i do things at home that make a difference ndash006 053 ndash008 ndash002 052 007
r56 homepart i help make decisions with my family ndash005 039 ndash011 ndash010 071 008
r42 peercare a friend who really cares about me 000 ndash003 009 017 001 078
r43 peercare a friend who talks with me about my problems ndash004 003 004 006 ndash002 092
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 004 008 002 089
r45 peerhigh my friends get into a lot of trouble ndash010 009 009 ndash048 001 ndash007
r46 peerhigh my friends try to do what is right 002 004 ndash013 076 000 021
r47 peerhigh my friends do well in school 003 008 ndash013 066 005 010
appendix e 125
taBle e61
Secondary rydM environmental asset efa results White 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 012 001 ndash006 ndash002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 007 ndash002 ndash004 003 002 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 004 000 ndash006 008 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 000 ndash003 002 005 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 000 003 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 007 ndash003 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 013 055 000 026 ndash002 001 ndash008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash003 014 ndash013 005 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 012 076 003 020 ndash013 004 ndash002
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash005 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 090 ndash007 006 005 ndash004
r20 comcare communitymdashadult whom i trust 004 003 081 ndash002 009 ndash002 001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 003 090 ndash001 007 002 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 003 002 089 002 005 000 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 096 003 ndash003 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 002 073 007 ndash007 004
r22 compart i am involved in taking lessons in music art literature ndash007 025 ndash003 076 008 ndash003 001
r23 compart i help other people ndash001 036 009 035 004 006 010
r49 homecare homemdashadult who is interested in my school work 007 ndash009 ndash005 015 082 004 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash001 007 ndash001 ndash001 091 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 002 006 003 ndash006 092 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash019 002 027 060 005 005
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 009 013 080 001 000
r52 homehigh homemdashadult who always wants me to do my best 009 ndash023 006 024 081 002 001
r54 homepart i do fun things or go fun places with my parents or other ndash006 032 ndash001 ndash012 067 ndash006 011
r55 homepart i do things at home that make a difference ndash008 055 002 ndash009 045 ndash004 016
r56 homepart i help make decisions with my family ndash005 042 ndash002 ndash018 066 ndash001 009
r42 peercare a friend who really cares about me 001 ndash003 004 003 004 082 008
r43 peercare a friend who talks with me about my problems ndash004 006 000 ndash005 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 004 ndash001 ndash005 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash010 012 002 ndash003 003 000 ndash051
r46 peerhigh my friends try to do what is right ndash001 ndash002 001 001 ndash009 006 094
r47 peerhigh my friends do well in school 003 005 ndash002 005 001 ndash002 068
126 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e62
Secondary rydM environmental asset efa results White 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 007 001 ndash004 ndash006 004 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 002 ndash002 000 ndash001 002 003 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash004 006 002 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 001 ndash001 001 006 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 001 003 005 ndash006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 002 007 000 001 002 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 005 063 000 013 011 ndash008 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 088 ndash003 ndash007 000 ndash001 001 000
r14 Schlpart Schoolmdashi do things that make a difference 004 078 003 005 ndash005 004 000 006
r15 comcare communitymdashadult who really cares about me 005 ndash007 095 005 ndash004 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 090 ndash008 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 005 ndash003 081 001 004 007 ndash001 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 090 000 004 005 002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 001 005 090 ndash001 007 ndash003 ndash001 003
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 001 003 ndash009 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash004 010 002 079 004 002 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash003 ndash004 093 002 003 000 ndash008
r23 compart i help other people 005 009 010 047 ndash012 023 008 005
r49 homecare homemdashadult who is interested in my school work 002 005 ndash004 001 085 ndash001 002 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash005 009 000 ndash012 081 023 002 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 003 004 ndash013 078 029 ndash003 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash003 002 016 072 ndash016 004 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash002 009 003 080 004 000 003
r52 homehigh homemdashadult who always wants me to do my best 004 ndash009 006 013 088 ndash009 000 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 ndash002 005 031 063 ndash004 003
r55 homepart i do things at home that make a difference ndash001 012 002 008 004 070 ndash001 008
r56 homepart i help make decisions with my family 004 ndash003 ndash003 001 025 072 003 000
r42 peercare a friend who really cares about me 002 ndash004 004 005 005 ndash005 082 007
r43 peercare a friend who talks with me about my problems ndash002 002 000 ndash002 ndash002 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 ndash003 002 001 093 002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash050
r46 peerhigh my friends try to do what is right ndash004 004 001 ndash008 ndash003 003 004 097
r47 peerhigh my friends do well in school 001 006 ndash002 000 004 007 ndash003 066
appendix e 127
taBle e63
Secondary rydM environmental asset efa results White 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 004 002 003 ndash005 ndash003 006 003 012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 003 000 ndash002 003 ndash004 005
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash003 006 001 ndash004 001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 ndash001 000 005 000 ndash004 005 ndash002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash001 000 ndash003 004 000 ndash004 ndash001 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 007 ndash004 000 008 ndash003 001 ndash011
r12 Schlpart Schoolmdashi do interesting activities 005 062 000 014 011 ndash009 ndash002 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 086 ndash002 ndash005 ndash001 ndash001 001 001 007
r14 Schlpart Schoolmdashi do things that make a difference 003 082 003 ndash002 ndash005 010 000 003 ndash009
r15 comcare communitymdashadult who really cares about me 005 ndash006 095 005 ndash004 ndash004 000 000 ndash003
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 091 ndash004 004 001 004 ndash001 010
r20 comcare communitymdashadult whom i trust 005 ndash004 081 005 005 003 ndash001 002 007
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 091 003 005 001 002 000 005
r18 comhigh communitymdashadult who believes that i will be a success 001 006 089 ndash005 007 002 ndash001 001 ndash007
r19 comhigh communitymdashadult who always wants me to do my best 004 001 096 ndash003 001 ndash004 ndash003 000 ndash009
r21 compart i am part of clubs sports teams churchtemple or other ndash004 008 003 082 005 ndash005 ndash005 003 002
r22 compart i am involved in taking lessons in music art literature 001 ndash006 ndash004 094 003 ndash002 000 ndash005 ndash002
r23 compart i help other people 005 010 009 042 ndash013 027 008 002 ndash011
r49 homecare homemdashadult who is interested in my school work 002 004 ndash004 003 087 ndash005 002 000 001
r51 homecare homemdashadult who talks with me about my problems ndash005 004 001 001 083 007 002 ndash002 026
r53 homecare homemdashadult who listens to me when i have something 001 ndash003 005 ndash002 079 017 ndash003 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 002 001 005 071 ndash006 004 003 ndash026
r50 homehigh homemdashadult who believes that i will be a success 004 001 009 ndash004 081 008 000 000 ndash009
r52 homehigh homemdashadult who always wants me to do my best 004 ndash005 006 003 088 ndash001 000 ndash001 ndash019
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash002 003 031 061 ndash003 002 008
r55 homepart i do things at home that make a difference ndash001 016 001 ndash002 003 077 ndash001 003 ndash005
r56 homepart i help make decisions with my family 003 ndash001 ndash003 ndash002 026 070 003 ndash002 008
r42 peercare a friend who really cares about me 002 ndash004 004 004 005 ndash003 082 006 ndash005
r43 peercare a friend who talks with me about my problems ndash002 001 000 ndash001 ndash002 000 097 000 004
r44 peercare a friend who helps me when irsquom having a hard time 001 002 ndash001 ndash004 002 003 093 001 ndash002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash049 005
r46 peerhigh my friends try to do what is right ndash004 003 001 ndash005 ndash003 002 004 095 ndash002
r47 peerhigh my friends do well in school 001 003 ndash001 006 004 001 ndash003 069 008
128 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e64
elementary rydM environmental assetsmdashMales and femalesmdashgoodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0095 0091 0089 0090 0089 0089 0091 0091
2 factor 0085 0069 0069 0062 0072 0061 0081 0065
3 factor 0072 0054 0049 0037 0063 0050 0072 0049
4 factor 0043 0033 0038 0028 0052 0039 0052 0035
5 factor 0023 0019 0044 0026
6 factor 0000 0012 0006 0014 0026 0021
7 factor 0000 0007 0000 0008 0028 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le 006)
RMSR = Root Mean Square Error (recommended value le 005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e65
elementary rydM environmental asset efa results Main Sample 2 factor Solution
item original construct item description 1 2
10 Schlcare do the teachers at school care about you 078 ndash004
13 Schlcare teachers listen when have something to say 065 002
11 Schlhigh teachers tell you when you do a good job 066 ndash006
14 Schlhigh teachers believe that you can do a good job 068 004
52 homecare parent care about your school work ndash007 083
55 homecare parent listen when you have something to say 012 057
53 homehigh parent believe that you can do a good job 004 082
54 homehigh parent at home want you to do your best ndash001 079
9 Schlpart make class ruleschoose things to do school 032 000
15 Schlpart do you do things to be helpful at school 036 017
56 homepart do you help out at home 005 036
56 homepart make rules or choose things to do at home 007 015
50 peerhigh do your best friends get into trouble 002 037
51 peerhigh do your best friends try to do the right thing 010 048
appendix e 129
taBle e66
elementary rydM environmental asset efa results validation Sample 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 081 ndash008
13 Schlcare teachers listen when have something to say 070 ndash007
11 Schlhigh teachers tell you when you do a good job 059 ndash003
14 Schlhigh teachers believe that you can do a good job 071 003
52 homecare parent care about your school work ndash005 074
55 homecare parent listen when you have something to say 012 058
53 homehigh parent believe that you can do a good job 001 085
54 homehigh parent at home want you to do your best 000 087
9 Schlpart make class ruleschoose things to do school 018 014
15 Schlpart do you do things to be helpful at school 029 028
56 homepart do you help out at home 005 038
56 homepart make rules or choose things to do at home ndash010 034
50 peerhigh do your best friends get into trouble 019 018
51 peerhigh do your best friends try to do the right thing 025 032
taBle e67
elementary rydM environmental asset efa results Main Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 078 ndash001 ndash004
13 Schlcare teachers listen when have something to say 065 002 001
11 Schlhigh teachers tell you when you do a good job 067 ndash002 ndash007
14 Schlhigh teachers believe that you can do a good job 068 005 ndash002
52 homecare parent care about your school work ndash006 085 000
55 homecare parent listen when you have something to say 013 057 002
53 homehigh parent believe that you can do a good job 006 081 000
54 homehigh parent at home want you to do your best 003 080 ndash005
9 Schlpart make class ruleschoose things to do school 032 ndash002 003
15 Schlpart do you do things to be helpful at school 035 005 017
56 homepart do you help out at home 005 031 009
56 homepart make rules or choose things to do at home 006 013 006
50 peerhigh do your best friends get into trouble 003 001 043
51 peerhigh do your best friends try to do the right thing ndash005 ndash003 101
130 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e68
elementary rydM environmental asset efa results validation Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 002 005
13 Schlcare teachers listen when have something to say 063 002 005
11 Schlhigh teachers tell you when you do a good job 049 ndash004 017
14 Schlhigh teachers believe that you can do a good job 069 013 ndash001
52 homecare parent care about your school work 002 072 002
55 homecare parent listen when you have something to say 006 048 022
53 homehigh parent believe that you can do a good job 012 089 ndash008
54 homehigh parent at home want you to do your best 008 080 004
9 Schlpart make class ruleschoose things to do school 003 ndash010 042
15 Schlpart do you do things to be helpful at school 007 ndash004 062
56 homepart do you help out at home ndash009 017 038
56 homepart make rules or choose things to do at home ndash016 019 023
50 peerhigh do your best friends get into trouble 001 ndash010 048
51 peerhigh do your best friends try to do the right thing 003 ndash001 061
taBle e69
elementary rydM environmental asset efa results Main Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 005 001 ndash001
13 Schlcare teachers listen when have something to say 062 007 000 005
11 Schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 Schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 Schlpart make class ruleschoose things to do school 014 ndash016 048 ndash005
15 Schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
appendix e 131
taBle e71
elementary rydM environmental asset efa results Main Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 000 001 003 ndash001
13 Schlcare teachers listen when have something to say 067 ndash003 007 ndash004 006
11 Schlhigh teachers tell you when you do a good job 055 001 000 019 ndash008
14 Schlhigh teachers believe that you can do a good job 067 009 ndash007 005 002
52 homecare parent care about your school work 004 068 020 ndash008 003
55 homecare parent listen when you have something to say 014 030 048 ndash009 003
53 homehigh parent believe that you can do a good job 014 067 017 ndash006 004
54 homehigh parent at home want you to do your best ndash001 103 ndash027 018 ndash005
9 Schlpart make class ruleschoose things to do school 010 ndash008 011 042 ndash006
15 Schlpart do you do things to be helpful at school 007 004 ndash002 059 014
56 homepart do you help out at home ndash016 020 025 031 003
56 homepart make rules or choose things to do at home ndash005 ndash017 052 011 ndash001
50 peerhigh do your best friends get into trouble 004 000 ndash010 ndash001 060
51 peerhigh do your best friends try to do the right thing ndash001 ndash002 008 012 074
taBle e70
elementary rydM environmental asset efa results validation Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 003 003 ndash001
13 Schlcare teachers listen when have something to say 065 002 003 ndash001
11 Schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 Schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 Schlpart make class ruleschoose things to do school 005 ndash020 062 ndash006
15 Schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
132 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e73
elementary rydM environmental asset efa results Males 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 080 ndash007
13 Schlcare teachers listen when have something to say 068 ndash002
11 Schlhigh teachers tell you when you do a good job 059 ndash001
14 Schlhigh teachers believe that you can do a good job 070 001
52 homecare parent care about your school work ndash002 079
55 homecare parent listen when you have something to say 015 053
53 homehigh parent believe that you can do a good job 003 084
54 homehigh parent at home want you to do your best ndash004 078
9 Schlpart make class ruleschoose things to do school 016 016
15 Schlpart do you do things to be helpful at school 024 021
56 homepart do you help out at home ndash005 044
56 homepart make rules or choose things to do at home ndash003 017
50 peerhigh do your best friends get into trouble 008 028
51 peerhigh do your best friends try to do the right thing 014 043
taBle e72
elementary rydM environmental asset efa results validation Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 001 001 ndash003 001
13 Schlcare teachers listen when have something to say 068 ndash006 ndash003 011 ndash006
11 Schlhigh teachers tell you when you do a good job 054 ndash007 003 011 000
14 Schlhigh teachers believe that you can do a good job 073 019 000 ndash017 004
52 homecare parent care about your school work 001 067 ndash003 009 000
55 homecare parent listen when you have something to say 010 038 ndash002 033 ndash001
53 homehigh parent believe that you can do a good job 007 096 001 ndash012 001
54 homehigh parent at home want you to do your best 007 076 ndash001 008 003
9 Schlpart make class ruleschoose things to do school 001 000 147 ndash002 ndash001
15 Schlpart do you do things to be helpful at school 014 ndash006 009 035 023
56 homepart do you help out at home ndash007 ndash009 ndash006 072 000
56 homepart make rules or choose things to do at home ndash012 017 011 023 ndash003
50 peerhigh do your best friends get into trouble 000 001 000 ndash008 057
51 peerhigh do your best friends try to do the right thing ndash001 002 ndash002 008 072
appendix e 133
taBle e75
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 003 000 ndash002
13 Schlcare teachers listen when have something to say 064 002 ndash003 008
11 Schlhigh teachers tell you when you do a good job 054 ndash003 019 ndash008
14 Schlhigh teachers believe that you can do a good job 068 009 ndash005 002
52 homecare parent care about your school work 002 074 001 009
55 homecare parent listen when you have something to say 011 039 026 006
53 homehigh parent believe that you can do a good job 007 079 008 002
54 homehigh parent at home want you to do your best 006 087 ndash005 ndash010
9 Schlpart make class ruleschoose things to do school 009 ndash008 050 ndash009
15 Schlpart do you do things to be helpful at school 016 ndash011 048 010
56 homepart do you help out at home ndash018 020 050 003
56 homepart make rules or choose things to do at home ndash012 ndash006 033 009
50 peerhigh do your best friends get into trouble 006 000 ndash007 050
51 peerhigh do your best friends try to do the right thing ndash001 ndash001 011 085
taBle e74
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 079 ndash002 ndash005
13 Schlcare teachers listen when have something to say 066 ndash004 006
11 Schlhigh teachers tell you when you do a good job 058 004 ndash005
14 Schlhigh teachers believe that you can do a good job 069 003 ndash002
52 homecare parent care about your school work 000 075 006
55 homecare parent listen when you have something to say 015 049 010
53 homehigh parent believe that you can do a good job 006 084 ndash001
54 homehigh parent at home want you to do your best 002 086 ndash014
9 Schlpart make class ruleschoose things to do school 015 016 002
15 Schlpart do you do things to be helpful at school 022 012 017
56 homepart do you help out at home ndash007 038 013
56 homepart make rules or choose things to do at home ndash006 009 016
50 peerhigh do your best friends get into trouble 004 ndash007 048
51 peerhigh do your best friends try to do the right thing ndash002 ndash006 094
134 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e77
elementary rydM environmental asset efa results females 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 002
13 Schlcare teachers listen when have something to say 063 007
11 Schlhigh teachers tell you when you do a good job 069 ndash007
14 Schlhigh teachers believe that you can do a good job 066 007
52 homecare parent care about your school work ndash010 086
55 homecare parent listen when you have something to say 008 063
53 homehigh parent believe that you can do a good job 007 078
54 homehigh parent at home want you to do your best 009 075
9 Schlpart make class ruleschoose things to do school 045 ndash012
15 Schlpart do you do things to be helpful at school 044 013
56 homepart do you help out at home 011 033
56 homepart make rules or choose things to do at home 017 013
50 peerhigh do your best friends get into trouble ndash002 039
51 peerhigh do your best friends try to do the right thing 009 046
taBle e76
elementary rydM environmental asset efa results Males 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 077 002 ndash002 003 ndash004
13 Schlcare teachers listen when have something to say 065 000 ndash003 ndash001 008
11 Schlhigh teachers tell you when you do a good job 053 ndash002 021 ndash001 ndash008
14 Schlhigh teachers believe that you can do a good job 066 008 001 ndash006 003
52 homecare parent care about your school work 006 075 ndash009 007 008
55 homecare parent listen when you have something to say 017 042 008 021 003
53 homehigh parent believe that you can do a good job 011 080 ndash001 006 001
54 homehigh parent at home want you to do your best ndash002 091 008 ndash026 ndash006
9 Schlpart make class ruleschoose things to do school 005 ndash005 049 004 ndash008
15 Schlpart do you do things to be helpful at school 008 ndash011 059 ndash005 013
56 homepart do you help out at home ndash020 024 045 006 004
56 homepart make rules or choose things to do at home ndash002 ndash010 001 080 001
50 peerhigh do your best friends get into trouble 002 ndash002 ndash002 ndash008 058
51 peerhigh do your best friends try to do the right thing 000 002 010 004 076
appendix e 135
taBle e79
elementary rydM environmental asset efa results females 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 071 007 006 ndash001
13 Schlcare teachers listen when have something to say 063 008 002 001
11 Schlhigh teachers tell you when you do a good job 061 ndash002 014 ndash008
14 Schlhigh teachers believe that you can do a good job 067 008 002 001
52 homecare parent care about your school work ndash002 087 ndash001 ndash004
55 homecare parent listen when you have something to say 006 063 011 ndash002
53 homehigh parent believe that you can do a good job 018 073 ndash007 007
54 homehigh parent at home want you to do your best 014 065 002 010
9 Schlpart make class ruleschoose things to do school 017 ndash024 050 003
15 Schlpart do you do things to be helpful at school 017 ndash005 048 015
56 homepart do you help out at home ndash015 026 042 004
56 homepart make rules or choose things to do at home ndash006 013 038 ndash007
50 peerhigh do your best friends get into trouble 005 003 ndash010 057
51 peerhigh do your best friends try to do the right thing ndash006 001 020 073
taBle e78
elementary rydM environmental asset efa results females 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 002 000
13 Schlcare teachers listen when have something to say 067 001 001
11 Schlhigh teachers tell you when you do a good job 069 ndash008 ndash002
14 Schlhigh teachers believe that you can do a good job 069 004 001
52 homecare parent care about your school work ndash013 093 ndash007
55 homecare parent listen when you have something to say 007 065 001
53 homehigh parent believe that you can do a good job 008 077 001
54 homehigh parent at home want you to do your best 010 073 002
9 Schlpart make class ruleschoose things to do school 044 ndash009 ndash007
15 Schlpart do you do things to be helpful at school 045 011 000
56 homepart do you help out at home 009 037 ndash004
56 homepart make rules or choose things to do at home 015 020 ndash011
50 peerhigh do your best friends get into trouble ndash001 ndash003 116
51 peerhigh do your best friends try to do the right thing 016 026 027
136 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e81
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0130 0088 0129 0083 0120 0091 0125 0097
2 factor 0092 0052 0093 0051 0093 0071 0096 0075
3 factor 0071 0034 0071 0033 0069 0040 0071 0042
4 factor 0050 0022 0053 0023 0049 0025 0050 0025
5 factor 0027 0011 0034 0013 0032 0014 0027 0012
6 factor 0019 0007 0022 0008 0023 0010 0013 0007
7 factor 0015 0005 0019 0007 0016 0007 0013 0006
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e80
Secondary rydM internal assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample validation sample main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0113 0078 0116 0076 0134 0094 0136 0095 0145 0106 0143 0104
2 factor 0079 0048 0086 0051 0102 0067 0106 0070 0107 0071 0104 0070
3 factor 0059 0029 0066 0031 0073 0036 0076 0037 0089 0048 0087 0049
4 factor 0041 0019 0043 0020 0054 0024 0058 0025 0071 0034 0070 0036
5 factor 0027 0012 0028 0012 0029 0013 0033 0013 0032 0014 0036 0015
6 factor 0022 0009 0020 0009 0024 0010 0015 0007 0018 0008 0026 0011
7 factor 0016 0006 0010 0005 0022 0008 0018 0007 0010 0006 0021 0009
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 137
taBl
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ion
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138 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e83B
Secondary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 031
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 063 018
r30 Selfeff i can do most things if i try 072 014
r32 Selfeff there are many things that i do well 071 009
r33 empathy i feel bad when someone gets their feelings hurt ndash004 084
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think 005 084
r35 probSolv When i need help i find someone to talk with 030 051
r27 probSolv i know where to go for help with a problem 055 026
r28 probSolv i try to work out problems by talking or writing about them 024 055
r39 Selfaware there is a purpose to my life 076 006
r40 Selfaware i understand my moods and feelings 093 ndash015
r41 Selfaware i understand why i do what i do 094 ndash018
r24 goals i have goals and plans for the future 065 013
r25 goals i plan to graduate from high school 073 015
r26 goals i plan to go to college or some other school after high school 065 016
taBle e83a
Secondary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 035
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 062 019
r30 Selfeff i can do most things if i try 071 014
r32 Selfeff there are many things that i do well 066 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash011 100
r38 empathy i try to understand what other people feel and think 005 083
r35 probSolv When i need help i find someone to talk with 027 057
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 024 056
r39 Selfaware there is a purpose to my life 073 008
r40 Selfaware i understand my moods and feelings 090 ndash012
r41 Selfaware i understand why i do what i do 090 ndash015
r24 goals i have goals and plans for the future 069 008
r25 goals i plan to graduate from high school 084 003
r26 goals i plan to go to college or some other school after high school 073 007
appendix e 139
taBle e84B
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 025
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 053 020 014
r30 Selfeff i can do most things if i try 047 042 004
r32 Selfeff there are many things that i do well 047 041 000
r33 empathy i feel bad when someone gets their feelings hurt ndash010 011 081
r34 empathy i try to understand what other people go through ndash015 007 096
r38 empathy i try to understand what other people feel and think 002 006 082
r35 probSolv When i need help i find someone to talk with 042 ndash017 055
r27 probSolv i know where to go for help with a problem 049 013 023
r28 probSolv i try to work out problems by talking or writing about them 032 ndash007 055
r39 Selfaware there is a purpose to my life 060 026 002
r40 Selfaware i understand my moods and feelings 097 ndash010 ndash007
r41 Selfaware i understand why i do what i do 097 ndash008 ndash010
r24 goals i have goals and plans for the future 019 064 002
r25 goals i plan to graduate from high school ndash008 097 004
r26 goals i plan to go to college or some other school after high school ndash008 087 008
taBle e84a
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 027 027 029
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 050 023 013
r30 Selfeff i can do most things if i try 045 043 003
r32 Selfeff there are many things that i do well 039 042 005
r33 empathy i feel bad when someone gets their feelings hurt ndash012 011 083
r34 empathy i try to understand what other people go through ndash014 003 101
r38 empathy i try to understand what other people feel and think 005 ndash001 084
r35 probSolv When i need help i find someone to talk with 036 ndash010 059
r27 probSolv i know where to go for help with a problem 043 020 024
r28 probSolv i try to work out problems by talking or writing about them 028 ndash001 055
r39 Selfaware there is a purpose to my life 056 028 003
r40 Selfaware i understand my moods and feelings 099 ndash012 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash009
r24 goals i have goals and plans for the future 017 067 000
r25 goals i plan to graduate from high school ndash008 100 ndash001
r26 goals i plan to go to college or some other school after high school ndash013 092 006
140 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e85B
Secondary rydM internal asset efa results validation Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 065 ndash006 013 012
r30 Selfeff i can do most things if i try 055 ndash010 010 036
r32 Selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probSolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probSolv i know where to go for help with a problem 066 002 009 007
r28 probSolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 Selfaware there is a purpose to my life 017 005 045 027
r40 Selfaware i understand my moods and feelings ndash002 007 094 ndash007
r41 Selfaware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
taBle e85a
Secondary rydM internal asset efa results Main Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 066 ndash009 015 011
r30 Selfeff i can do most things if i try 050 ndash011 016 035
r32 Selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probSolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probSolv i know where to go for help with a problem 068 ndash001 007 011
r28 probSolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 012 006 046 028
r40 Selfaware i understand my moods and feelings 001 005 091 ndash007
r41 Selfaware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
appendix e 141
taBle e86B
Secondary rydM internal asset efa results validation Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 059 021 005 001 ndash001
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 057 ndash003 028 009 ndash005
r30 Selfeff i can do most things if i try 080 002 ndash003 003 010
r32 Selfeff there are many things that i do well 064 000 ndash002 012 014
r33 empathy i feel bad when someone gets their feelings hurt 003 070 010 ndash004 009
r34 empathy i try to understand what other people go through ndash001 088 003 001 005
r38 empathy i try to understand what other people feel and think 007 074 005 010 001
r35 probSolv When i need help i find someone to talk with ndash010 020 068 015 ndash004
r27 probSolv i know where to go for help with a problem 019 ndash010 056 010 014
r28 probSolv i try to work out problems by talking or writing about them 007 014 078 ndash012 ndash002
r39 Selfaware there is a purpose to my life 012 001 009 045 027
r40 Selfaware i understand my moods and feelings 001 005 ndash002 092 ndash005
r41 Selfaware i understand why i do what i do 009 000 002 078 ndash001
r24 goals i have goals and plans for the future 008 ndash001 008 011 063
r25 goals i plan to graduate from high school 010 008 ndash009 ndash002 089
r26 goals i plan to go to college or some other school after high school ndash003 004 007 ndash006 088
taBle e86a
Secondary rydM internal asset efa results Main Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 023 009 000 002
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 056 ndash007 034 009 ndash005
r30 Selfeff i can do most things if i try 079 ndash002 003 003 008
r32 Selfeff there are many things that i do well 063 009 ndash009 012 013
r33 empathy i feel bad when someone gets their feelings hurt ndash001 073 006 ndash002 012
r34 empathy i try to understand what other people go through 003 093 001 ndash001 002
r38 empathy i try to understand what other people feel and think 006 073 008 010 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 027 063 013 ndash004
r27 probSolv i know where to go for help with a problem 015 ndash010 060 009 017
r28 probSolv i try to work out problems by talking or writing about them 003 017 073 ndash008 ndash001
r39 Selfaware there is a purpose to my life 016 005 003 044 025
r40 Selfaware i understand my moods and feelings 001 002 002 088 ndash003
r41 Selfaware i understand why i do what i do 004 000 001 083 ndash001
r24 goals i have goals and plans for the future 009 ndash002 008 012 062
r25 goals i plan to graduate from high school 006 004 ndash005 001 090
r26 goals i plan to go to college or some other school after high school ndash002 005 006 ndash006 088
142 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e88
Secondary rydM internal asset efa results grade 7 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 029 031
r29 Selfeff i can work out my problems 049 016 019
r30 Selfeff i can do most things if i try 040 040 011
r32 Selfeff there are many things that i do well 032 044 013
r33 empathy i feel bad when someone gets their feelings hurt ndash013 014 084
r34 empathy i try to understand what other people go through ndash008 003 095
r38 empathy i try to understand what other people feel and think 007 ndash003 085
r35 probSolv When i need help i find someone to talk with 035 ndash008 059
r27 probSolv i know where to go for help with a problem 045 015 027
r28 probSolv i try to work out problems by talking or writing about them 032 ndash006 054
r39 Selfaware there is a purpose to my life 059 024 003
r40 Selfaware i understand my moods and feelings 093 ndash005 ndash006
r41 Selfaware i understand why i do what i do 092 ndash006 ndash005
r24 goals i have goals and plans for the future 024 059 ndash002
r25 goals i plan to graduate from high school 000 096 ndash002
r26 goals i plan to go to college or some other school after high school ndash010 092 007
taBle e87
Secondary rydM internal asset efa results grade 7 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 038
r29 Selfeff i can work out my problems 051 030
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 063 022
r33 empathy i feel bad when someone gets their feelings hurt ndash002 084
r34 empathy i try to understand what other people go through ndash010 097
r38 empathy i try to understand what other people feel and think ndash002 090
r35 probSolv When i need help i find someone to talk with 019 066
r27 probSolv i know where to go for help with a problem 048 037
r28 probSolv i try to work out problems by talking or writing about them 018 062
r39 Selfaware there is a purpose to my life 066 016
r40 Selfaware i understand my moods and feelings 071 011
r41 Selfaware i understand why i do what i do 069 012
r24 goals i have goals and plans for the future 074 001
r25 goals i plan to graduate from high school 103 ndash017
r26 goals i plan to go to college or some other school after high school 090 ndash008
appendix e 143
taBle e90
Secondary rydM internal asset efa results grade 7 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 018 019 ndash001 009
r29 Selfeff i can work out my problems 042 ndash003 039 012 ndash004
r30 Selfeff i can do most things if i try 058 000 015 008 013
r32 Selfeff there are many things that i do well 067 012 ndash008 006 016
r33 empathy i feel bad when someone gets their feelings hurt ndash003 074 006 ndash002 017
r34 empathy i try to understand what other people go through 006 082 006 002 002
r38 empathy i try to understand what other people feel and think 013 075 005 011 ndash008
r35 probSolv When i need help i find someone to talk with ndash011 032 059 011 002
r27 probSolv i know where to go for help with a problem 010 ndash003 061 010 015
r28 probSolv i try to work out problems by talking or writing about them 000 021 072 ndash004 ndash004
r39 Selfaware there is a purpose to my life 026 006 002 042 015
r40 Selfaware i understand my moods and feelings 000 004 002 084 002
r41 Selfaware i understand why i do what i do 000 004 006 078 003
r24 goals i have goals and plans for the future 014 ndash005 012 012 053
r25 goals i plan to graduate from high school ndash002 002 ndash001 008 093
r26 goals i plan to go to college or some other school after high school 004 007 003 ndash005 083
taBle e89
Secondary rydM internal asset efa results grade 7 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 027 016 004
r29 Selfeff i can work out my problems 060 011 ndash003 016
r30 Selfeff i can do most things if i try 044 037 ndash003 015
r32 Selfeff there are many things that i do well 027 043 005 016
r33 empathy i feel bad when someone gets their feelings hurt 005 018 072 ndash003
r34 empathy i try to understand what other people go through 007 007 081 004
r38 empathy i try to understand what other people feel and think 010 000 073 014
r35 probSolv When i need help i find someone to talk with 060 ndash011 034 006
r27 probSolv i know where to go for help with a problem 069 010 000 007
r28 probSolv i try to work out problems by talking or writing about them 080 ndash014 023 ndash009
r39 Selfaware there is a purpose to my life 015 025 004 046
r40 Selfaware i understand my moods and feelings ndash001 ndash001 005 087
r41 Selfaware i understand why i do what i do 005 ndash001 005 080
r24 goals i have goals and plans for the future 016 058 ndash004 011
r25 goals i plan to graduate from high school ndash011 098 005 003
r26 goals i plan to go to college or some other school after high school ndash002 091 009 ndash009
144 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e92
Secondary rydM internal asset efa results grade 9 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 021 028
r29 Selfeff i can work out my problems 057 018 010
r30 Selfeff i can do most things if i try 050 041 000
r32 Selfeff there are many things that i do well 044 035 006
r33 empathy i feel bad when someone gets their feelings hurt ndash013 013 081
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 007 001 080
r35 probSolv When i need help i find someone to talk with 039 ndash016 060
r27 probSolv i know where to go for help with a problem 047 017 023
r28 probSolv i try to work out problems by talking or writing about them 028 ndash003 054
r39 Selfaware there is a purpose to my life 058 028 002
r40 Selfaware i understand my moods and feelings 097 ndash012 ndash006
r41 Selfaware i understand why i do what i do 098 ndash012 ndash011
r24 goals i have goals and plans for the future 016 067 005
r25 goals i plan to graduate from high school ndash005 098 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 091 008
taBle e91
Secondary rydM internal asset efa results grade 9 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 033
r29 Selfeff i can work out my problems 064 016
r30 Selfeff i can do most things if i try 074 011
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash012 101
r38 empathy i try to understand what other people feel and think 006 081
r35 probSolv When i need help i find someone to talk with 026 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 023 056
r39 Selfaware there is a purpose to my life 074 008
r40 Selfaware i understand my moods and feelings 088 ndash010
r41 Selfaware i understand why i do what i do 089 ndash015
r24 goals i have goals and plans for the future 069 011
r25 goals i plan to graduate from high school 086 000
r26 goals i plan to go to college or some other school after high school 075 007
appendix e 145
taBle e93
Secondary rydM internal asset efa results grade 9 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 015 013 018
r29 Selfeff i can work out my problems 066 ndash011 019 009
r30 Selfeff i can do most things if i try 053 ndash014 016 035
r32 Selfeff there are many things that i do well 032 000 024 032
r33 empathy i feel bad when someone gets their feelings hurt 003 070 ndash001 017
r34 empathy i try to understand what other people go through ndash002 091 003 009
r38 empathy i try to understand what other people feel and think 015 067 011 004
r35 probSolv When i need help i find someone to talk with 060 037 009 ndash021
r27 probSolv i know where to go for help with a problem 068 000 007 010
r28 probSolv i try to work out problems by talking or writing about them 078 026 ndash016 ndash010
r39 Selfaware there is a purpose to my life 010 006 048 029
r40 Selfaware i understand my moods and feelings 001 006 090 ndash007
r41 Selfaware i understand why i do what i do 002 002 087 ndash006
r24 goals i have goals and plans for the future 013 005 007 065
r25 goals i plan to graduate from high school ndash008 006 ndash001 097
r26 goals i plan to go to college or some other school after high school 003 010 ndash011 089
taBle e94
Secondary rydM internal asset efa results grade 9 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 023 009 002 ndash001
r29 Selfeff i can work out my problems 057 ndash008 031 011 ndash005
r30 Selfeff i can do most things if i try 079 ndash006 005 001 013
r32 Selfeff there are many things that i do well 064 012 ndash011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 073 003 ndash003 012
r34 empathy i try to understand what other people go through ndash003 095 002 ndash001 003
r38 empathy i try to understand what other people feel and think 008 069 011 007 ndash002
r35 probSolv When i need help i find someone to talk with ndash007 030 059 016 ndash007
r27 probSolv i know where to go for help with a problem 017 ndash010 059 011 017
r28 probSolv i try to work out problems by talking or writing about them 004 017 072 ndash010 002
r39 Selfaware there is a purpose to my life 018 007 000 045 026
r40 Selfaware i understand my moods and feelings 005 004 001 085 ndash003
r41 Selfaware i understand why i do what i do 000 ndash003 003 086 ndash001
r24 goals i have goals and plans for the future 007 001 011 011 064
r25 goals i plan to graduate from high school 007 004 ndash006 001 089
r26 goals i plan to go to college or some other school after high school ndash001 006 007 ndash006 088
146 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e96
Secondary rydM internal asset efa results grade 11 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 021 033 027
r29 Selfeff i can work out my problems 044 040 004
r30 Selfeff i can do most things if i try 042 052 ndash004
r32 Selfeff there are many things that i do well 038 050 ndash003
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 083
r34 empathy i try to understand what other people go through ndash012 ndash002 104
r38 empathy i try to understand what other people feel and think 007 ndash002 083
r35 probSolv When i need help i find someone to talk with 029 003 053
r27 probSolv i know where to go for help with a problem 033 036 017
r28 probSolv i try to work out problems by talking or writing about them 021 013 050
r39 Selfaware there is a purpose to my life 051 031 004
r40 Selfaware i understand my moods and feelings 104 ndash020 ndash003
r41 Selfaware i understand why i do what i do 097 ndash013 ndash006
r24 goals i have goals and plans for the future 012 074 ndash003
r25 goals i plan to graduate from high school ndash019 102 002
r26 goals i plan to go to college or some other school after high school ndash022 095 005
taBle e95
Secondary rydM internal asset efa results grade 11 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 037
r29 Selfeff i can work out my problems 067 016
r30 Selfeff i can do most things if i try 073 012
r32 Selfeff there are many things that i do well 068 012
r33 empathy i feel bad when someone gets their feelings hurt ndash009 086
r34 empathy i try to understand what other people go through ndash020 108
r38 empathy i try to understand what other people feel and think 001 084
r35 probSolv When i need help i find someone to talk with 028 053
r27 probSolv i know where to go for help with a problem 055 027
r28 probSolv i try to work out problems by talking or writing about them 026 054
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 099 ndash023
r41 Selfaware i understand why i do what i do 099 ndash027
r24 goals i have goals and plans for the future 061 019
r25 goals i plan to graduate from high school 056 032
r26 goals i plan to go to college or some other school after high school 049 031
appendix e 147
taBle e98
Secondary rydM internal asset efa results grade 11 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 053 027 006 ndash002 001
r29 Selfeff i can work out my problems 059 ndash011 038 006 ndash003
r30 Selfeff i can do most things if i try 090 001 ndash002 001 001
r32 Selfeff there are many things that i do well 065 006 ndash007 011 014
r33 empathy i feel bad when someone gets their feelings hurt ndash001 071 011 ndash003 009
r34 empathy i try to understand what other people go through 005 098 ndash001 ndash003 000
r38 empathy i try to understand what other people feel and think ndash001 072 009 013 004
r35 probSolv When i need help i find someone to talk with ndash008 021 071 010 ndash005
r27 probSolv i know where to go for help with a problem 016 ndash014 059 007 021
r28 probSolv i try to work out problems by talking or writing about them 003 014 077 ndash008 000
r39 Selfaware there is a purpose to my life 011 003 006 043 031
r40 Selfaware i understand my moods and feelings ndash001 000 006 093 ndash007
r41 Selfaware i understand why i do what i do 007 001 ndash004 084 ndash002
r24 goals i have goals and plans for the future 010 ndash002 002 014 066
r25 goals i plan to graduate from high school 008 006 ndash005 ndash005 089
r26 goals i plan to go to college or some other school after high school ndash007 003 008 ndash009 092
taBle e97
Secondary rydM internal asset efa results grade 11 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 036 017 008 024
r29 Selfeff i can work out my problems 070 ndash013 013 015
r30 Selfeff i can do most things if i try 051 ndash013 017 034
r32 Selfeff there are many things that i do well 035 ndash007 021 038
r33 empathy i feel bad when someone gets their feelings hurt 009 070 ndash002 012
r34 empathy i try to understand what other people go through 000 091 002 010
r38 empathy i try to understand what other people feel and think 006 071 014 007
r35 probSolv When i need help i find someone to talk with 071 031 003 ndash020
r27 probSolv i know where to go for help with a problem 066 ndash002 005 015
r28 probSolv i try to work out problems by talking or writing about them 082 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 011 007 045 030
r40 Selfaware i understand my moods and feelings 004 005 093 ndash012
r41 Selfaware i understand why i do what i do ndash003 003 090 ndash003
r24 goals i have goals and plans for the future 006 003 013 068
r25 goals i plan to graduate from high school ndash008 010 ndash007 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash014 087
148 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e100
Secondary rydM internal asset efa results Male 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 026 028 033
r29 Selfeff i can work out my problems 046 023 017
r30 Selfeff i can do most things if i try 037 046 009
r32 Selfeff there are many things that i do well 031 046 013
r33 empathy i feel bad when someone gets their feelings hurt ndash011 013 081
r34 empathy i try to understand what other people go through ndash016 008 099
r38 empathy i try to understand what other people feel and think 003 003 082
r35 probSolv When i need help i find someone to talk with 047 ndash021 055
r27 probSolv i know where to go for help with a problem 046 019 023
r28 probSolv i try to work out problems by talking or writing about them 042 ndash016 052
r39 Selfaware there is a purpose to my life 057 030 001
r40 Selfaware i understand my moods and feelings 090 001 ndash007
r41 Selfaware i understand why i do what i do 091 003 ndash013
r24 goals i have goals and plans for the future 025 060 003
r25 goals i plan to graduate from high school ndash005 101 ndash005
r26 goals i plan to go to college or some other school after high school ndash005 083 009
taBle e99
Secondary rydM internal asset efa results Male 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 039
r29 Selfeff i can work out my problems 055 028
r30 Selfeff i can do most things if i try 069 016
r32 Selfeff there are many things that i do well 065 018
r33 empathy i feel bad when someone gets their feelings hurt ndash002 082
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think ndash001 087
r35 probSolv When i need help i find someone to talk with 017 065
r27 probSolv i know where to go for help with a problem 052 032
r28 probSolv i try to work out problems by talking or writing about them 016 062
r39 Selfaware there is a purpose to my life 070 013
r40 Selfaware i understand my moods and feelings 073 011
r41 Selfaware i understand why i do what i do 074 007
r24 goals i have goals and plans for the future 077 003
r25 goals i plan to graduate from high school 102 ndash021
r26 goals i plan to go to college or some other school after high school 085 ndash007
appendix e 149
taBle e102
Secondary rydM internal asset efa results Male 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 050 018 017 ndash003 006
r29 Selfeff i can work out my problems 054 ndash002 027 011 ndash001
r30 Selfeff i can do most things if i try 076 000 ndash001 006 012
r32 Selfeff there are many things that i do well 054 011 ndash006 012 021
r33 empathy i feel bad when someone gets their feelings hurt ndash001 070 010 ndash003 012
r34 empathy i try to understand what other people go through 005 093 ndash001 000 000
r38 empathy i try to understand what other people feel and think 002 071 011 011 ndash001
r35 probSolv When i need help i find someone to talk with ndash006 022 067 013 ndash007
r27 probSolv i know where to go for help with a problem 015 ndash012 059 008 023
r28 probSolv i try to work out problems by talking or writing about them 002 013 078 ndash005 ndash004
r39 Selfaware there is a purpose to my life 009 006 002 050 026
r40 Selfaware i understand my moods and feelings 002 003 005 083 ndash002
r41 Selfaware i understand why i do what i do 003 000 001 084 000
r24 goals i have goals and plans for the future 009 001 008 018 056
r25 goals i plan to graduate from high school 010 000 ndash009 001 091
r26 goals i plan to go to college or some other school after high school ndash006 005 009 ndash005 088
taBle e101
Secondary rydM internal asset efa results Male 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 029 014 001
r29 Selfeff i can work out my problems 054 023 ndash005 015
r30 Selfeff i can do most things if i try 039 046 ndash007 012
r32 Selfeff there are many things that i do well 025 047 004 015
r33 empathy i feel bad when someone gets their feelings hurt 011 013 068 ndash003
r34 empathy i try to understand what other people go through 003 007 088 001
r38 empathy i try to understand what other people feel and think 014 001 069 011
r35 probSolv When i need help i find someone to talk with 070 ndash020 025 009
r27 probSolv i know where to go for help with a problem 065 021 ndash006 006
r28 probSolv i try to work out problems by talking or writing about them 085 ndash015 016 ndash008
r39 Selfaware there is a purpose to my life 005 030 006 050
r40 Selfaware i understand my moods and feelings 005 ndash002 005 084
r41 Selfaware i understand why i do what i do 001 001 001 085
r24 goals i have goals and plans for the future 009 061 002 016
r25 goals i plan to graduate from high school ndash016 105 003 ndash002
r26 goals i plan to go to college or some other school after high school ndash001 086 009 ndash008
150 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e104
Secondary rydM internal asset efa results female 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 022 025 035
r29 Selfeff i can work out my problems 047 030 010
r30 Selfeff i can do most things if i try 040 044 008
r32 Selfeff there are many things that i do well 036 037 014
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 081
r34 empathy i try to understand what other people go through ndash013 ndash006 105
r38 empathy i try to understand what other people feel and think 009 ndash006 083
r35 probSolv When i need help i find someone to talk with 039 004 041
r27 probSolv i know where to go for help with a problem 043 027 015
r28 probSolv i try to work out problems by talking or writing about them 028 018 034
r39 Selfaware there is a purpose to my life 054 030 002
r40 Selfaware i understand my moods and feelings 104 ndash019 ndash007
r41 Selfaware i understand why i do what i do 102 ndash016 ndash010
r24 goals i have goals and plans for the future 010 075 ndash007
r25 goals i plan to graduate from high school ndash015 101 004
r26 goals i plan to go to college or some other school after high school ndash017 102 ndash004
taBle e103
Secondary rydM internal asset efa results female 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 046 032
r29 Selfeff i can work out my problems 024 059
r30 Selfeff i can do most things if i try 031 058
r32 Selfeff there are many things that i do well 032 051
r33 empathy i feel bad when someone gets their feelings hurt 084 ndash010
r34 empathy i try to understand what other people go through 102 ndash019
r38 empathy i try to understand what other people feel and think 082 001
r35 probSolv When i need help i find someone to talk with 042 040
r27 probSolv i know where to go for help with a problem 028 054
r28 probSolv i try to work out problems by talking or writing about them 041 035
r39 Selfaware there is a purpose to my life 019 063
r40 Selfaware i understand my moods and feelings ndash020 098
r41 Selfaware i understand why i do what i do ndash022 098
r24 goals i have goals and plans for the future 043 032
r25 goals i plan to graduate from high school 079 012
r26 goals i plan to go to college or some other school after high school 069 012
appendix e 151
taBle e106
Secondary rydM internal asset efa results female 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 010 028 001 002
r29 Selfeff i can work out my problems 044 049 ndash008 006 ndash004
r30 Selfeff i can do most things if i try 074 014 ndash002 001 006
r32 Selfeff there are many things that i do well 061 ndash003 011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 001 073 ndash001 011
r34 empathy i try to understand what other people go through ndash003 004 093 ndash003 003
r38 empathy i try to understand what other people feel and think 007 007 072 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash009 060 025 016 ndash003
r27 probSolv i know where to go for help with a problem 004 066 ndash007 011 015
r28 probSolv i try to work out problems by talking or writing about them 003 075 012 ndash010 001
r39 Selfaware there is a purpose to my life 018 007 004 040 026
r40 Selfaware i understand my moods and feelings ndash003 002 002 091 ndash003
r41 Selfaware i understand why i do what i do 004 003 ndash001 082 ndash002
r24 goals i have goals and plans for the future 008 009 ndash005 008 067
r25 goals i plan to graduate from high school ndash004 001 011 000 090
r26 goals i plan to go to college or some other school after high school 003 002 002 ndash007 089
taBle e105
Secondary rydM internal asset efa results female 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 025 008 020
r29 Selfeff i can work out my problems 074 ndash009 010 009
r30 Selfeff i can do most things if i try 049 ndash002 014 032
r32 Selfeff there are many things that i do well 028 009 021 032
r33 empathy i feel bad when someone gets their feelings hurt 001 072 ndash001 013
r34 empathy i try to understand what other people go through 002 092 ndash003 003
r38 empathy i try to understand what other people feel and think 011 071 010 001
r35 probSolv When i need help i find someone to talk with 065 025 010 ndash016
r27 probSolv i know where to go for help with a problem 075 ndash005 007 006
r28 probSolv i try to work out problems by talking or writing about them 085 012 ndash015 ndash008
r39 Selfaware there is a purpose to my life 016 004 042 030
r40 Selfaware i understand my moods and feelings 001 002 092 ndash008
r41 Selfaware i understand why i do what i do 003 ndash001 086 ndash005
r24 goals i have goals and plans for the future 012 ndash005 006 069
r25 goals i plan to graduate from high school ndash006 011 ndash004 094
r26 goals i plan to go to college or some other school after high school 000 002 ndash010 094
152 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e108
Secondary rydM internal asset efa results african american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 018 031 032
r29 Selfeff i can work out my problems 042 023 023
r30 Selfeff i can do most things if i try 029 055 009
r32 Selfeff there are many things that i do well 021 052 016
r33 empathy i feel bad when someone gets their feelings hurt ndash015 007 086
r34 empathy i try to understand what other people go through ndash011 003 095
r38 empathy i try to understand what other people feel and think 000 000 083
r35 probSolv When i need help i find someone to talk with 035 ndash011 057
r27 probSolv i know where to go for help with a problem 034 031 022
r28 probSolv i try to work out problems by talking or writing about them 026 ndash001 052
r39 Selfaware there is a purpose to my life 038 042 011
r40 Selfaware i understand my moods and feelings 092 ndash001 ndash007
r41 Selfaware i understand why i do what i do 090 001 ndash010
r24 goals i have goals and plans for the future 012 076 003
r25 goals i plan to graduate from high school ndash001 098 000
r26 goals i plan to go to college or some other school after high school ndash008 091 007
taBle e107
Secondary rydM internal asset efa results african american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 042 037
r29 Selfeff i can work out my problems 054 030
r30 Selfeff i can do most things if i try 072 016
r32 Selfeff there are many things that i do well 063 021
r33 empathy i feel bad when someone gets their feelings hurt ndash006 084
r34 empathy i try to understand what other people go through ndash007 094
r38 empathy i try to understand what other people feel and think 000 083
r35 probSolv When i need help i find someone to talk with 021 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 020 054
r39 Selfaware there is a purpose to my life 069 017
r40 Selfaware i understand my moods and feelings 080 ndash001
r41 Selfaware i understand why i do what i do 081 ndash004
r24 goals i have goals and plans for the future 083 004
r25 goals i plan to graduate from high school 098 ndash004
r26 goals i plan to go to college or some other school after high school 085 001
appendix e 153
taBle e110
Secondary rydM internal asset efa results african american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 051 018 017 ndash004 005
r29 Selfeff i can work out my problems 046 047 ndash008 010 000
r30 Selfeff i can do most things if i try 057 004 000 009 028
r32 Selfeff there are many things that i do well 044 ndash003 014 009 030
r33 empathy i feel bad when someone gets their feelings hurt ndash001 007 074 ndash005 009
r34 empathy i try to understand what other people go through 001 003 086 001 004
r38 empathy i try to understand what other people feel and think 008 005 074 007 ndash003
r35 probSolv When i need help i find someone to talk with ndash009 059 028 014 ndash002
r27 probSolv i know where to go for help with a problem 009 052 ndash008 009 031
r28 probSolv i try to work out problems by talking or writing about them 006 066 016 ndash007 000
r39 Selfaware there is a purpose to my life 010 ndash003 017 037 037
r40 Selfaware i understand my moods and feelings 006 003 003 084 ndash002
r41 Selfaware i understand why i do what i do ndash003 009 ndash001 079 007
r24 goals i have goals and plans for the future 008 004 004 011 069
r25 goals i plan to graduate from high school 007 002 003 003 088
r26 goals i plan to go to college or some other school after high school ndash005 010 005 ndash005 089
taBle e109
Secondary rydM internal asset efa results african american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 027 012 000
r29 Selfeff i can work out my problems 071 015 ndash009 010
r30 Selfeff i can do most things if i try 034 051 ndash004 012
r32 Selfeff there are many things that i do well 021 049 008 012
r33 empathy i feel bad when someone gets their feelings hurt 006 010 074 ndash005
r34 empathy i try to understand what other people go through 002 007 085 002
r38 empathy i try to understand what other people feel and think 008 003 072 008
r35 probSolv When i need help i find someone to talk with 059 ndash016 030 010
r27 probSolv i know where to go for help with a problem 057 026 ndash004 007
r28 probSolv i try to work out problems by talking or writing about them 075 ndash009 018 ndash009
r39 Selfaware there is a purpose to my life 000 043 016 037
r40 Selfaware i understand my moods and feelings 004 000 003 086
r41 Selfaware i understand why i do what i do 007 006 000 076
r24 goals i have goals and plans for the future 005 074 005 009
r25 goals i plan to graduate from high school ndash002 096 004 000
r26 goals i plan to go to college or some other school after high school 002 088 008 ndash008
154 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e112
Secondary rydM internal asset efa results chinese american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 024 029
r29 Selfeff i can work out my problems 057 006 025
r30 Selfeff i can do most things if i try 053 ndash001 039
r32 Selfeff there are many things that i do well 054 ndash006 038
r33 empathy i feel bad when someone gets their feelings hurt ndash010 075 016
r34 empathy i try to understand what other people go through ndash013 100 004
r38 empathy i try to understand what other people feel and think 009 085 ndash007
r35 probSolv When i need help i find someone to talk with 045 048 ndash012
r27 probSolv i know where to go for help with a problem 054 015 016
r28 probSolv i try to work out problems by talking or writing about them 041 045 ndash004
r39 Selfaware there is a purpose to my life 075 ndash003 009
r40 Selfaware i understand my moods and feelings 101 ndash003 ndash023
r41 Selfaware i understand why i do what i do 099 ndash007 ndash017
r24 goals i have goals and plans for the future 042 000 037
r25 goals i plan to graduate from high school ndash016 004 101
r26 goals i plan to go to college or some other school after high school ndash009 000 096
taBle e111
Secondary rydM internal asset efa results chinese american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 039
r29 Selfeff i can work out my problems 059 026
r30 Selfeff i can do most things if i try 064 022
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash005 080
r34 empathy i try to understand what other people go through ndash019 104
r38 empathy i try to understand what other people feel and think ndash008 091
r35 probSolv When i need help i find someone to talk with 024 057
r27 probSolv i know where to go for help with a problem 052 030
r28 probSolv i try to work out problems by talking or writing about them 025 056
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 080 003
r41 Selfaware i understand why i do what i do 082 000
r24 goals i have goals and plans for the future 060 013
r25 goals i plan to graduate from high school 100 ndash022
r26 goals i plan to go to college or some other school after high school 096 ndash021
appendix e 155
taBle e114
Secondary rydM internal asset efa results chinese american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 058 023 002 ndash001 002
r29 Selfeff i can work out my problems 065 ndash001 022 009 ndash008
r30 Selfeff i can do most things if i try 085 000 ndash002 004 002
r32 Selfeff there are many things that i do well 063 ndash003 ndash002 015 012
r33 empathy i feel bad when someone gets their feelings hurt 004 065 010 ndash007 017
r34 empathy i try to understand what other people go through 000 091 002 001 006
r38 empathy i try to understand what other people feel and think 002 077 005 016 ndash006
r35 probSolv When i need help i find someone to talk with ndash005 020 067 011 ndash007
r27 probSolv i know where to go for help with a problem 021 ndash010 054 011 012
r28 probSolv i try to work out problems by talking or writing about them 007 012 083 ndash009 ndash008
r39 Selfaware there is a purpose to my life 010 ndash002 008 056 018
r40 Selfaware i understand my moods and feelings 002 008 ndash005 093 ndash009
r41 Selfaware i understand why i do what i do 009 002 000 081 ndash003
r24 goals i have goals and plans for the future 006 ndash007 021 023 044
r25 goals i plan to graduate from high school 001 010 ndash011 ndash002 096
r26 goals i plan to go to college or some other school after high school 002 000 002 ndash006 092
taBle e113
Secondary rydM internal asset efa results chinese american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 014 ndash001 020
r29 Selfeff i can work out my problems 074 ndash006 009 007
r30 Selfeff i can do most things if i try 073 ndash011 004 024
r32 Selfeff there are many things that i do well 057 ndash012 013 026
r33 empathy i feel bad when someone gets their feelings hurt 011 066 ndash008 019
r34 empathy i try to understand what other people go through ndash002 090 001 014
r38 empathy i try to understand what other people feel and think 003 076 015 003
r35 probSolv When i need help i find someone to talk with 060 034 009 ndash025
r27 probSolv i know where to go for help with a problem 068 003 011 000
r28 probSolv i try to work out problems by talking or writing about them 079 028 ndash007 ndash025
r39 Selfaware there is a purpose to my life 022 001 054 014
r40 Selfaware i understand my moods and feelings 001 007 090 ndash008
r41 Selfaware i understand why i do what i do 011 001 079 ndash003
r24 goals i have goals and plans for the future 029 001 022 033
r25 goals i plan to graduate from high school ndash010 013 ndash002 098
r26 goals i plan to go to college or some other school after high school 006 006 ndash004 085
156 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e116
Secondary rydM internal asset efa results Mexican american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 025 022
r29 Selfeff i can work out my problems 051 012 019
r30 Selfeff i can do most things if i try 046 009 037
r32 Selfeff there are many things that i do well 045 008 031
r33 empathy i feel bad when someone gets their feelings hurt ndash013 089 005
r34 empathy i try to understand what other people go through ndash013 099 002
r38 empathy i try to understand what other people feel and think 014 075 ndash001
r35 probSolv When i need help i find someone to talk with 034 058 ndash008
r27 probSolv i know where to go for help with a problem 039 029 017
r28 probSolv i try to work out problems by talking or writing about them 028 051 001
r39 Selfaware there is a purpose to my life 052 006 029
r40 Selfaware i understand my moods and feelings 096 ndash005 ndash009
r41 Selfaware i understand why i do what i do 098 ndash010 ndash011
r24 goals i have goals and plans for the future 017 ndash001 071
r25 goals i plan to graduate from high school ndash004 000 096
r26 goals i plan to go to college or some other school after high school ndash012 004 093
taBle e115
Secondary rydM internal asset efa results Mexican american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 034
r29 Selfeff i can work out my problems 055 025
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 061 020
r33 empathy i feel bad when someone gets their feelings hurt ndash010 089
r34 empathy i try to understand what other people go through ndash012 099
r38 empathy i try to understand what other people feel and think 007 080
r35 probSolv When i need help i find someone to talk with 018 065
r27 probSolv i know where to go for help with a problem 044 038
r28 probSolv i try to work out problems by talking or writing about them 020 059
r39 Selfaware there is a purpose to my life 066 017
r40 Selfaware i understand my moods and feelings 071 012
r41 Selfaware i understand why i do what i do 071 008
r24 goals i have goals and plans for the future 081 ndash002
r25 goals i plan to graduate from high school 099 ndash016
r26 goals i plan to go to college or some other school after high school 088 ndash012
appendix e 157
taBle e118
Secondary rydM internal asset efa results Mexican american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 018 006 003 002
r29 Selfeff i can work out my problems 056 ndash008 031 008 ndash003
r30 Selfeff i can do most things if i try 078 001 005 ndash001 010
r32 Selfeff there are many things that i do well 060 009 ndash007 014 011
r33 empathy i feel bad when someone gets their feelings hurt ndash002 079 005 ndash002 007
r34 empathy i try to understand what other people go through 004 091 000 ndash003 003
r38 empathy i try to understand what other people feel and think 010 065 010 012 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 029 059 014 ndash003
r27 probSolv i know where to go for help with a problem 012 ndash007 065 005 015
r28 probSolv i try to work out problems by talking or writing about them 008 016 070 ndash007 ndash002
r39 Selfaware there is a purpose to my life 017 007 005 038 027
r40 Selfaware i understand my moods and feelings ndash003 001 006 087 002
r41 Selfaware i understand why i do what i do 010 000 ndash001 079 ndash002
r24 goals i have goals and plans for the future 016 ndash002 007 008 063
r25 goals i plan to graduate from high school 002 005 ndash003 004 089
r26 goals i plan to go to college or some other school after high school ndash001 003 006 ndash006 088
taBle e117
Secondary rydM internal asset efa results Mexican american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 038 012 017 018
r29 Selfeff i can work out my problems 064 ndash010 018 009
r30 Selfeff i can do most things if i try 050 ndash007 019 030
r32 Selfeff there are many things that i do well 031 001 028 027
r33 empathy i feel bad when someone gets their feelings hurt 005 076 ndash001 009
r34 empathy i try to understand what other people go through 002 086 001 008
r38 empathy i try to understand what other people feel and think 017 062 016 002
r35 probSolv When i need help i find someone to talk with 061 034 006 ndash015
r27 probSolv i know where to go for help with a problem 073 001 000 009
r28 probSolv i try to work out problems by talking or writing about them 082 021 ndash014 ndash010
r39 Selfaware there is a purpose to my life 013 007 042 030
r40 Selfaware i understand my moods and feelings 002 006 085 ndash003
r41 Selfaware i understand why i do what i do ndash002 002 090 ndash005
r24 goals i have goals and plans for the future 013 ndash001 008 068
r25 goals i plan to graduate from high school ndash008 007 001 095
r26 goals i plan to go to college or some other school after high school 002 006 ndash011 090
158 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e120
Secondary rydM internal asset efa results White 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 028 031
r29 Selfeff i can work out my problems 055 021 010
r30 Selfeff i can do most things if i try 046 047 ndash004
r32 Selfeff there are many things that i do well 038 049 000
r33 empathy i feel bad when someone gets their feelings hurt ndash011 017 077
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 000 000 088
r35 probSolv When i need help i find someone to talk with 038 ndash011 060
r27 probSolv i know where to go for help with a problem 049 020 020
r28 probSolv i try to work out problems by talking or writing about them 029 ndash006 058
r39 Selfaware there is a purpose to my life 060 026 001
r40 Selfaware i understand my moods and feelings 101 ndash015 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash008
r24 goals i have goals and plans for the future 015 062 005
r25 goals i plan to graduate from high school ndash012 102 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 088 010
taBle e119
Secondary rydM internal asset efa results White 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 039
r29 Selfeff i can work out my problems 067 014
r30 Selfeff i can do most things if i try 073 010
r32 Selfeff there are many things that i do well 066 014
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash018 106
r38 empathy i try to understand what other people feel and think ndash004 090
r35 probSolv When i need help i find someone to talk with 029 056
r27 probSolv i know where to go for help with a problem 060 023
r28 probSolv i try to work out problems by talking or writing about them 023 057
r39 Selfaware there is a purpose to my life 075 005
r40 Selfaware i understand my moods and feelings 098 ndash022
r41 Selfaware i understand why i do what i do 097 ndash023
r24 goals i have goals and plans for the future 053 024
r25 goals i plan to graduate from high school 055 033
r26 goals i plan to go to college or some other school after high school 048 036
appendix e 159
taBle e122
Secondary rydM internal asset efa results White 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 048 027 012 ndash001 002
r29 Selfeff i can work out my problems 052 ndash007 037 013 ndash007
r30 Selfeff i can do most things if i try 084 ndash003 002 003 006
r32 Selfeff there are many things that i do well 064 010 ndash012 011 016
r33 empathy i feel bad when someone gets their feelings hurt ndash002 069 007 ndash001 018
r34 empathy i try to understand what other people go through 003 095 002 ndash002 ndash001
r38 empathy i try to understand what other people feel and think 002 079 007 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash006 026 066 010 ndash003
r27 probSolv i know where to go for help with a problem 016 ndash013 057 014 019
r28 probSolv i try to work out problems by talking or writing about them ndash001 019 076 ndash008 000
r39 Selfaware there is a purpose to my life 015 004 002 049 024
r40 Selfaware i understand my moods and feelings 004 003 001 090 ndash008
r41 Selfaware i understand why i do what i do ndash002 000 002 086 000
r24 goals i have goals and plans for the future 005 000 009 011 061
r25 goals i plan to graduate from high school 011 002 ndash006 ndash003 090
r26 goals i plan to go to college or some other school after high school ndash005 005 007 ndash005 090
taBle e121
Secondary rydM internal asset efa results White 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 019 010
r29 Selfeff i can work out my problems 059 014 ndash011 022
r30 Selfeff i can do most things if i try 038 043 ndash014 021
r32 Selfeff there are many things that i do well 020 047 ndash003 024
r33 empathy i feel bad when someone gets their feelings hurt 007 020 066 ndash001
r34 empathy i try to understand what other people go through 004 008 088 002
r38 empathy i try to understand what other people feel and think 009 003 075 012
r35 probSolv When i need help i find someone to talk with 071 ndash017 030 004
r27 probSolv i know where to go for help with a problem 063 015 ndash005 013
r28 probSolv i try to work out problems by talking or writing about them 082 ndash012 025 ndash014
r39 Selfaware there is a purpose to my life 006 027 005 052
r40 Selfaware i understand my moods and feelings ndash002 ndash012 006 097
r41 Selfaware i understand why i do what i do ndash002 ndash005 004 089
r24 goals i have goals and plans for the future 008 063 005 008
r25 goals i plan to graduate from high school ndash013 103 006 ndash007
r26 goals i plan to go to college or some other school after high school ndash002 089 012 ndash012
160 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e123
elementary rydM internal assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0068 0082 0104 0129 0066 0092 0070 0090
2 factor 0023 0044 0062 0049 0044 0077 0041 0048
3 factor 0000 0008 0000 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le006)
RMSR = Root Mean Square Error (recommended value le005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e124a
elementary rydM internal asset efa results Main Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 070
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 059
41 goalsasp do you try to do your best 058
42 goalsasp do you have goals and plans for the future 029
16 goalsasp do you plan to go to college after high school 022
taBle e124B
elementary rydM internal asset efa results validation Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 076
39 probSolv do you know where to go to get help with a problem 047
40 probSolv do you try to work out your problems by talkingwriting 052
41 goalsasp do you try to do your best 057
42 goalsasp do you have goals and plans for the future 033
16 goalsasp do you plan to go to college after high school 029
appendix e 161
taBle e125B
elementary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probSolv do you know where to go to get help with a problem 020 042
40 probSolv do you try to work out your problems by talkingwriting 038 022
41 goalsasp do you try to do your best 034 036
42 goalsasp do you have goals and plans for the future ndash017 076
16 goalsasp do you plan to go to college after high school ndash008 056
taBle e125a
elementary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probSolv do you know where to go to get help with a problem ndash006 063
40 probSolv do you try to work out your problems by talkingwriting 031 036
41 goalsasp do you try to do your best 017 052
42 goalsasp do you have goals and plans for the future ndash003 038
16 goalsasp do you plan to go to college after high school ndash007 034
taBle e126
elementary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 077 004 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash009 ndash004
39 probSolv do you know where to go to get help with a problem ndash010 ndash006 082
40 probSolv do you try to work out your problems by talkingwriting 040 006 022
41 goalsasp do you try to do your best 029 008 034
42 goalsasp do you have goals and plans for the future ndash004 082 ndash005
16 goalsasp do you plan to go to college after high school ndash001 043 003
162 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e127
elementary rydM internal asset efa results Males 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072
38 empathy do you feel bad when someone gets their feelings hurt 069
39 probSolv do you know where to go to get help with a problem 045
40 probSolv do you try to work out your problems by talkingwriting 062
41 goalsasp do you try to do your best 061
42 goalsasp do you have goals and plans for the future 032
16 goalsasp do you plan to go to college after high school 027
taBle e128
elementary rydM internal asset efa results Males 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072 006
38 empathy do you feel bad when someone gets their feelings hurt 072 001
39 probSolv do you know where to go to get help with a problem 002 057
40 probSolv do you try to work out your problems by talkingwriting 044 025
41 goalsasp do you try to do your best 019 057
42 goalsasp do you have goals and plans for the future ndash007 048
16 goalsasp do you plan to go to college after high school ndash007 042
taBle e129
elementary rydM internal asset efa results Males 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 006 ndash002
38 empathy do you feel bad when someone gets their feelings hurt 070 ndash005 005
39 probSolv do you know where to go to get help with a problem ndash002 000 058
40 probSolv do you try to work out your problems by talkingwriting 043 001 025
41 goalsasp do you try to do your best 008 ndash009 072
42 goalsasp do you have goals and plans for the future ndash004 025 032
16 goalsasp do you plan to go to college after high school 001 097 ndash006
appendix e 163
taBle e130
elementary rydM internal asset efa results females 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 061
38 empathy do you feel bad when someone gets their feelings hurt 068
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 051
41 goalsasp do you try to do your best 053
42 goalsasp do you have goals and plans for the future 023
16 goalsasp do you plan to go to college after high school 015
taBle e131
elementary rydM internal asset efa results females 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 070 000
39 probSolv do you know where to go to get help with a problem ndash017 082
40 probSolv do you try to work out your problems by talkingwriting 020 040
41 goalsasp do you try to do your best 025 035
42 goalsasp do you have goals and plans for the future 010 016
16 goalsasp do you plan to go to college after high school 007 009
taBle e132
elementary rydM internal asset efa results females 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069 003 ndash010
38 empathy do you feel bad when someone gets their feelings hurt 081 ndash011 ndash007
39 probSolv do you know where to go to get help with a problem ndash010 ndash004 097
40 probSolv do you try to work out your problems by talkingwriting 029 012 025
41 goalsasp do you try to do your best 035 004 022
42 goalsasp do you have goals and plans for the future ndash007 107 ndash003
16 goalsasp do you plan to go to college after high school 004 031 ndash002
164 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Notes
Staff from WestEdrsquos Health and Human 1 Development Program (HHDP) originally developed the resilience and youth develop-ment module between 1998 and 2000 Within WestEd HHDP is a distinct program from REL West The authors of this report were not involved in the development of the module
The secondary school module was origi-2 nally designed to measure 11 environmental and 6 internal resilience assets REL Westrsquos analyses suggested that some of the environ-mental asset measures could be combined to make more general measures reducing the measures assessed from 11 to 8 In addition two of the original six measures of internal resilience assets were dropped because of inadequate psychometric properties
In 2001 a school connectedness scale derived 3 from the National Adolescent Health Survey was added to the module because it was found to be predictive of low risk behavior and positive educational outcomes The admin-istration of the part of the instrument that includes this measure has been required since 2003 This measure was not included in the analysis however because it was not part of the original RYDM framework
See 4 httpwwwwestedorgchkspdfrydm_aggregatepdf for a sample RYDM state-level report (accessed September 19 2007)
Analyses of the secondary school envi-5 ronmental asset items revealed that the instrument measures 8 of the 11 assets that the instrument was originally designed to measure Within the school community and home domains the items designed to measure adult high expectations messages and caring relationships with adults actually measure a single dimensionmdashsupportive relationships Combining the high expectations and caring relationships items reduces the number of constructs assessed from 11 to 8 Moreover of the six internal asset constructs that the
module was designed to measure only four could be measured validly
These numerical discrepancies came about 6 because the school and community asset sections of the RYDM are required while the other sections of the RYDM are not
Mutheacutenrsquos WLSMV estimator was used to 7 obtain model estimates This estimator uses the diagonal of the weight matrix to obtain parameter estimates and the full weight ma-trix to obtain standard errors and measures of model fit (Mutheacuten duToit amp Spisic 1997)
The model assumes invariant-factor load-8 ings measurement intercepts and residual variancescovariance
Please see appendix C for more details on the 9 EFA model selection process
See tables E14 E20 E26 E32 E38 E44 E50 10 E56 and E62 in appendix E
See appendix C for a description of the CFA 11 model selection process
The factor loadings and factor correlations 12 estimated from the main and validation samples were nearly identical
EFA goodness-of-fit information for analyses 13 of demographic subgroups is presented in ap-pendix tables E1ndashE3
See tables E14 E20 E26 E32 E38 E44 E50 14 E56 and E62 in appendix E
The fit indices for models 3a and 3b differ be-15 cause the latter model includes covariates for student grade gender and raceethnicity
The elementary survey does not include ques-16 tions about student raceethnicity nor is it ad-ministered to students in more than one grade
These 40 assets are assessed from 92 of the 17 questions on the inventory
The breadth of domain coverage of the RYDM 18 in combination with its brevity is its weak-ness With few items per scale reliability may be compromised
references 165
RefeReNces
Akey T (2006) School content student attitudes and behavior and academic achievement An exploratory analysis New York Manpower Demonstration Re-search Corporation
Arthur M W Hawkins J D Pollard J A Catalano R F amp Baglioni A J (2002) Measuring risk and protec-tive factors for substance use delinquency and other adolescent problem behaviors Evaluation Review 26(6) 575ndash601
Battistich V (2003) Effects of a school-based program to enhance prosocial development on childrenrsquos peer relations and social adjustment Journal of Research in Character Education 1(1) 1ndash17
Battistich V Schaps E amp Wilson N (2004) Effects of an elementary school intervention on studentsrsquo ldquocon-nectednessrdquo to school and social adjustment during middle school Journal of Primary Prevention 24(3) 243ndash261
Battistich V Schaps E Watson M Solomon D amp Lewis C (2000) Effects of the child development project on studentsrsquo drug use and other problem behaviors Jour-nal of Primary Prevention 21(1) 75ndash99
Bedrisk E J amp Breslin F C (1996) Estimating the polyserial correlation coefficient Psychometrika 61(3) 427ndash443
Benard B (1991) Protective factors in the family school and community Portland OR Western Center for Drug-Free Schools and Communities
Benard B (1995) Fostering resilience in children (Report No EDO-PS-95-9) Champaign IL ERIC Clearing-house on Elementary and Childhood Education
Benard B (2004) Resiliency What have we learned San Francisco WestEd
Bensen P L (1990) The troubled journey A portrait of 6thndash12th grade youth Minneapolis MN Search Institute
Beyers J M Toumbourou J W Catalano R F Arthur M W amp Hawkins J D (2004) A cross-national com-parison of risk and protective factors for adolescent substance use The United States and Australia Journal of Adolescent Health 35 3ndash16
Cohen J (1988) Statistical power analysis for the behavioral sciences Hillsdale NJ Lawrence Erlbaum Associates
Colarossi L amp Eccles J S (2000) A prospective study of adolescentsrsquo peer support Gender differences and the influence on parental relationships Journal of Youth and Adolescence 29 661ndash678
Constantine N Benard B amp Diaz M (1999 June) Mea-suring protective factors and resilience traits in youth The healthy kids resilience assessment Paper presented at the Seventh Annual Meeting of the Society for Pre-vention Research New Orleans LA
Covell K MacIntrye P amp Wall J (1999) Implications of social supports for adolescentsrsquo education and career aspirations Canadian Journal of Behavioural Science 31(2) 63ndash72
Crosnoe R Johnson M K amp Elder G H (2004) Inter-generational bonding in school The behavior and contextual correlates of student-teacher relationships Sociology of Education 77 60ndash81
Eisenberg N amp Lennon R (1983) Sex differences in empathy and related capacities Psychological Bulletin 94 100ndash131
Frey C U amp Roumlthlisberger C (1996) Social support in healthy adolescents Journal of Youth and Adolescence 25 17ndash31
Gresham F M amp Elliott S N (1990) Social Skills Rat-ing System (SSRS) Bloomington MN Pearson Assessments
Hawkins J D Catalano R F amp Miller J Y (1992) Risk and protective factors for alcohol and other drug prob-lems in adolescent and early adulthood Implications for substance abuse prevention Psychological Bulletin 112(1) 64ndash105
166 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Hjemda O Friborg O Stiles T C Martinussen M amp Rosenvinge J H (2006) A new scale for adolescent resilience Grasping the central protective resources behind healthy development Measurement and Evalu-ation in Counseling and Development 39 84ndash96
Hu L amp Bentler P M (1999) Cutoff criteria for fit indexes in covariance structure analysis Conventional criteria versus new alternatives Structural Equation Modeling 6(1) 1ndash55
Klein J D Sabaratnam P Auerbach M M Smith S M Kodjo C Lewis C Ryan S amp Dandino C (2006) Development and factor structure of a brief instrument to assess the impact of community programs on posi-tive youth development The Rochester evaluation of asset development for youth (READY) tool Journal of Adolescent Health 39 252ndash260
Little R J amp Rubin D B (2002) Statistical analysis with missing data (2nd ed) New York John Wiley amp Sons
Long S (1983) Covariance structure models An introduc-tion to LISREL Newbury Park Sage
MacCallum R C (1995) Model specification Procedures strategies and related issues In R H Hoyle (Ed) Structural equation modeling Concepts issues and ap-plications (pp 16ndash36) Thousand Oaks CA Sage
Masten A (2001) Ordinary magic Resilience processes in development American Psychologist 56 227ndash238
Masten A amp Coatsworth D (1998) The development of competence in favorable and unfavorable environ-ments Lessons from research on successful children American Psychologist 53 205ndash220
Mutheacuten B O (1984) A general structural equation model with dichotomous ordered categorical and con-tinuous latent variable indicators Psychometrica 49 115ndash132
Mutheacuten B O (1987) Liscomp An analysis of linear struc-tural relations using a comprehensive measurement model Mooresville IN Scientific Software
Mutheacuten B O du Toit S H C amp Spisic D (1997) Robust inference using weighted least squares and quadratic estimating equations in latent variable modeling with categorical and continuous outcomes Unpublished manuscript University of California Los Angeles
Mutheacuten L K amp Mutheacuten B O (2006) Mplus userrsquos guide Fourth edition Los Angeles Mutheacuten amp Mutheacuten
Nunnally J C (1978) Psychometric theory New York McGraw-Hill
Oman R F Vesely S K McLeroy K R Harris-Wyatt V Aspy C B Rodin S amp Marshall L (2002) Reliability and validity of the Youth Asset Survey (YAS) Journal of Adolescent Health 31 247ndash55
Price J H Dake J A amp Kucharewski R (2002) Assessing assets in racially diverse inner-city youths Psycho-metric properties of the Search Institute asset ques-tionnaire Family and Community Health 25 1ndash9
Resnick M Bearman P Blum R Bauman K Harris K Jones J Tabor J Beuring T Sieving R Shew M Ireland M Bearinger L amp Udry J (1997) Protecting adolescents from harm Findings from the National Longitudinal Study on Adolescent Health Journal of the American Medical Association 278 823ndash832
Rutter M (1987) Psychosocial resilience and protective mechanisms American Journal of Orthopsychiatry 57 316ndash331
Satorra A (2000) Scaled and adjusted restricted tests in multi-sample analysis of moment structures In R D H Heijmans D S G Pollock amp A Satorra (Eds) Innovations in multivariate statistical analysis A Festschrift for Heinz Neudecker (pp 233ndash247) London Kluwer Academic Publishers
Satorra A amp Bentler P M (1999) A scaled difference chi-square test statistics for moment structure analysis (Technical report) Los Angeles University of Califor-nia Los Angeles
references 167
Springer J F amp Philips J L (1995) Individual protective factors index A measure of adolescent resiliency Fol-som CA EMT Associates
Wagnild G M amp Young H M (1993) Development and psychometric evaluation of the Resilience Scale Jour-nal of Nursing Measurement 1 165ndash178
Werner E amp Smith R (1982) Vulnerable but invincible A longitudinal study of resilient children and youth New York McGraw Hill
Werner E amp Smith R (1992) Overcoming the odds High-risk children from birth to adulthood New York Cornell University Press
WestEd (2002) Resilience and youth development module Aggregated California datamdashfall 1999 to spring 2002 Los Alamitos CA Author
Yu C Y amp Mutheacuten B O (2001) Evaluation of model fit indices for latent variable models with categorical and continuous outcomes (Technical report) Los Angeles University of California Los Angeles Graduate School of Education and Information Studies
- Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
- Summary
- Table of contents
- Why this study
- Developing a risk and resilience assessment tool
- The Healthy Kids Surveymdashassessing risk and protective factors
- Box 1 Specifications of the Healthy Kids Survey
- The resilience and youth development modulemdashassessing the other side of risk
- Figure 1 Conceptual model for the resilience and youth development module
- Table 1 Items on the secondary school resilience and youth development module by construct 200607
- Table 2 Elementary school resilience and youth development module items by construct 200607
- Evaluating the psychometric properties of the resilience and youth development module
- Box 2 Data and analytic strategies
- Results of the analysis of the secondary school module
- Results of the analysis of the elementary school module
- Recommendations
- Table 3 Recommended measures of environmental resilience assets among secondary school students
- Table 4 Recommended measures of internal resilience assets among secondary school students
- Table 5 Recommended measures of environmental and internal resilience assets among elementary school students
- Secondary school environmental resilience assets
- Secondary school internal resilience assets
- Elementary school environmental and internal assets
- Appendix A Analytic strategy
- Table A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module
- Figure A1 Hypothetical example of MIMIC approach for testing for measurement equivalence
- Appendix B Results
- Table B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
- Table B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
- Table B3 Final secondary school environmental assets model main sample
- Table B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model
- Table B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
- Table B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
- Table B7 Final elementary school environmental resilience assets model main sample
- Table B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
- Table B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
- Table B10 Final secondary school internal resilience assets model main sample
- Table B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
- Table B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
- Table B13 Final elementary school internal resilience asset model main sample
- Table B14 Secondary school internal consistency reliability coefficients by demographic subgroup
- Table B15 Elementary school internal consistency reliability coefficients by gender
- Table B16 Test-retest reliability of secondary school environmental resilience asset constructs and items
- Table B17 Test-retest reliability of secondary school internal resilience asset constructs and items
- Table B18 Test-retest reliability of elementary school resilience asset constructs and items
- Table B19 Secondary school subscale means by demographic subgroup
- Table B20 Elementary school subscale means by gender
- Table B21 Correlations between secondary school environmental resilience assets and criterion variables
- Table B22 Correlations between secondary school internal resilience assets and criterion variables
- Table B23 Correlations between elementary school resilience assets and criterion variables
- Table B24 Current and recommended measures of environmental resilience assets among secondary school students
- Table B25 Current and recommended measures of internal resilience assets among secondary school students
- Table B26 Current and recommended measures of environmental resilience assets among elementary school students
- Table B27 Current and recommended measurement of internal resilience assets among elementary school students
- Appendix C Results and model selection details
- Table C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Figure C1 Secondary environmental resilience asset scree plot total analytic samples
- Table C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Figure C2 Elementary school environmental resilience asset scree plot total analytic samples
- Table C3 Measurement intercept differences for environmental resilience assets secondary school sample
- Table C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C6 Gender measurement intercept differences for environmental resilience assets elementary school sample
- Figure C3 Secondary school internal resilience asset scree plot total analytic samples
- Table C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C9 Measurement intercept differences for internal resilience assets secondary school sample
- Figure C4 Elementary school internal resilience asset scree plot total analytic samples
- Table C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Appendix D Other assessments of resilience and related factors
- Appendix E Detailed tables
- Table E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E3 Environmental Assets African American Chinese American Mexican American and White
- Table E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution
- Table E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution
- Table E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution
- Table E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution
- Table E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution
- Table E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution
- Table E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution
- Table E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution
- Table E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution
- Table E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution
- Table E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution
- Table E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution
- Table E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution
- Table E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution
- Table E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution
- Table E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution
- Table E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution
- Table E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution
- Table E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution
- Table E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution
- Table E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution
- Table E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution
- Table E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution
- Table E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution
- Table E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution
- Table E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution
- Table E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution
- Table E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution
- Table E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution
- Table E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution
- Table E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution
- Table E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution
- Table E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution
- Table E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution
- Table E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution
- Table E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution
- Table E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution
- Table E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution
- Table E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution
- Table E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution
- Table E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution
- Table E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution
- Table E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution
- Table E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution
- Table E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution
- Table E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution
- Table E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution
- Table E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution
- Table E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution
- Table E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution
- Table E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution
- Table E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution
- Table E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution
- Table E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution
- Table E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution
- Table E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution
- Table E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution
- Table E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution
- Table E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution
- Table E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution
- Table E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution
- Table E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution
- Table E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information
- Table E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution
- Table E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution
- Table E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution
- Table E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution
- Table E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution
- Table E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution
- Table E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution
- Table E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution
- Table E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution
- Table E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E82 Environmental Assets African American Chinese American Mexican American and White
- Table E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model
- Table E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model
- Table E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model
- Table E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model
- Table E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model
- Table E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model
- Table E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model
- Table E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model
- Table E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model
- Table E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model
- Table E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model
- Table E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model
- Table E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model
- Table E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model
- Table E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model
- Table E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model
- Table E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model
- Table E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model
- Table E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model
- Table E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model
- Table E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model
- Table E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model
- Table E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model
- Table E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model
- Table E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model
- Table E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model
- Table E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model
- Table E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model
- Table E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model
- Table E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model
- Table E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model
- Table E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model
- Table E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model
- Table E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model
- Table E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model
- Table E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model
- Table E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model
- Table E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model
- Table E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model
- Table E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model
- Table E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models
- Table E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model
- Table E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model
- Table E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model
- Table E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model
- Table E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model
- Table E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model
- Table E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model
- Table E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model
- Notes
- References
Issues amp Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-tional laboratories on current education issues of importance at local state and regional levels Fast Response Project topics change to reflect new issues as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities businesses parents families and youth All Issues amp Answers reports meet Institute of Education Sciences standards for scientifically valid research
September 2007
This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0014 by Regional Edu-cational Laboratory West administered by WestEd The content of the publication does not necessarily reflect the views or policies of IES or the US Department of Education nor does mention of trade names commercial products or organiza-tions imply endorsement by the US Government
This report is in the public domain While permission to reprint this publication is not necessary it should be cited as
Hanson T L amp Kim J O (2007) Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey (Issues amp Answers Report REL 2007ndashNo 034) Washington DC US Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance Regional Educational Laboratory West Retrieved from httpiesedgovnceeedlabs
This report is available on the regional educational laboratory web site at httpiesedgovnceeedlabs
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UT
AZ
WY
ND
SD
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KSCO
NM
TX
OK
CO
AR
LA
MS AL GA
SC
NC
VAWV
KY
TN
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At WestEd
iii
Summary
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school envi-ronment to promote academic resilience
The Healthy Kids Survey (HKS) is a compre-hensive student self-report tool for monitoring the school environment and student health risks This report focuses on one module of the survey the resilience and youth development module (RYDM) which assesses environmen-tal and internal assets associated with posi-tive youth development and school success Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills
A part of the resilience and youth development module is administered to 600000 students in California every year School districts and schools which receive both single-year prevalence data and trend data gathered by the module use the data to evaluate their local programs and guide decisionmaking The Healthy Kids Survey and the resilience and youth development module were designed as an
epidemiological surveillance tool to track ag-gregate levels of health risk and resilience The module increasingly is being used in evaluation work to assess student-level changes over time
However widespread use of the module particularly for evaluation may be premature The psychometric properties of specific scales assessed by the elementary school module have yet to be established The secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since undergone several modifications however and must be re-validated Moreover measurement equivalence across different grades males and females and racial and ethnic groups has never been exam-ined Given Californiarsquos diversity demonstrat-ing the cultural appropriateness of the module for different racial and ethnic groups is critical
Using HKS data processed for school districts by WestEdrsquos Health and Human Development Program Regional Educational Laboratory West analyzed the modulersquos psychometric properties This report describes the results of this analysis provides recommendations on the proper use of the instrument and suggests modifications to the module
For the secondary school module the results are consistent with the instrumentrsquos current
Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
iv Summary
use as an epidemiological tool and with its conceptual foundation It provides compre-hensive and balanced coverage of eight envi-ronmental resilience assets and four internal resilience assets its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The secondary school RYDM scales ex-hibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary
school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reliably assess only two environmental as-sets and one internal asset Most of the scales measured by the elementary school instru-ment have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
September 2007
v
Table of conTenTS
Why this study 1
Developing a risk and resilience assessment tool 2The Healthy Kids Surveymdashassessing risk and protective factors 2The resilience and youth development modulemdashassessing the other side of risk 4
Evaluating the psychometric properties of the resilience and youth development module 8Results of the analysis of the secondary school module 10Results of the analysis of the elementary school module 11
Recommendations 12Secondary school environmental resilience assets 12Secondary school internal resilience assets 12Elementary school environmental and internal assets 13
Appendix A Analytic strategy 15
Appendix B Results 21
Appendix C Results and model selection details 44
Appendix D Other assessments of resilience and related factors 53
Appendix E Detailed tables 55
Notes 164
References 165
Boxes
1 Specifications of the Healthy Kids Survey 3
2 Data and analytic strategies 9
Figures
1 Conceptual model for the resilience and youth development module 5
A1 Hypothetical example of MIMIC approach for testing for measurement equivalence 18
C1 Secondary environmental resilience asset scree plot total analytic samples 44
C2 Elementary school environmental resilience asset scree plot total analytic samples 46
C3 Secondary school internal resilience asset scree plot total analytic samples 50
C4 Elementary school internal resilience asset scree plot total analytic samples 52
Tables
1 Items on the secondary school resilience and youth development module by construct 200607 6
2 Elementary school resilience and youth development module items by construct 200607 8
3 Recommended measures of environmental resilience assets among secondary school students 13
4 Recommended measures of internal resilience assets among secondary school students 14
vi
5 Recommended measures of environmental and internal resilience assets among elementary school students 14
A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module 16
B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution 22
B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution 23
B3 Final secondary school environmental assets model main sample 24
B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model 25
B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution 25
B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution 26
B7 Final elementary school environmental resilience assets model main sample 27
B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model 28
B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model 29
B10 Final secondary school internal resilience assets model main sample 30
B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model 30
B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model 31
B13 Final elementary school internal resilience asset model main sample 31
B14 Secondary school internal consistency reliability coefficients by demographic subgroup 32
B15 Elementary school internal consistency reliability coefficients by gender 32
B16 Test-retest reliability of secondary school environmental resilience asset constructs and items 33
B17 Test-retest reliability of secondary school internal resilience asset constructs and items 34
B18 Test-retest reliability of elementary school resilience asset constructs and items 35
B19 Secondary school subscale means by demographic subgroup 36
B20 Elementary school subscale means by gender 37
B21 Correlations between secondary school environmental resilience assets and criterion variables 38
B22 Correlations between secondary school internal resilience assets and criterion variables 39
vii
B23 Correlations between elementary school resilience assets and criterion variables 40
B24 Current and recommended measures of environmental resilience assets among secondary school students 41
B25 Current and recommended measures of internal resilience assets among secondary school students 42
B26 Current and recommended measures of environmental resilience assets among elementary school students 43
B27 Current and recommended measurement of internal resilience assets among elementary school students 43
C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 44
C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 46
C3 Measurement intercept differences for environmental resilience assets secondary school sample 47
C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 48
C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 49
C6 Gender measurement intercept differences for environmental resilience assets elementary school sample 49
C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 50
C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 51
C9 Measurement intercept differences for internal resilience assets secondary school sample 51
C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 52
Why thiS Study 1
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience
WHy THiS STudy
As improvements to curriculum and instruction raise academic standards researchers are look-ing more and more at what factors account for the varied influence of these improvements Most have focused on risk factors for academic failure such as poverty or racial and cultural minority status But researchers are beginning to look at the other side of riskmdashresiliencemdashand have identi-fied several traits common to resilient youth that enable the youth to overcome barriers to academic success There is little research however on how to measure these traits within the general student population and how to determine the role of the school environment in promoting these traits
The Healthy Kids Survey (HKS) is one of the few large-scale surveys to assess both risk and resil-ience The surveyrsquos resilience and youth develop-ment module (RYDM) is based on the premise that youth who experience high levels of environ-mental assets in three areasmdashhigh expectations from adults caring relationships with adults and opportunities for meaningful participationmdashwill develop the resilience traits the connection to school and motivation to learn that lead to positive academic social and health outcomes (Constantine Benard amp Diaz 1999)
The resilience and youth development modulemdashwhich has both elementary and secondary school versionsmdashwas designed as an epidemiological surveillance tool to track aggregate levels of pro-tective factors In California an average of about 600000 students take the Healthy Kids Survey and a part of the resilience and youth development module every year School districts and schools use the resulting prevalence and trend data to guide programmatic decisionmaking With such widespread administration school districts and independent evaluators are increasingly using the survey data to evaluate local programs by examin-ing student-level changes over time Capitalizing on the mandated administration of a standard instrument for local evaluation has the benefit of reducing the survey burden for students and
2 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
provides comparable outcome data across different program evaluations
Widespread use of the module for research and local evaluation may be premature however The psychometric properties of specific scales assessed by the elementary school module have yet to be established And the secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since been modified several times making validation of the current secondary school resilience and youth development module neces-sary In addition measurement equivalence across racial and ethnic groups males and females and different grades has never been systematically examined The stakes are thus high to ensure that all parts of the module are valid and reliable
To guide further improvements of this important assessment tool Regional Educational Labora-tory West conducted psychometric analyses of the properties of the resilience and youth development module using a large set of recent survey data1 This report describes the results of these analyses makes recommendations on the proper use of the module and suggests modifications to improve the instrument
For the secondary school module the results are consistent with the instrumentrsquos current use as an epidemiological tool and with its concep-tual foundation It provides comprehensive and balanced coverage of eight environmental resil-ience assets and four internal resilience assets2 its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped
the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The second-ary school RYDM scales exhibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time
The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reli-ably assess only two environmental assets and one internal asset Most of the scales measured by the elementary school instrument have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
developing a riSK and reSilience aSSeSSMenT Tool
The Healthy Kids Survey is a comprehensive health risk and resilience data collection system that relies on student self-reporting The surveyrsquos core module tracks health risks and problem behaviors that are significant barriers to learning among students The resilience and youth development module assesses individual and environmental assets associated with positive youth development and school success This section provides a brief background on how the survey and the resilience and youth development module were developed and are now used in California
The Healthy Kids Surveymdashassessing risk and protective factors
The Healthy Kids Survey is the largest effort in the nation to require school districts to assess student resilience and risk behaviors (box 1) The Califor-nia Department of Education requires all school districts with federal Title IV funding or with state Tobacco Use Prevention and Education grants to administer the survey every two yearsmdashthe case
The resilience and youth
development module
assesses individual and
environmental assets
associated with positive
youth development
and school success
developing a riSK and reSilience aSSeSSment tool 3
for 85 percent of California school districts In mandating the survey the California Department of Education aims to promote accountability and data-driven decisionmaking and to improve health and prevention programs in schools
The survey was developed in 1997 by WestEdrsquos Health and Human Development Program in col-laboration with Duerr Evaluation Resources and an advisory committee of researchers teachers prevention and health program practitioners and public agency representatives The California Department of Education funded the develop-ment of the survey in response to federal require-ments that schools implement the Principles of Effectivenessmdashto collect and use data to assess student needs justify program funding guide program development and monitor progress in achieving program goals The immediate impetus for mandating the biennial administration of the
survey however was meeting the requirements of the No Child Left Behind Act (Title IVmdashSafe and Drug-Free Schools and Communities Act)
The Healthy Kids Survey consists of a general core module the resilience and youth development module and four optional modules on specific risk behaviors It can be customized to meet local needs
The required core module assesses demo-bullgraphic information and health risks relat-ing to school violence harassment physical health mental health school-related behavior (such as truancy) and alcohol tobacco and other drug use
The resilience and youth development module bullassesses environmental factors (environmental assets) and individual traits (internal assets)
Box 1
Specifications of the Healthy Kids Survey
MandateMandated (since fall 2003) by the California Department of Educa-tion for compliance with No Child Left Behind and state Tobacco Use Prevention and Education (TUPE) grants
Survey typeComprehensive health risk and bullresilience surveyStudent self-reportbullAnonymous voluntary bullconfidentialModular secondary school bullinstrument single elementary school version
Grade levelsGrades 5 7 9 11 and students in continuation schools
SamplingRepresentative district sample school-level surveys optional
Required modules (secondary school)
Core (required)A Resilience and youth develop-B ment (school and community asset scales required)
Optional modules (secondary school)
Resilience and youth develop-B ment (home peer and internal asset scales)Safety (violence and suicide) C and alcohol and other drug useTobaccoD Physical healthE Sexual behavior (pregnancy and F HIVAIDS risk)Custom module (for adding G questions)
SourcesItems based on the California Student Survey Youth Risk Behavior Survey and California Student Tobacco Use and Evaluation Survey
RequirementsBiennial administrationbullModule A and school amp commu-bullnity asset scales in module BModule D by state TUPE granteesbullWritten parental consent passive bullconsent optional since fall 2004Representative district samplesbull
AdministrationBy school following detailed bullinstructionsProcessing and reporting by bullWestEdrsquos Health amp Human De-velopment Program
ProductLocal reports and aggregated state database
4 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
associated with academic performance posi-tive youth development and protection from risky behaviors The California Department of Education mandates that the sections on school and community assets be administered to all students who take the Healthy Kids Survey
Four optional topical modules (and one bullcustomizable module) collect further detail on subjects covered by the core module such as violence and alcohol and other drug use (module C) tobacco use and tobacco educa-tion (module D) physical activity and diet (module E) and sexual behavior pregnancy and HIV risk (module F)
A custom module that allows schools to incor-bullporate their own items
The survey was designed as a district surveillance tool to provide prevalence estimates representative of students in the school districts that administer the survey rather than of students in the state as a whole It was not designed to evaluate student-level changes over time or individual differences across students The California Department of Education requires that districts administer the survey to 900 randomly selected students from each targeted grade (5 7 9 and 11) In districts with fewer than 900 students per grade (the case for 85 percent of California districts) all students in the targeted grades are surveyed If a district has more than 10 schools per grade at least 50 percent of schools are randomly sampled (Los Angeles Unified School District has different requirements because of its size)
WestEdrsquos Health and Human Development Program provides school districts administering the survey with technical as-sistance and with a report on the district-level data collected in each module
Although several adolescent behavior surveys such as the Youth Risk Behavior Surveillance
System assess student risk factors and problem behavior the Healthy Kids Surveyrsquos assessment of student supports strengths and competencies sets it apart While some surveys incorporate protec-tive factors the resilience and youth development module is one of the few assessments that specifi-cally addresses this dimension and does so with a strong theoretical foundation
The resilience and youth development modulemdashassessing the other side of risk
Secondary school module In early 1998 the HKS Advisory Committee asked WestEd to develop a survey module to assess middle and high school student strengths competencies and positive so-cial and health attitudes feeling that the HKS core module did not give practitioners enough informa-tion about the factors behind positive development and school success (Constantine et al 1999)
WestEd formed a Resilience Assessment Expert Panel to develop and validate a new survey module on youth resilience The assessment needed to be brief enough to be widely administered along with the HKS core module have a strong theoretical foundation demonstrate reliability validity and cultural and developmental appropriateness when administered in California school settings and provide a comprehensive research-based assess-ment of environmental factors (environmental assets) and resilience traits (internal assets) Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills (Benard 1991 1995 2004)
Failing to find a survey that met its theoreti-cal and psychometric criteria the panel built on research on resilience and healthy human development systemsmdashparticularly the work of Benard (1991 1995 2004)mdashto develop a theoreti-cal framework that describes resilience factors and their interrelationships (figure 1) The result-ing module for secondary school students was designed to measure 11 environmental assets
failing to find a survey
that met its theoretical
and psychometric
criteria the panel built
on research to develop
a theoretical framework
that describes resilience
factors and their
interrelationships
developing a riSK and reSilience aSSeSSment tool 5
asking students their perception of adult high expectations their perceptions of caring rela-tionships with adults and their opportunities for meaningful participation in school home and community environments The module also assesses caring relationships and high expecta-tions in the peer domain These external sup-ports promote positive outcomes discouraging risky behavior and stimulating academic success (Benard 2004 Constantine et al 1999 Hawkins Catalano amp Miller 1992 Masten amp Coatsworth 1998 Resnick et al 2000 Rutter 1987 Werner amp Smith 1982 1992)
Internal resilience assetsmdashthe personal strengths of a resilient childmdashinclude social competence problem solving autonomy and sense of pur-pose which can each be broken down further (Benard 1991 2004) Social competence for ex-ample entails social communication skills em-pathy and caring and the ability to elicit positive responses from others (responsiveness) (Benard 2004 Masten 2001) Problem solving involves planning flexibility and resourcefulness
autonomy entails self-efficacy self-awareness and mindfulness and sense of purpose in-cludes goal direction achievement motivation optimism and hope (Benard 2004) Internal resilience assets develop both naturally and in response to environmental resilience assets The resilience and youth development module was designed to measure six internal assets empathy problem solving self-efficacy self-awareness cooperation and communication and goals and aspirations
A pool of 128 potential items was piloted in one middle and one high school in fall 1998 Re-searchers classroom teachers and other school practitioners helped select and modify items from the pool and revise the format and instruc-tions The first field test of the resilience and youth development module with 92 resilience items was administered to 1000 high school students in three school districts in winter 1999 Cognitive processing interviews with students were also conducted to find out studentsrsquo inter-pretation of the items Based on analysis of the
Improved
health
social and
academic
outcomes
Internal resilience assets
Environmental resilience assets Youth needs
School
Home
Community
Peers
figure 1
conceptual model for the resilience and youth development module
6 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle 1
items on the secondary school resilience and youth development module by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare r6
r8r10
at my school there is a teacher or some other adult who really cares about menotices when irsquom not therelistens to me when i have something to say
high expectations at school SchlHigh r7
r9r11
at my school there is a teacher or some other adult who tells me when i do a good jobalways wants me to do my bestbelieves that i will be a success
meaningful participation at school SchlPart r12
r13r14
at school i do interesting activitiesi help decide things like class activities or rulesi do things that make a difference
Home assets
caring relationships at home HomeCare r49
r51r53
in my home there is a parent or some other adult who is interested in my schoolworkwho talks with me about my problemswho listens to me when i have something to say
high expectations at home HomeHigh r48
r50r52
in my home there is a parent or some other adult who expects me to follow the ruleswho believes that i will be a successwho always wants me to do my best
meaningful participation at home HomePart r54
r55r56
at home i do fun things or go fun places with my parents or other adultsi do things that make a differencei help make decisions with my family
community assets
caring relationships in community ComCare r15
r17r20
outside of my home and school there is an adult who really cares about mewho notices when i am upset about somethingwhom i trust
high expectations in community ComHigh r16
r18r19
outside of my home and school there is an adult who tells me when i do a good jobwho believes that i will be a successwho always wants me to do my best
meaningful participation in community ComPart r21
r22r23
outside of my home and school i do these things i am part of clubs sports teams churchtemple or other group activitiesi am involved in music art literature sports or a hobbyi help other people
peer assets
caring relationships with peers PeerCare r42
r43r44
i have a friend about my own age who really cares about mewho talks with me about my problemswho helps me when irsquom having a hard time
pro-social peers PeerHigh r45
r46r47
my friends get into a lot of troubletry to do what is rightdo well in school
developing a riSK and reSilience aSSeSSment tool 7
cognitive interview data frequency distributions and estimated Cronbachrsquos alpha coefficients the number of resilience items was reduced from 92 to 51 (table 1) In 2001 the resilience instru-ment was modified again based on the results of grade- gender- and raceethnic-specific explor-atory factor analyses of data collected during the 19992000 academic year The constructed resilience scales based on the 19992000 field test data form the basis of the current RYDM reports provided to school districts even though the module has since been modified further
Since 2003 all districts administering the Healthy Kids Survey must also administer the school and community asset parts of the module3 Thirty-five percent of districts choose to administer the full resilience and youth development module reflect-ing widespread interest in assessing resilience WestEd provides districts with the data for each
scale and a report on the meaning and use of the datamdashand on how schools can create supportive learning environments that promote school con-nectedness and achievement WestEd also pro-vides state-level data to researchers and evaluators who apply for it4
Elementary school module Pools of resilience items were not independently developed for the elementary school module They were selected from the secondary school module after focus groups with elementary school students Initially the elementary school module used the same constructs as the secondary school module but with two items per construct instead of three Analysis of the 1999 field test data and cognitive processing interviews with students suggested item deletions and changes in item wordings and response options The final version has 21 items (table 2)
construct item description
Internal resilience assets
cooperation and communication Coop r31
r36r37
how true do you feel these statements are about you personallyi can work with someone who has different opinions than minei enjoy working together with other students my agei stand up for myself without putting others down
Self-efficacy SelfEff r29
r30r32
how true do you feel these statements are about you personallyi can work out my problemsi can do most things i trythere are many things i do well
empathy Empathy r33
r34r38
how true do you feel these statements are about you personallyi feel bad when someone gets their feelings hurti try to understand what other people go throughi try to understand what other people feel and think
problem-solving ProbSolv r35
r27r28
how true do you feel these statements are about you personallyWhen i need help i find someone to talk withi know where to go for help with a problemi try to work out my problems by talking or writing about them
Self-awareness SelfAware r39
r40r41
how true do you feel these statements are about you personallythere is a purpose to my lifei understand my moods and feelingsi understand why i do what i do
goals and aspirations Goals r24
r25r26
how true do you feel these statements are about you personallyi have goals and plans for the futurei plan to graduate from high schooli plan to go to college or some other school after high school
Note Possible responses include (1) not at all true (2) a little true (3) pretty much true (4) very much true
8 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
evaluaTing THe pSycHoMeTric properTieS of THe reSilience and youTH developMenT Module
To better understand and improve the psychomet-ric properties of the resilience and youth develop-ment module this report analyzes local HKS data processed between 1998 and spring 2005 asking the following questions
How should school districts and local evalu-bullators best use the module Should the instru-ment be used exclusively to assess prevalence of environmental and internal assets or should it also be used to assess student-level changes across time
What are the psychometric properties of bullspecific scales assessed by the secondary and elementary school resilience and youth devel-opment modules (including the dimensional-ity of scales scale reliability and construct validity)
Does the module exhibit measurement bullequivalence across racial and ethnic groups In other words is it culturally appropriate for different racial and ethnic groups Does it exhibit measurement equivalence for males and females Across different grades
What modifications should be made to im-bullprove the module
taBle 2
elementary school resilience and youth development module items by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare
1013
do the teachers and other grown-ups at school care about youdo the teachers and other grown-ups at school listen when you have something to say
high expectations at school SchlHigh
1114
do the teachers and other grown-ups at school tell you when you do a good jobdo the teachers and other grown-ups at school believe that you can do a good job
meaningful participation at school SchlPart
915
do you help make class rules or choose things to do at schooldo you do things to be helpful at school
Home assets
caring relationships at home HomeCare
5255
does a parent or some other grown-up at home care about your schoolworkdoes a parent or some other grown-up at home listen to you when you have something to say
high expectations at home HomeHigh
5354
does a parent or some other grown-up at home believe that you can do a good jobdoes a parent or some other grown-up at home want you to do your best
meaningful participation at home HomePart
5657
do you help out at homedo you get to make rules or choose things to do at home
peer assets
high expectations with peers PeerHigh
5051
do your best friends get into troubledo your best friends try to do the right thing
Internal resilience assets
empathy Empathy
3738
do you try to understand how other people feeldo you feel bad when someone gets their feelings hurt
problem-solving ProbSolv
3940
do you know where to go to get help with a problemdo you try to work out your problems by talking or writing about them
goals and aspirations Goals
414216
do you try to do your bestdo you have goals and plans for the futuredo you plan to go to college or some other school after high school
Note Possible responses include (1) no never (2) yes some of the time (3) yes most of the time (4) yes all of the time
evaluating the pSychometric propertieS of the reSilience and youth development module 9
Box 2
Data and analytic strategies
The authors used the following data and analytic strategies to analyze the psychometric properties of the secondary and elementary school resilience and youth development modules
DataTwo mutually exclusive analytic samplesmdasha main sample and a validation samplemdashwere drawn from an aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the second-ary school analysis separate samples were drawn for each grade (7 9 and 11) gender and ethnicity (Chinese American African American Mexi-can American and white European American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be af-fected by genderethnic differences in the sample
For the elementary school analysis random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differences in measurement structure were exam-ined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data
maximum likelihood estimation with missing at random (MAR) assump-tions were used which assumes that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006)
Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in Southern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and re-silience and youth development mod-ule were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405 from students in a large county in Southern California were used to examine the relation-ship between the RYDM constructs and standardized test scores
Exploratory and confirmatory factor analysesAnalyses were conducted to test em-pirically whether the factor structure of the resilience instrument is con-sistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the measurement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Exploratory factor analysis (EFA) models were estimated to determine roughly the number of factors underlying the data and the measurement structure of the latent
factors A combination of criteria was used to determine the number of fac-tors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 concep-tual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis models were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit cor-relations among the latent constructs (factors) and factor-loading patterns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confir-matory factor analysis with ordinal indicators was used
Confirmatory factor analysis models with covariatesMeasurement equivalence across de-mographic subgroups was examined by estimating confirmatory factor analysis models with covariates MIMIC modelingmdashmultiple indica-tor multiple cause structural equa-tion modelsmdashwas used to test for differential item functioning across school grade gender and ethnic-ity An applied strategy was used to
(continued)
10 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
This report finds that both the secondary school and elementary school modules are used pri-marily to report aggregate data on prevalence and district-level changes across time Although several modifications should be made the RYDM scales are generally consistent with current use of the instruments and with the conceptual founda-tion of the module (See box 2 and appendixes A and B for a discussion of the analytic strategy and the results of the analysis)
Results of the analysis of the secondary school module
The secondary school module is a short instru-ment (51 items) suitable for widespread adminis-tration It provides comprehensive and balanced
coverage of both environmental (eight dimen-sions) and internal (four dimensions) resilience assets5 Its subscales exhibit good internal consis-tency and are associated with student risk factors in expected ways If certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades
The secondary school instrument is appropriate as an epidemiological tool but is not well suited for evaluating student-level changes over time or individual differences across students The instru-ment exhibits low test-retest reliability suggesting that the RYDM constructs are temporally specific Estimates of student-level changes across time are
ascertain whether group differences in measurement intercepts have implications for evaluation research Recommendations for item changes are made only when the measure-ment intercepts are substantively dif-ferent across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Additional reliability and validity analysesInternal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consistency reliability for the second-ary school survey Because of the no-toriously low internal consistency evi-dent in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary
school module To examine test-retest reliability RYDM survey data col-lected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
Differences in resilience scale scores across the demographic subgroups were also examined To make demo-graphic differences in the resilience scales more interpretable effect sizes were calculated to represent the mag-nitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standardized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated
for two groups when the number of observations in each cell is equal (Cohen 1988)
Construct validity was assessed by examining the relationship of the derived resilience scales to other theo-retically related constructsmdashinclud-ing substance use school violence school-related behavior and stan-dardized test scores To examine these relationships using a common metric correlations between resilience con-structs and criterion variables from confirmatory factor analysis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus polyse-rial correlations are presented which represent the correlation between a continuous variable and a dichoto-mous or ordinal variable that reflects an under lying continuous variable (Bedrick amp Breslin 1996)
Box 2 (continued)
Data and analytic strategies
evaluating the pSychometric propertieS of the reSilience and youth development module 11
likely to be imprecise because of the instability of the resilience measures Even with low student-level stability however the module is valuable for tracking school and district prevalence estimates of resilience assets Student-level errors in mea-surement likely cancel each other out when the data are aggregated at the school district and state levels
The secondary school module contains eight in-ternally consistent and valid measures of environ-mental resilience assets
Three measures representing supportive rela-bulltionships in the school community and home environments These supportive relationships include both caring relationships with and high expectations messages from adults Only the measure for supportive relationships in the home environment however demon-strates sufficient test-retest reliability for use in research
Three measures of meaningful participation bullor involvement in relevant engaging and interesting activities with opportunities for responsibility and contribution in school in the community and at home
Two measures of environmental assets in the bullcontext of peersmdashcaring relationships and high expectations (affiliation with pro-social peers)
That the scales for caring relationships and high expectations in the school environment turn out to measure the same factor is consistent with knowledge that has emerged since the resilience and youth development module was developed in the late 1990s In focus groups conducted by HKS staff when students were asked what they consider to be actions that reflect that a teacher ldquocares about yourdquo they most often mentioned that the adult is a good listener sets high standards expects responsibility from the student praises successes and encourages the student through setbacks Akey (2006) found that supportive teachers and
clear high expectations for behavior are key to developing both stu-dent engagement and perceived competence Teachers whom students see as supportive and who set clear expecta-tions for behavior create an atmosphere where students feel in control and confident about their ability to succeed in school Akeyrsquos findings suggest that supportive teacher relationships high academic expectations and high-quality pedagogy combine to enhance student engagement and academic competence which lead to higher achievement consistent with the RYDM conceptual framework The school and home supportive relationships measures however exhibit better psychometric qualities than many other instruments designed to measure similar constructs
Scores on four of the internal asset scalesmdashself-efficacy empathy problem solving and self- awarenessmdashare internally consistent and adequate for general research purposes But the RYDM items designed to measure cooperation and goalsaspirations do not however provide valid assess-ments of these constructs
Although the consistency of the associations of environmental and internal resilience assets to other related constructsmdashsuch as substance use school violence school-related behavior and stan-dardized test scoresmdashsuggests that the measures demonstrate construct validity the associations are weak Thus the constructs exhibit only moder-ate construct validity
Results of the analysis of the elementary school module
The elementary school resilience and youth devel-opment module uses 21 items to assess seven en-vironmental assets and three internal assets Reli-ably assessing so many factors with so few items is difficult however especially with a student
The secondary
school instrument
is appropriate as an
epidemiological tool
but is not well suited for
evaluating student-level
changes over time or
individual differences
across students
12 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
self-report instrument Not surprisingly the module reliably assesses only two environmental asset measures and one internal asset measure leaving consider-able room for improvement
The elementary school module measures meaningful participa-
tion pro-social peers and supportive relationships in the school and home environments but only the school supportive relationships and home support-ive relationships scales exhibit sufficiently high in-ternal consistency for further use Only one reliable internal resilience asset measure was detected for elementary school studentsmdashempathy The second factor detected goalsaspirations was not reliable enough to be recommended for further use The third factor problem solving was not identified
recoMMendaTionS
This report recommends that neither the second-ary school nor the elementary school resilience and youth development module be used to evaluate student-level changes over time or individual dif-ferences across students Estimates of student-level changes across time are likely to be imprecise be-cause of the instability of the resilience measures Other longer companion instruments should be developed to assess student-level changes The resilience and youth development module is still useful as an epidemiological surveillance tool for reporting aggregate district-level data however
The following sections provide recommendations to drop or revise specific items in the module Tables 3 4 and 5 present the recommended mea-sures (See appendix tables B24 B25 B26 and B27 for a side-by-side comparison of the current and recommended measures)
Secondary school environmental resilience assets
Recommendation 1mdashCombine the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items To maximize
construct validity and reduce redundancy across scales the ldquocaring relationshipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupportive relationshipsrdquo Caring relationships and high expectations are indistinguishable as currently measured by the module The new supportive relationships scale should continue to be assessed separately for school community and home environments
Recommendation 2mdashDrop Item R23 (ldquoI help other peoplerdquo) This item should not be used to indicate community meaningful participation because the item functions differently and thus has a differ-ent meaning for females and Mexican American youth A new item that taps involvement in activi-ties in the community should be developed
Recommendation 3mdashDrop Item R54 (ldquoI do fun things or go fun places with my parents or other adultsrdquo) The item is not developmentally appro-priate for older adolescents because 11th graders report substantially lower participation in such activities for a given level of home meaningful participation This item distorts developmental trends on the home meaningful participation scale and should be dropped A different item should be developed to replace it
Recommendation 4mdashDrop item R45 (ldquoMy friends get into a lot of troublerdquo) Because it is a biased in-dicator of pro-social peers for females and Chinese American students an alternative item should be developed to measure this construct
Secondary school internal resilience assets
Recommendation 5mdashDrop the cooperationcom-munication construct Two of the items used to measure cooperationcommunication measure more than one construct Items R36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without put-ting others downrdquo) Item R31 (ldquoI can work with someone who has different opinions than minerdquo) should be moved to the self-efficacy scale The measurement models suggest that this item
The elementary school
module reliably assesses
only two environmental
asset measures and one
internal asset measure
leaving considerable
room for improvement
recommendationS 13
measures self-efficacy better than it does coopera-tion and communication
Recommendation 6mdashDrop the goals and aspira-tions construct Two of the three items used to measure this constructmdashR24 (ldquoGoals and plans for the futurerdquo) and R26 (ldquoI plan to go to college or some other school after high schoolrdquo)mdashfunction differently across racialethnic groups
Recommendation 7mdashDrop item R27 (ldquoI know where to go for help with a problemrdquo) As an
indicator of problem solving this item should be dropped because it functions differently for males and females An alternative item should be devel-oped to assess problem solving
Elementary school environmental and internal assets
Recommendation 8mdashDevelop more elementary resilience items The elementary school resilience and youth development module tries to assess too many factors with too few items Because having an elementary school resilience assessment that
taBle 3
recommended measures of environmental resilience assets among secondary school students
construct item
School support
adult who really cares about me
adult who notices when irsquom not there
adult who listens to me when i have something
adult who tells me when i do a good job
adult who always wants me to do my best
adult who believes that i will be a success
School meaningful participation
i do interesting activities
i help decide things like class activities or rules
i do things that make a difference
community support
adult who really cares about me
adult who notices when i am upset about
adult whom i trust
adult who tells me when i do a good job
adult who believes that i will be a success
adult who always wants me to do my best
community meaningful participationi am part of clubs sports teams churchtemple or other
i am involved in taking lessons in music art literature
home support
adult who is interested in my school work
adult who talks with me about my problems
adult who listens to me when i have something
adult who expects me to follow the rules
adult who believes that i will be a success
adult who always wants me to do my best
home meaningful participationi do things at home that make a difference
i help make decisions with my family
peer caring relationships
a friend who really cares about me
a friend who talks with me about my problems
a friend who helps me when irsquom having a hard time
pro-social peersmy friends try to do what is right
my friends do well in school
14 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
is aligned with the secondary school module is important additional resilience items should be developed for the elementary school survey Each of the elementary school RYDM scales demon-strates inadequate domain coverage and marginal internal consistency at least one additional item should be developed for each of the school sup-portive relationships home supportive relation-ships and empathy subscales Two additional items should be developed for the meaningful participation at school and at home scales if it is retained in the survey
Recommendation 9mdashCombine the ldquocaring rela-tionshipsrdquo and ldquohigh expectationsrdquo items As with the secondary school module the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupport-ive relationshipsrdquo in both the school environment and the home environment
Recommendation 10mdashDrop meaningful participa-tion The meaningful participation scale should either be dropped or redeveloped because of low
internal consistency Moreover item R15 (ldquoDo you do things to be helpful at schoolrdquo) should not be used to indicate meaningful participation because the item functions differently for males and females
Recommendation 11mdashDrop pro-social peers The pro-social peers scale should be dropped because one of the two items used to measure it functions differently for males and females Perhaps items from other instruments that assess this construct should be used instead
Recommendation 12mdashDrop goals and aspirations The goals and aspirations scale should be dropped or modified because of its low internal consistency
Recommendation 13mdashDevelop a self-efficacy measure Items should be developed to assess self-efficacy because this important construct is currently not assessed
taBle 4
recommended measures of internal resilience assets among secondary school students
construct item
Self-efficacy
i can work with someone who has different opinions than mine
i can work out my problems
i can do most things if i try
there are many things that i do well
empathy
i feel bad when someone gets their feelings hurt
i try to understand what other people go through
i try to understand what other people feel and think
problem solving
When i need help i find someone to talk with
i try to work out problems by talking or writing about them
Self-awareness
there is a purpose to my life
i understand my moods and feelings
i understand why i do what i do
taBle 5
recommended measures of environmental and internal resilience assets among elementary school students
construct item
Environmental resilience assets
School support
do the teachers at school care about you
teachers listen when have something to say
teachers tell you when you do a good job
teachers believe that you can do a good job
home support
parent care about your school work
parent listen when you have something to say
parent believe that you can do a good job
parent at home want you to do your best
Internal resilience assets
empathy
do you try to understand how other people feel
do you feel bad when someone gets their feelings hurt
Appendix A 15
Appendix A AnAlytic strAtegy
To describe the psychometric properties of the secondary and elementary school resilience and youth development modules this report examines
The dimensionality of scales by using explor-bullatory and confirmatory factor analysis models
Measurement equivalence across demo-bullgraphic subgroups by estimating confirma-tory factor analysis models with covariates (such as multiple indicator multiple cause structural equation models)
Scale reliability by estimating internal consis-bulltency and test-retest reliability coefficients
Construct validity by examining the relation-bullship of scales to other theoretically related constructs and mean differences across demo-graphic subgroups
Data
Statewide data from the local administration of the Healthy Kids Survey The data for the analyses in this report are from local administration of the Healthy Kids Survey (HKS) in elementary middle and high schools These data were drawn from a database of all local HKS data processed between 1998 and spring 2005 by WestEdrsquos Health and Human Development Program (approximately 21 million observations) Analyzing such a large sample size would however make almost every parameter estimate statistically significant would inflate chi-square values of model fit and would make assessing substantive significance more difficult Thus two mutually exclusive analytic samples were used in the analyses a main sample and a validation sample The samples were drawn from the aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the secondary school analysis separate samples were drawn for each grade (7 9 and 11)
gender and ethnicity (Chinese American African American Mexican American and white Euro-pean American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be affected by genderethnic differences in the sample
The elementary school Healthy Kids Survey is ad-ministered only to fifth graders and does not ask students about their ethnicracial group Random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differ-ences in measurement structure were examined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data maximum likelihood estimation with missing at random (MAR) assumptions were used which assume that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006) (See section on missing data patterns)
The same procedures were used to draw the validation samples for both the secondary school and elementary school samplesmdashexcept that respondents included in the main sample were ex-cluded from the validation sample The data were weighted by grade raceethnicity and gender to represent the characteristics of HKS respondents surveyed from spring 2003 to spring 2005
Local evaluation HKS data Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in South-ern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and resilience and youth development module were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405
16 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
from students in a large county in Southern Cali-fornia were used to examine the relationship be-tween the RYDM constructs and standardized test scores Standardized test score and schoolcom-munity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students6 English Language Arts and Mathematics California Standards Test scale scores were used as criterion variables
Missing data patterns Approximately 05 percent of respondents in the elementary and secondary modules were excluded from the sampling pool because of missing data on more than half the resilience items (table A1) In the secondary school samples approximately 65 percent of respondents provided answers to all the survey items in the resilience and youth development module an ad-ditional 18 percent had missing values on one or two items 8 percent had missing values on 3 to 10 items and 8 percent had missing values on 11 or more items Respondents with missing values on 11 or more items had lower scores on about one-quarter of the secondary RYDM itemsmdashscoring approximately 9ndash12 percent of a standard devia-tion lower on these items These results held for both the main and validation samples Differences in item means were diminished significantly after controlling for one or two of the remaining items
suggesting that the missing at random assumption is reasonable
Approximately 81 percent of elementary students provided valid answers to all the RYDM items and 15 percent answered all but one or two items Respondents with missing values on two or more items had lower scores on seven of the elementary RYDM items (averaging 024 standard deviations) These differences were no longer apparent after controlling for any two of the remaining items again suggesting that maximum likelihood esti-mation with missing at random assumptions will yield unbiased parameter estimates
Exploratory and confirmatory factor analyses
Analyses were conducted to test empirically whether the factor structure of the resilience in-strument is consistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the mea-surement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Explor-atory factor analysis (EFA) models were estimated to determine roughly the number of factors under-lying the data and the measurement structure of the latent factors A combination of factors was
tAble A1
Missing data patterns for secondary and elementary samples from the resilience and youth development module
number of missing items
secondary elementary
Main sample validation sample Main sample validation sample
number of respondents percent
number of respondents percent
number of respondents percent
number of respondents percent
0 7819 652 7865 655 1627 814 1622 811
1 1634 136 1615 135 266 133 249 125
2 585 49 545 45 55 28 59 30
3ndash5 497 41 539 45 33 17 45 23
6ndash10 445 37 437 36 15 08 14 07
11 or more 1020 85 999 83 4 02 11 06
total 12000 100 12000 100 2000 100 2000 100
Note Analytic samples randomly drawn from students surveyed between spring 2003 and spring 2005 Secondary school resilience and youth development module has 51 survey items The elementary school module has 21 survey items
Appendix A 17
used to determine the number of factors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 conceptual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis mod-els were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit correlations among the latent constructs (factors) and factor-loading pat-terns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confirmatory factor analysis with ordinal indica-tors was used
In the general factor analysis model the relation-ship between the indicators (y) and the under-lying constructs (η) can be represented by
(A1) y = ν + Λη + ε
where ν is a vector of measurement intercepts Λ is a matrix of measurement slopes (factor loadings) and ε is a matrix of residuals assumed to be inde-pendent of η and with zero expectation The model implies the following covariance matrix of y
(A2) Σ = Λ Ψ Λʹ + Θ
where Ψ is the covariance matrix of η and Θ is the covariance matrix of ε (see Long 1983)
In general the indicators y are assumed to be normally distributed latent continuous variables A personrsquos observed score on item y depends on herhis position on y If the observed item is con-tinuous y is directly observed (y = y) However
if the observed item is dichotomous or ordinal the observed categorical variable (y) is linked to the latent continuous variable (y) in a nonlinear way through a model of thresholds (see Mutheacuten 1984) The relationships between an observed ordinal or dichotomous item y with c categories to y can be expressed as
(A3) y = c if τc lt y le τc+1
for c = 0 1 2 cndash1 The τs represent threshold parameters Mutheacutenrsquos (1987) approach models the relationships among these more fundamental latent y variables With ordinal items polychoric correlations represent the correlations of the underlying continuous y variables
The measurement model is estimated by mini-mizing the weighted least squares (WLS) fitting function
(A4) WLS = 12 (s ndash σ)ʹ W ndash1 (s ndash σ)
where s is a matrix of sample statistics (probit thresholds and polychoric correlations) σ is a matrix of the population counterparts to s implied by equation [A2] and W is the covariance matrix for the vector or sample statistics7
Confirmatory factor analysis models with covariates
MIMIC modelingmdashmultiple indicator multiple cause structural equation modelsmdashwas used to test for differential item functioning across school grade gender and ethnicity A simple graphical example of this approach is presented in figure A1 Panel A shows a classic MIMIC model that assumes there are no femalemale differences in measurement intercepts The three arrows connecting school meaningful participation to items R12 R13 and R14 are factor loadings and represent the strength of the relationships between the underlying constructs and the items used to measure them The arrows pointing from right to left toward the items (R12 R13 R14) are residuals and represent true measurement error and item-specific variation Finally the arrow pointing from
18 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
female to school meaningful participation indi-cates that the means of the underlying construct are allowed to be different for males and females The factor loadings are not allowed to be differ-ent for males and females and there is no direct effect of female on the individual items The model assumes that the items function identically for males and females in measuring school meaning-ful participation8
The measurement model in panel B allows for femalemale nonequivalence in the measurement intercept for item R14 That is it allows for a direct effect of female on R14 that is not ldquodependentrdquo on the underlying construct This is indicated by the arrow going directly from female to R14 A sig-nificant femalemale difference in measurement
intercept indicates that the item functions dif-ferently for females and males in measuring the underlying construct For example if the measure-ment intercept for R14 is 25 percent of a standard deviation (female rarr R14) lower for females than males then for a given level of school meaningful participation females score 25 percent of a standard deviation lower on R14 In this example a given score on item R14 does not mean the same thing for males and femalesmdashat least not with reference to the school meaningful participation construct
An applied strategy was used to ascertain whether group differences in measurement intercepts have implications for evaluation research Recommen-dations for item changes are made only when the measurement intercepts are substantively different across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Fit indices
A mean- and variance-adjusted χ2 test of model fit is obtained by multiplying the minimum func-tion by twice the total sample size and dividing by a scaling correction factor (for more details see Mutheacuten 1984 1987 Mutheacuten amp Mutheacuten 2006) After adjusting for the scaling correction fac-tor (see Satorra 2000 Satorra amp Bentler 1999 Mutheacuten amp Mutheacuten 2006) the difference in χ2 tests for two nested models follows a χ2 distribution and can be used to test whether a model results in a statistically significant improvement in fit However χ2 difference tests are sensitive to sample size and can be influenced by substantively mean-ingless parameter differences in large samples For this reason the analysis also relied on several other indices of model fit
For EFA models root mean square residual (RMSR) and root mean square error of approxi-mation (RMSEA) values were used to assess model fit (Hu amp Bentler 1999) RMSR is the square root of the mean of the squared residuals and indexes the difference between the sample variancecovari-ance matrix and the variancecovariance matrix predicted by the model Hu and Bentler (1999)
R12
R13
R14
Schoolmeaningful
participation
Panel A MIMIC modelingmdashno measurement invariance
Female
R12
R13
R14
Schoolmeaningful
participation
Panel B MIMIC modelingmdashhypothetical gender measurement intercept invariance (differential item functioning for R14)
Female
figure A1
Hypothetical example of MiMic approach for testing for measurement equivalence
Note MIMIC refers to multiple indicators multiple causes structural equation models
Appendix A 19
suggest that RMSR values less than 005 indicate good fit The RMSEA is also based on differences between the observed and predicted variancecovariance matrices but penalizes for model com-plexity RMSEA is computed by
(A5) RMSEA = χ2ndash(ndf) 1 ( )n
where χ2 is the model chi-square value n is the total sample size and df is the degrees of free-dom RMSEA penalizes for model complexity by dividing χ2 by (ndf ) Hu and Bentler (1999) recommend RMSEA values of 006 or less as the cut-off for good model fit Based on Hu and Bentlerrsquos recommendations more emphasis is placed on RMSEA than on RMSR in EFA model selection
In addition to RMSEA several additional fit indices were used to assess CFA models includ-ing Bentlerrsquos comparative fit index (CFI) the Tucker-Lewis index (TLI) and Mutheacuten and Mutheacutenrsquos (2006) weighted root mean square residual (WRMR) As implemented in Mplus both the CFI and TLI compare estimated CFA models to baseline models with uncorrelated variables (independence model) CFI and TLI are calculated as follows
(A6) CFI =1ndashmax χ2
HondashdfHo 0
max χ2HondashdfHo χ
2BndashdfB 0
(A7) TLI =
χ2B
dfB
χ2Ho
dfHo
ndash
χ2B
dfB
ndash1
where χ2Ηο and dfHo denote the chi-squared value
and degrees of freedom of the estimated model and χ2
Β and dfB denote the same for the baseline model Both CFI and TLI are not appreciably influenced by sample size By convention CFI and TLI values greater than 095 indicate good fit (Hu amp Bentler 1999)
Yu and Mutheacuten (2001) recently developed WRMR to identify good-fitting models with categorical outcomes It is defined as follows
(A8) WRMR =e
(sr ndash σr)vr
sume
r
where sr is an element in the sample variancecovariance (or probit thresholdpolychoric cor-relation) matrix σr is the element in the variancecovariance matrix predicted by the model νr is an estimate of the variance of sr and e is the number of elements in the variancecovariance matrix According to Mutheacuten WRMR is suitable for models where sample statistics have widely varying variances when sample statistics are on different scales and in models with categorical outcomes Yu and Mutheacuten (2001) suggest WRMR values less than or equal to 100 for good models with categorical outcomes Because WRMR has been tested for models with categorical outcomes greater weight is placed on this index in CFA model selection
Modification indices and χ2 difference testing were also used to compare nested confirmatory factor analyses models particularly for testing measurement intercept invariance
Additional reliability and validity analyses
Internal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consis-tency reliability for the secondary school survey Because of the notoriously low internal consis-tency evident in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary school resilience and youth development module To examine test-retest reli-ability RYDM survey data collected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
20 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Differences in resilience scale scores across the demographic subgroups were also examined To make demographic differences in the resil-ience scales more interpretable effect sizes were calculated to represent the magnitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standard-ized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated for two groups when the number of observations in each cell is equal (Cohen 1988) Cohenrsquos f was calculated by
(A9) f =σ
(mi ndash m)2
ksumk
i=1
where mi represents the mean for each subgroup i m represents the population mean k the number of subgroups and σ the pooled standard deviation
Construct validity was assessed by examining the relationship of the derived resilience scales to other theoretically related constructsmdashincluding substance use school violence school-related behavior and standardized test scores To exam-ine these relationships using a common metric correlations between resilience constructs and criterion variables from confirmatory factor analy-sis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus poly-serial correlations are presented which represent the correlation between a continuous variable and a dichotomous or ordinal variable that reflects an underlying continuous variable (Bedrick amp Breslin 1996)
Appendix b 21
Appendix B results
This appendix presents the results of the analyses conducted to evaluate the psychometric properties of the resilience and youth development module
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items The EFA models suggested that the environmental resilience assets items measure eight factors9 The factor pattern and loadings for the main sample and cross-validation sample are displayed in tables B1 and B2 respec-tively The 8-factor EFA solutions show conceptu-ally clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instrument The pattern of fac-tor loadings across all the demographic subgroups is consistent with those displayed in tables B1 and B210 Distinct factors are apparent for support and meaningful participation in the school community and home environments as well as caring and pro-social relationships in the peer environment
However the factor pattern evident in the 8-factor solution is inconsistent with how the instrument currently is being used in California because the results suggest that caring relationships and high expectations at school in the home and in the community are not distinct factors
Confirmatory factor analysis results A CFA model equivalent to the 8-factor EFA models in tables B1 and B2 was estimatedmdashexcept that all but the highest magnitude loadings from the EFA model were constrained to be zero11 That is each item was forced to load on only one factor As with the EFA models the results were consistent across each sample The CFA models indicated that item R45 (ldquoMy friends get into a lot of troublerdquo) has a relatively small factor loadingmdashsuggesting that an association with peers who get into a lot of trouble is a less sensitive indicator of pro-social peers
than the other two items assessing this construct Moreover there was a relatively high correlation between home support and home meaningful participation (078 and 079) which suggests that these two constructs may not be distinct
The CFA models were re-estimated to include covari-ates to detect differences in measurement intercepts across demographic subgroups Several measure-ment intercepts differed by demographic subgroup
The results for R23 (ldquoI help other peoplerdquo) bullsuggest that for a given level of community meaningful participation female and Mexi-can American youth report between one-fifth and one-third of a standard deviation higher for ldquohelping other peoplerdquo The item thus has a different meaning for these two populations
For R54 (ldquoI do fun things or go fun places bullwith my parentsrdquo) 11th graders report substantially lower levels of participation in fun activities with parents for a given level of home meaningful participation than do sev-enth and ninth graders (029 to 033 standard deviations) This represents a developmental difference in the appropriateness of this item
Female and Chinese American youth report bulllower frequencies on R45 (ldquoMy friends get into a lot of troublerdquo) for a given level of pro-social peersmdashreflecting the different meaning at-tached to this item by these populations
Each of these measurement intercept differences is substantively significant That is these particular items assess the underlying constructs differently for demographic subgroups and thus should not be used as indicators Dropping these items however leaves three subscales with only two items which is far from ideal Table B3 presents revised CFA mod-els after dropping the items with non-invariant measurement intercepts Table B4 reports latent factor correlations12 Note that the correlations between home support and home meaningful par-ticipation remain relatively high (073) indicating a high degree of overlap between these two factors
22 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b1
secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 schlcare schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 schlcare schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 schlhigh schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 schlhigh schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 schlpart schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 schlpart schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 schlpart schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare A friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare A friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare A friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh My friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh My friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh My friends do well in school 002 003 ndash001 001 005 005 ndash002 068
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
Appendix b 23
tAble b2
secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 schlcare schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 schlcare schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 schlhigh schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 schlhigh schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 schlpart schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 schlpart schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 schlpart schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare A friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare A friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare A friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh My friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh My friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh My friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
24 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b3
Final secondary school environmental assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
r6 schlcare schoolmdashadult who really cares about me 1 080
r8 schlcare schoolmdashadult who notices when irsquom not there 098 079
r10 schlcare schoolmdashadult who listens to me when i have something 108 086
r7 schlhigh schoolmdashadult who tells me when i do a good job 105 084
r9 schlhigh schoolmdashadult who always wants me to do my best 109 087
r11 schlhigh schoolmdashadult who believes that i will be a success 110 088
School meaningful participation
r12 schlpart schoolmdashi do interesting activities 1 078
r13 schlpart schoolmdashi help decide things like class activities or rules 098 077
r14 schlpart schoolmdashi do things that make a difference 112 088
Community support
r15 comcare communitymdashadult who really cares about me 1 092
r17 comcare communitymdashadult who notices when i am upset about 099 091
r20 comcare communitymdashadult whom i trust 097 088
r16 comhigh communitymdashadult who tells me when i do a good job 103 094
r18 comhigh communitymdashadult who believes that i will be a success 104 095
r19 comhigh communitymdashadult who always wants me to do my best 104 095
Community meaningful participation
r21 compart i am part of clubs sports teams churchtemple or other 1 088
r22 compart i am involved in taking lessons in music art literature 097 086
Home support
r49 homecare homemdashadult who is interested in my schoolwork 1 084
r51 homecare homemdashadult who talks with me about my problems 103 087
r53 homecare homemdashadult who listens to me when i have something 105 089
r48 homehigh homemdashadult who expects me to follow the rules 093 078
r50 homehigh homemdashadult who believes that i will be a success 110 092
r52 homehigh homemdashadult who always wants me to do my best 110 092
Home meaningful participation
r55 homepart i do things at home that make a difference 1 085
r56 homepart i help make decisions with my family 102 086
Peer caring relationships
r42 peercare A friend who really cares about me 1 092
r43 peercare A friend who talks with me about my problems 101 092
r44 peercare A friend who helps me when irsquom having a hard time 103 094
Pro-social peers
r46 peerhigh My friends try to do what is right 1 086
r47 peerhigh My friends do well in school 091 078
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 25
Elementary school environmental resilience assets
Exploratory factor analysis results An identi-cal strategy was used to analyze the elementary school RYDM environmental resilience items EFA models suggested that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (car-ing relationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers (tables B5 and B6) These results were found for both the main sample and the validation sample and for both boys and girls
tAble b4
correlations among secondary school environmental resilience assets final confirmatory factor analysis model
factors
Main sample (1) (2) (3) (4) (5) (6) (7) (8)
(1) school support 100
(2) school meaningful participation 059 100
(3) community support 054 042 100
(4) community meaningful participation 042 058 046 100
(5) home support 047 037 059 044 100
(6) home meaningful participation 048 059 051 038 073 100
(7) peer caring relationships 041 035 046 034 046 044 100
(8) pro-social peers 042 040 038 039 049 050 054 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b5
elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 074 005 001 ndash001
13 schlcare teachers listen when have something to say 062 007 000 005
11 schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 schlpart do you make class ruleschoose things to do at school 014 ndash016 048 ndash005
15 schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart do you make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
26 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Confirmatory factor analysis results The CFA results also supported the 4-factor model The analyses of differential item functioning suggested that the measurement intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls For a given level of meaning ful participation females report between 20 and 36 percent of a standard deviation higher frequen-cies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because of the magnitude of these measurement intercept differences these items should not be used to measure the underlying constructs Because dropping item 51 means that only one item is left to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should also be dropped The elementary school module thus would not assess pro-social peer assets
After dropping the pro-social peer items a 3-factor model is leftmdashwith factors for school support home support and meaningful participation
Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statistically significant im-provement in model fit (see ∆χ2 values for Model 4 versus Model 3 in appendix C) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicates that these meaningful participation items are only weakly related to underlying school and home factors (026 037 and 024 respectively) Thus the 3-factor model has the most support
Table B7 presents the results for the final CFA model A look at the standardized factor loadings reveals that the relationships between meaning-ful participation and its items are still weak (040 053 and 030 for items 9 56 and 57 respectively) suggesting that the items are insensitive indicators of meaningful participation Overall however the results are consistent with those reported for the secondary school resilience and youth development
tAble b6
elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 073 003 003 ndash001
13 schlcare teachers listen when have something to say 065 002 003 ndash001
11 schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 schlpart do you make class ruleschoose things to do at school 005 ndash020 062 ndash006
15 schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart do you make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 27
modulemdashwith the exception that meaningful par-ticipation is global rather than domain-specific for the elementary school items and that pro-social peers cannot be measured adequately
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicated that two of the three items used to assess cooperation and communicationmdashR36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor For simplicity these items were dropped from the analysis and EFA and CFA models were estimated on the remaining set of items The EFA results suggested that five factors underlie the observed itemsmdashself-efficacy empathy problem solving self-awareness and goalsaspirations (tables B8
and B9) The 5-factor solution is conceptually clear and is consistent with how the instrument is cur-rently used in California
Confirmatory factor analysis results CFA models consistent with the 5-factor EFA model were esti-mated with all but the highest loadings from the EFA models constrained to be zero Several consis-tent substantively significant differences in mea-surement intercepts across racialethnic groups were evident when covariates were included
Female youth are between 022 and 034 of a bullstandard deviation less likely to endorse item R27 (ldquoI know where to go for help with a prob-lemrdquo) for a given level of problem solving
African American and Mexican American bullyouth report higher levels of ldquohaving goals and plans for the futurerdquo (R24) than white
tAble b7
Final elementary school environmental resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
10 schlcare do the teachers at school care about you 1 076
13 schlcare teachers listen when you have something to say 090 068
11 schlhigh do the teachers tell you when you do a good job 079 060
14 schlhigh do the teachers believe that you can do a good job 095 072
Home support
52 homecare does a parent care about your school work 1 078
55 homecare does a parent listen when you have something to say 089 069
53 homehigh does a parent believe that you can do a good job 111 086
54 homehigh does a parent at home want you to do your best 101 079
Meaningful participation
9 schlpart do you make class rules or choose things to do at school 1 040
56 homepart do you help out at home 136 053
57 homepart do you get to make rules or choose things to do at home 077 030
latent factor correlations
(1) (2) (3)
(1) school support 100
(2) home support 064 100
(3) Meaningful participation 048 062 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
28 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
European American and Chinese American youth even after accounting for ethnic group differences in the latent construct
Chinese American youth report substantially bulllower levels of ldquohaving goals and plans for the futurerdquo than the other ethnic groups for a given score on the underlying construct In addition Chinese American youth also are about 25ndash30 percent of a standard deviation less likely to report that they plan to go to college after high school (R26) for a given level on goals
With such pronounced racialethnic group mea-surement intercept differences items R24 and R26 should be dropped and so goals would not be as-sessed on the secondary school module Item R27 should not be used to assess problem solving
Table B10 shows the final recommended CFA model for the secondary school internal resilience
items after dropping items R24 R25 R26 and R27 from the analysis Overall the latent constructs are consistent with current usage of the RYDM except that the communication and cooperation construct is dropped because two of the items for this scale did not uniquely load on one factor the goals construct is dropped because of measure-ment slope invariance and the problem-solving construct is measured with just two items
Elementary school internal resilience assets
Exploratory factor analysis results The elementary school resilience and youth development module was designed to measure three internal resilience traitsmdashempathy problem solving and goals and aspirationsmdashwith seven items Although explor-atory factor analyses of these items suggest that a 2-factor solution was appropriate for both the main and validation samples the factor patterns were different for the two samples as well as for
tAble b8
secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 066 ndash009 015 011
r30 selfeff i can do most things if i try 050 ndash011 016 035
r32 selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probsolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probsolv i know where to go for help with a problem 068 ndash001 007 011
r28 probsolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 selfAware there is a purpose to my life 012 006 046 028
r40 selfAware i understand my moods and feelings 001 005 091 ndash007
r41 selfAware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 29
males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample (see tables E124andashE132) The EFA factor patterns were still ambiguous after drop-ping item 40 most likely because so few items re-mained to be analyzed (tables B11 and B12) After moving to a CFA framework two nested models were estimatedmdasha 1-factor model measuring over-all internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results The 2-factor CFA modelmdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model Table B13 presents the factor load-ings and factor correlations for this CFA model based on the main sample An examination of the
standardized item loadings for goalsaspirations indicates that two of the four items are weakly as-sociated with the underlying construct Although goalsaspirations is poorly measured by the in-cluded items this scale should be retained so that its reliability and relationship to other constructs can be further investigated
Reliability of the secondary and elementary school scales
Internal consistency The internal consistency of the RYDM scales was estimated using Cronbachrsquos alpha coefficient for the main sample the valida-tion sample and each demographic subsample (tables B14 and B15) The secondary school RYDM scales (table B14) demonstrate acceptable levels of reliability with all scales exhibiting reliabilities greater than 070 and 11 of 13 scales demonstrat-ing reliabilities greater than 075 The school support community support and peer caring relationships scales exhibit the highest internal
tAble b9
secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 065 ndash006 013 012
r30 selfeff i can do most things if i try 055 ndash010 010 036
r32 selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probsolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probsolv i know where to go for help with a problem 066 002 009 007
r28 probsolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 selfAware there is a purpose to my life 017 005 045 027
r40 selfAware i understand my moods and feelings ndash002 007 094 ndash007
r41 selfAware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
30 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
consistency with alphas all exceeding 090 The problem-solving (alpha = 073) and pro-social peers (alpha = 074) scales exhibit moderate but acceptable levels of internal consistency especially
considering that the scales have only two items Internal consistency does not differ markedly by student grade gender or raceethnicity However the problem-solving scale shows lower reliability
tAble b10
Final secondary school internal resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Self-efficacy
r31 coop i can work with someone who has different opinions 100 077
r29 selfeff i can work out my problems 104 080
r30 selfeff i can do most things if i try 109 084
r32 selfeff there are many things that i do well 104 080
Empathy
r33 empathy i feel bad when someone gets their feelings hurt 100 082
r34 empathy i try to understand what other people go through 111 091
r38 empathy i try to understand what other people feel and think 109 090
Problem solving
r35 probsolv When i need help i find someone to talk with 100 085
r28 probsolv i try to work out problems by talkingwriting about them 094 080
Self-awareness
r39 selfAware there is a purpose to my life 100 084
r40 selfAware i understand my moods and feelings 102 086
r41 selfAware i understand why i do what i do 099 083
latent factor correlations
(1) (2) (3) (4)
(1) self-efficacy 100
(2) empathy 073 100
(3) problem solving 078 082 100
(4) self-awareness 082 069 062 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b11
elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probsolv do you know where to go to get help with a problem ndash006 063
40 probsolv do you try to work out your problems by talkingwriting 031 036
41 goalsAsp do you try to do your best 017 052
42 goalsAsp do you have goals and plans for the future ndash003 038
16 goalsAsp do you plan to go to college after high school ndash007 034
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 31
for African American students than for other ethnic groups
Internal consistency reliabilities for the elemen-tary school RYDM scales are noticeably lower than those for the secondary school instrument (see table B15) These low reliabilities are typical of instruments administered to elementary school students The school support home support and empathy subscales demonstrate adequate reliabil-itymdashwith alphas ranging from 063 to 065 for em-pathy to 070 to 072 for school and home support The elementary school meaningful participation
and goalsaspirations scales exhibit low levels of reliability These scales should not be used in research or local evaluation activities requiring precise measurement
Stability Tables B16 and B17 show construct- and item-level test-retest stability coefficients for the secondary school RYDM asset measures Unlike the internal consistency estimates the resilience scales evidence fairly low levels of stability with 8 of the 12 scales exhibiting pre-post correlations of less than 060 Only the community meaningful participa-tion home support peer caring relationships and
tAble b13
Final elementary school internal resilience asset model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Empathy
37 empathy do you try to understand how other people feel 1 071
38 empathy do you feel bad when someone gets their feelings hurt 107 076
Goalsaspirations
39 probsolv do you know where to go to get help with a problem 1 050
41 goalsAsp do you try to do your best 156 078
42 goalsAsp do you have goals and plans for the future 069 035
16 goalsAsp do you plan to go to college after high school 050 025
latent factor correlations
(1) (2)
(1) empathy 100
(2) goalsaspirations 064 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b12
elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probsolv do you know where to go to get help with a problem 020 042
40 probsolv do you try to work out your problems by talkingwriting 038 022
41 goalsAsp do you try to do your best 034 036
42 goalsAsp do you have goals and plans for the future ndash017 076
16 goalsAsp do you plan to go to college after high school ndash008 056
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
32 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
self-awareness scales demonstrate adequate stabil-ity In the context of relatively high levels of internal consistency these comparatively low levels of stabil-ity suggest that the resilience assets assessed by the secondary school module demonstrate adequate reliability at a single point in time
A look at the item-specific stability coefficients in tables B16 and B17 shows the variation across
items Although several are particularly unstable the individual item test-retest reliabilities have a negligible impact on the total scale test-retest reliabilities For example the pre-post correlation of item R8 (ldquoThere is a teacher or some other adult who notices when I am not thererdquo) is only 029 However dropping this item from the school sup-port scale does not markedly improve the stability of the scale score (054 versus 055)
tAble b14
secondary school internal consistency reliability coefficients by demographic subgroup
grade gender raceethnicity
All 7 9 11 Male femaleAfrican
Americanchinese
AmericanMexican
American White
Environmental resilience assets
school support 090 089 091 092 090 091 089 090 090 091
school meaningful participation 078 076 077 080 077 078 074 079 078 079
community support 095 094 095 095 095 095 095 095 095 095
community meaningful participation 075 073 076 077 076 075 076 072 077 073
home support 089 089 089 088 089 088 090 086 090 088
home meaningful participation 078 076 078 079 078 078 075 079 077 079
peer caring relationships 090 088 090 092 089 090 089 090 091 089
pro-social peers 074 073 075 074 072 074 072 071 075 073
Internal resilience assets
self-efficacy 082 081 082 082 083 080 082 082 082 081
empathy 085 086 085 085 085 083 084 085 085 086
problem solving 073 073 073 072 073 069 068 074 073 076
self-awareness 081 080 081 082 082 080 081 082 080 081
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Results are based on main sample Cronbachrsquos alpha coefficients were almost identical in the validation sample
tAble b15
elementary school internal consistency reliability coefficients by gender
Main sample validation sample
All Male female All Male female
Environmental resilience assets
school support 071 070 072 070 071 069
home support 071 070 071 072 071 073
Meaningful participation 034 032 035 032 030 034
Internal resilience assets
empathy 063 064 057 065 063 064
goalsaspirations 036 041 027 039 043 033
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 33
tAble b16
test-retest reliability of secondary school environmental resilience asset constructs and items
itemoriginal construct construct and associated items
stabilitycoefficient (r)
School support 054
r6 schlcare schoolmdashadult who really cares about me 050
r8 schlcare schoolmdashadult who notices when irsquom not there 029
r10 schlcare schoolmdashadult who listens to me when i have something 051
r7 schlhigh schoolmdashadult who tells me when i do a good job 043
r9 schlhigh schoolmdashadult who always wants me to do my best 047
r11 schlhigh schoolmdashadult who believes that i will be a success 046
School meaningful participation 053
r12 schlpart schoolmdashi do interesting activities 033
r13 schlpart schoolmdashi help decide things like class activities or rules 056
r14 schlpart schoolmdashi do things that make a difference 037
Community support 044
r15 comcare communitymdashadult who really cares about me 033
r17 comcare communitymdashadult who notices when i am upset about 041
r20 comcare communitymdashadult whom i trust 053
r16 comhigh communitymdashadult who tells me when i do a good job 044
r18 comhigh communitymdashadult who believes that i will be a success 039
r19 comhigh communitymdashadult who always wants me to do my best 046
Community meaningful participation 082
r21 compart i am part of clubs sports teams churchtemple or other 083
r22 compart i am involved in taking lessons in music art literature 064
Home support 068
r49 homecare homemdashadult who is interested in my schoolwork 057
r51 homecare homemdashadult who talks with me about my problems 062
r53 homecare homemdashadult who listens to me when i have something 060
r48 homehigh homemdashadult who expects me to follow the rules 053
r50 homehigh homemdashadult who believes that i will be a success 052
r52 homehigh homemdashadult who always wants me to do my best 063
Home meaningful participation 049
r55 homepart i do things at home that make a difference 052
r56 homepart i help make decisions with my family 043
Peer caring relationships 073
r42 peercare A friend who really cares about me 052
r43 peercare A friend who talks with me about my problems 062
r44 peercare A friend who helps me when irsquom having a hard time 076
Pro-social peers 051
r46 peerhigh My friends try to do what is right 051
r47 peerhigh My friends do well in school 046
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
34 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
The elementary school RYDM scales exhibit higher stability than the secondary school scales (table B18) Only two of the five elementary school scales exhibit pre-post correlations below 060 The stability coefficients in table B18 are similar or higher than the internal consistency reliability estimates presented in table B15 for elementary school students
Validity of the secondary and elementary school scales
Scale means To assess construct validity demo-graphic differences in resilience scale scores were examined across grade gender and racialethnic groups Secondary school RYDM scale means standard deviations and standardized differences across groups are presented in table B19 With the exception of caring relationships with peers 9th and 11th graders report marginally lower environmen-tal resilience assets than seventh graders Caring relationships with peers increases with school grade consistent with the notion that adolescents become more involved with peers (although not necessar-ily pro-social ones) as they age Student internal
resilience asset scores do not differ markedly by grade although empathy increases with school grade and self-awareness declines with grade
Gender differences in resilience assets gener-ally favor females who report marginally higher school and community support and substantially higher peer caring relationships and exposure to pro-social peers Females also report considerably higher levels of empathy and problem solving These differences are consistent with expecta-tionsmdashgirls often have more extensive social support resources than boys (Colarossi amp Eccles 2000 Crosnoe Johnson amp Elder 2004 Frey amp Roumlthlisberger 1996) and evidence higher empathy (Eisenberg amp Lennon 1983)
White students generally report the highest envi-ronmental assets in each area except for pro-social peers Chinese American students report the highest affiliation with pro-social peers Mexican American students report the lowest environmental resilience assets in the school and peer domains and the low-est meaningful participation in the community
tAble b17
test-retest reliability of secondary school internal resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Self-efficacy 058
r31 i can work with someone who has different opinions 036
r29 i can work out my problems 058
r30 i can do most things if i try 037
r32 there are many things that i do well 050
Empathy 057
r33 i feel bad when someone gets their feelings hurt 044
r34 i try to understand what other people go through 045
r38 i try to understand what other people feel and think 045
Problem solving 052
r35 When i need help i find someone to talk with 048
r28 i try to work out problems by talkingwriting about them 066
Self-awareness 071
r39 there is a purpose to my life 059
r40 i understand my moods and feelings 048
r41 i understand why i do what i do 066
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
Appendix b 35
Chinese American students exhibit the lowest envi-ronmental resilience assets in the home domain and the lowest reported community support
White students also report the highest level of internal assets in self-efficacy empathy and problem solving Mexican American and Chinese American students report the lowest self-efficacy African American students exhibit the lowest empathy scores
Table B20 presents elementary school RYDM scale means for males and females Overall the gender differences for elementary school students are
consistent with those for secondary school students Compared with boys girls report marginally higher school support meaningful participation and goalsaspirations and substantially higher empathy
Relationships with other constructs To further assess construct validity the relationship of each resilience asset construct to other theoretically related constructs assessed on the Healthy Kids Survey was examinedmdashincluding substance use violence harassment depression and self-reported school grades and truancy The relation-ships of resilience assets to California Standard-ized English Language Arts and Mathematics
tAble b18
test-retest reliability of elementary school resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Environmental resilience assets
School support
10 do the teachers at school care about you 053
13 do the teachers listen when you have something to say 052
11 do the teachers tell you when you do a good job 038
14 do the teachers believe that you can do a good job 039
Home support 070
52 does a parent care about your school work 056
55 does a parent listen when you have something to say 065
53 does a parent believe that you can do a good job 053
54 does a parent at home want you to do your best 029
Meaningful participation 057
9 do you make class rules or choose things to do at school 039
56 do you help out at home 034
57 do you get to make rules or choose things to do at home 044
Internal resilience assets
Empathy 070
37 do you try to understand how other people feel 055
38 do you feel bad when someone gets their feelings hurt 056
Goalsaspirations 041
39 do you know where to go to get help with a problem 030
41 do you try to do your best 049
42 do you have goals and plans for the future ndash004
16 do you plan to go to college after high school ndash003
Note Results are based on a sample of 136 fifth-grade respondents from eight classrooms in three schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
36 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
test scores were examined using data previously collected by WestEd
Table B21 shows the relationships between envi-ronmental resilience assets and theoretically re-lated constructs for secondary school students All but one of the assessed dimensions of environmen-tal assets are correlated with student substance use Students who report high environmental resilience
assets are less likely to report that they engage in substance use The exception is peer caring rela-tionships which is weakly correlated with most of the substance use indicators except substance use on school property
Environmental resilience assets are also nega-tively associated with student depression and truancy and positively associated with studentsrsquo
tAble b19
secondary school subscale means by demographic subgroup
Grade Standard ized differencea Male Female
Standard ized differencea
African American
Chinese American
Mexican American White
Standard ized differencea7 9 11
Environmental resilience assets
school support 291(080)
274(082)
283(081)
017 277(083)
289(080)
014 284(085)
279(076)
274(082)
296(080)
020
school meaningful participation
232(086)
220(084)
221(087)
012 224(085)
226(085)
002 228(088)
222(081)
213(084)
236(086)
020
community support
324(092)
315(094)
317(095)
008 311(096)
326(090)
016 319(097)
300(096)
312(095)
344(081)
034
community meaningful participation
293(110)
281(112)
281(112)
011 286(111)
282(112)
ndash005 284(113)
289(105)
251(116)
316(101)
042
home support 345(071)
336(074)
333(074)
014 335(076)
340(071)
007 335(080)
327(070)
334(075)
355(064)
028
home meaningful participation
288(094)
272(094)
271(094)
017 273(096)
281(093)
009 276(098)
265(093)
272(095)
294(091)
023
peer caring relationships
310(093)
317(091)
326(089)
015 292(096)
344(078)
058 313(095)
315(087)
307(096)
337(084)
025
pro-social peers 305(085)
295(082)
296(078)
011 284(083)
313(077)
035 289(085)
318(073)
283(084)
304(079)
033
Internal resilience assets
self-efficacy 324(072)
318(072)
322(072)
008 319(074)
323(067)
006 322(076)
315(068)
312(073)
336(064)
025
empathy 310(087)
317(082)
323(078)
013 297(088)
336(071)
046 303(090)
322(074)
310(085)
331(077)
026
problem solving 287(099)
285(096)
287(095)
002ns 264(100)
308(088)
045 282(100)
282(093)
281(099)
299(094)
015
self-awareness 331(078)
321(080)
321(079)
012 322(082)
327(076)
006 327(083)
316(078)
323(079)
332(076)
014
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d) With more than two groups the standardized difference is represented by multiplying Cohenrsquos f by 2mdashwhich is generally equivalent to the standardized difference calculated for two groups (see appendix A)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005
Appendix b 37
self-reported school connectedness and grades The environmental resilience asset scales are less consistently related to indicators of violence ha-rassment and perceptions of school safety
The criterion variablesmdashCalifornia Standards Test (CST) English Language Arts and Mathematics test scoresmdashare associated with school and community assets as well as home support The associations are weak however with school support showing the strongest relationship to test scores Test scores are not significantly associated with meaningful participation in the home environment peer car-ing relationships and pro-social peers
Table B21 suggests that the secondary school RYDM instrument provides a valid assessment of environ-mental resilience assets because these constructs are associated with student substance use depres-sion self-reported grades truancy and test scores in expected ways Although the correlations with school connectedness and self-reported grades are moderate and have medium effect sizes the correla-tions for most of the criterion variables are small
Table B22 shows correlations between internal resilience assets and the criterion variables for
secondary school students The results are similar to those for environmental assets With the excep-tion of standardized test scores each dimension of internal resiliencemdashself-efficacy empathy problem solving and self-awarenessmdashis correlated with most of the considered criterion variables which supports construct validity
Table B23 presents correlations between the el-ementary school resilience assets and the criterion variables of substance use aggression perceived safety and self-reported academic performance Both the environmental resilience and internal resilience scales are positively associated with most of the criterion variables which supports construct validity Although the criterion variables are differ-ent in the two samples the correlations are stron-ger for the elementary school resilience instrument than for the secondary school instrument
Comparison of current and recommended measures of resilience assets
Tables B24ndashB27 compare the current use of items to measure resilience assets among secondary and elementary students with this studyrsquos recom-mended use
tAble b20
elementary school subscale means by gender
All Male femalestandardized
differencea
Environmental resilience assets
school support 332(061)
328(062)
337(059)
015
home support 372(044)
370(046)
374(042)
007ns
Meaningful participation 250(060)
246(060)
254(060)
012
Internal resilience assets
empathy 301(079)
284(084)
318(071)
042
goalsaspirations 224(035)
221(039)
226(031)
015
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
38 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b21
correlations between secondary school environmental resilience assets and criterion variables
school support
school meaningful
participationcommunity
support
community meaningful
participationhome
support
home meaningful
participationpeer caring
relationshipspro-social
peers
Substance use
lifetime tobacco use ndash017 ndash020 ndash014 ndash025 ndash021 ndash020 ndash002ns ndash030
30-day tobacco use ndash017 ndash018 ndash015 ndash027 ndash024 ndash023 ndash002ns ndash033
tobacco use at school ndash018 ndash023 ndash025 ndash026 ndash033 ndash029 ndash016 ndash037
lifetime alcohol use ndash016 ndash015 ndash007 ndash016 ndash020 ndash020 003ns ndash028
30-day alcohol use ndash016 ndash014 ndash006 ndash017 ndash020 ndash020 003ns ndash028
30-day binge drinking ndash013 ndash014 ndash005 ndash016 ndash019 ndash018 003ns ndash029
Alcohol use at school ndash016 ndash010 ndash014 ndash018 ndash023 ndash021 ndash011 ndash027
lifetime marijuana use ndash016 ndash016 ndash008 ndash019 ndash018 ndash019 000ns ndash029
30-day marijuana use ndash020 ndash019 ndash010 ndash022 ndash020 ndash020 ndash004ns ndash032
Marijuana use at school ndash019 ndash018 ndash013 ndash022 ndash020 ndash024 ndash014 ndash033
Violence
been pushed shoved etc ndash010 ndash006 ndash008 ndash004ns ndash009 ndash008 ndash014 ndash015
Afraid of being beat up ndash008 ndash008 ndash006 ndash008 ndash010 ndash008 ndash007 ndash008
physical fight ndash014 ndash007 ndash010 ndash009 ndash014 ndash012 ndash016 ndash026
Mean rumors about you ndash004ns 000ns 002ns 000ns ndash010 ndash009 006 ndash011
sexual jokes comments ndash004ns ndash003ns 001ns 000ns ndash010 ndash011 009 ndash014
had property stolen ndash006 ndash002ns ndash006 002ns ndash009 ndash007 ndash007 ndash011
offered drugs ndash012 ndash010 ndash005 ndash010 ndash016 ndash017 000ns ndash033
damaged school property ndash018 ndash008 ndash014 ndash009 ndash022 ndash017 ndash012 ndash029
feel unsafe at school ndash012 000ns ndash009 ndash001ns ndash015 ndash012 ndash009 ndash021
Psychological well-being
depressed ndash016 ndash016 ndash010 ndash015 ndash021 ndash023 ndash005 ndash017
School-related factors
school connectedness 049 038 030 026 032 029 028 030
school grades (self-report) 024 026 013 029 020 019 013 029
truancy ndash015 ndash015 ndash008 ndash015 ndash023 ndash022 001ns ndash027
Standardized test scoresa
cst english language Arts 015 004 012 012 012 000ns 002ns 002ns
cst Mathematics 011 004 009 010 009 ndash003ns ndash002ns 001ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
Appendix b 39
tAble b22
correlations between secondary school internal resilience assets and criterion variables
self-efficacy empathy problem solving self-awareness
Substance use
lifetime tobacco use ndash022 ndash014 ndash017 ndash024
30-day tobacco use ndash019 ndash011 ndash014 ndash022
tobacco use at school ndash020 ndash013 ndash017 ndash021
lifetime alcohol use ndash020 ndash014 ndash016 ndash022
30-day alcohol use ndash020 ndash013 ndash012 ndash020
30-day binge drinking ndash017 ndash017 ndash014 ndash018
Alcohol use at school ndash022 ndash020 ndash022 ndash025
lifetime marijuana use ndash029 ndash023 ndash014 ndash019
30-day marijuana use ndash020 ndash016 ndash008 ndash014
Marijuana use at school ndash025 ndash023 ndash020 ndash021
Violence
been pushed shoved etc ndash013 ndash014 ndash012 ndash011
Afraid of being beat up ndash012 001ns ndash002ns ndash010
physical fight ndash016 ndash025 ndash022 ndash013
Mean rumors about you ndash011 003ns 002ns ndash012
sexual jokes comments ndash009 004 001ns ndash015
had property stolen ndash011 ndash005 ndash008 ndash015
offered drugs ndash019 ndash014 ndash016 ndash022
damaged school property ndash023 ndash026 ndash026 ndash023
feel unsafe at school ndash025 ndash017 ndash021 ndash024
Psychological well-being
depressed ndash026 002 ndash011 ndash030
School-related factors
school connectedness 033 029 028 032
school grades (self-report) 029 022 021 ndash020
truancy ndash020 ndash015 ndash017 ndash019
Standardized test scoresa
cst english language Arts 005ns 009 ndash003ns 002ns
cst Mathematics 005ns 005ns ndash005ns 002ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
40 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b23
correlations between elementary school resilience assets and criterion variables
environmental assets internal assets
schoolsupport home support
Meaningful participation empathy
goals and aspirations
Substance use
lifetime tobacco use ndash025 ndash031 ndash020 ndash020 ndash028
lifetime alcohol use ndash026 ndash021 ndash023 ndash018 ndash028
lifetime marijuana use ndash012 ndash015 ndash013 ndash001ns ndash014
Aggression victimization
been pushed shoved etc ndash017 ndash012 ndash007 ndash007 ndash014
Mean rumors about you ndash010 ndash013 ndash012 005ns ndash014
been teased about body ndash010 ndash013 ndash012 002ns ndash006 ns
Aggression perpetration
pushed shoved hit ndash028 ndash023 ndash022 ndash033 ndash034
spread mean rumors ndash022 ndash021 ndash012 ndash022 ndash031
Perceived safety
feel unsafe at school ndash048 ndash030 ndash014 ndash019 ndash041
feel unsafe at other places ndash020 ndash020 ndash011 ndash001ns ndash025
Academic performance
school performance 017 020 014 009 025
ns = not statistically significant from 0 (p lt 05)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 41tA
ble
b24
cu
rren
t an
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eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
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ets
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ng
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Curr
ent u
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Reco
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e of
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Cons
truc
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Scho
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ps
Adul
t who
real
ly c
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abo
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Scho
ol su
ppor
t
Adul
t who
real
ly c
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abo
ut m
e
Adul
t who
not
ices
whe
n Irsquom
not
ther
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ult w
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es w
hen
Irsquom n
ot th
ere
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
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sten
s to
me
whe
n I h
ave
som
ethi
ng
Scho
ol h
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expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
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job
Adul
t who
tells
me
whe
n I d
o a
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Adul
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alw
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me
to d
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Adul
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to d
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Adul
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bel
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s tha
t I w
ill b
e a
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Ad
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Scho
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Sc
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I hel
p de
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gs li
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es
I hel
p de
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I do
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a di
ffere
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I do
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gs th
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nce
Com
mun
ity c
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ns
Adul
t who
real
ly c
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abo
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Com
mun
ity su
ppor
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Adul
t who
real
ly c
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abo
ut m
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Adul
t who
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ices
whe
n I a
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abo
ut
Adul
t who
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whe
n I a
m u
pset
abo
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Adul
t who
m I
trus
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hom
I tr
ust
Com
mun
ity h
igh
expe
ctat
ions
Adul
t who
tells
me
whe
n I d
o a
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Adul
t who
tells
me
whe
n I d
o a
good
job
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Adul
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s tha
t I w
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e a
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ess
Adul
t who
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ays w
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me
to d
o m
y be
st
Adul
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alw
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ants
me
to d
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st
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s ch
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ple
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ther
Com
mun
ity m
eani
ngfu
l pa
rtic
ipat
ion
I am
par
t of c
lubs
spo
rts t
eam
s c
hurc
hte
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e o
r oth
er
I am
invo
lved
in ta
king
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ons i
n m
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art
lite
ratu
re
I am
invo
lved
in ta
king
less
ons i
n m
usic
art
lite
ratu
re
I hel
p ot
her p
eopl
eIt
em d
ropp
edmdash
func
tion
s di
ffer
entl
y fo
r fem
ale
Mex
ican
Am
eric
ans
Hom
e ca
ring
rela
tions
hips
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Hom
e su
ppor
t
Adul
t who
is in
tere
sted
in m
y sc
hool
wor
k
Adul
t who
talk
s with
me
abou
t my
prob
lem
sAd
ult w
ho ta
lks w
ith m
e ab
out m
y pr
oble
ms
Adul
t who
list
ens t
o m
e w
hen
I hav
e so
met
hing
Ad
ult w
ho li
sten
s to
me
whe
n I h
ave
som
ethi
ng
Hom
e hi
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xpec
tatio
ns
Adul
t who
exp
ects
me
to fo
llow
the
rule
sAd
ult w
ho e
xpec
ts m
e to
follo
w th
e ru
les
Adul
t who
bel
ieve
s tha
t I w
ill b
e a
succ
ess
Ad
ult w
ho b
elie
ves t
hat I
will
be
a su
cces
s
Adul
t who
alw
ays w
ants
me
to d
o m
y be
st
Adul
t who
alw
ays w
ants
me
to d
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st
Hom
e m
eani
ngfu
l pa
rtic
ipat
ion
I do
fun
thin
gs o
r go
fun
plac
es w
ith m
y pa
rent
s or o
ther
H
ome
mea
ning
ful
part
icip
atio
n
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for 1
1th
grad
ers
I do
thin
gs a
t hom
e th
at m
ake
a di
ffere
nce
I do
thin
gs a
t hom
e th
at m
ake
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ffere
nce
I hel
p m
ake
deci
sion
s with
my
fam
ily
I hel
p m
ake
deci
sion
s with
my
fam
ily
Peer
car
ing
rela
tions
hips
A fr
iend
who
real
ly c
ares
abo
ut m
e
Peer
car
ing
rela
tions
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A fr
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who
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ly c
ares
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A fr
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talk
s with
me
abou
t my
prob
lem
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nd w
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lks w
ith m
e ab
out m
y pr
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ms
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ps m
e w
hen
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avin
g a
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nd w
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n Irsquom
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ing
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rd ti
me
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soci
al p
eers
My
frie
nds
get i
nto
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t of t
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le
Pro-
soci
al p
eers
Item
dro
pped
mdashfu
ncti
ons
diff
eren
tly
for f
emal
esC
hine
se A
mer
ican
s
My
frie
nds t
ry to
do
wha
t is r
ight
M
y fr
iend
s try
to d
o w
hat i
s rig
ht
My
frie
nds d
o w
ell i
n sc
hool
M
y fr
iend
s do
wel
l in
scho
ol
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
42 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAbl
e b2
5
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of i
nte
rnal
res
ilien
ce a
sset
s am
on
g s
eco
nd
ary
sch
oo
l stu
den
ts
curr
ent u
se o
f sec
ond
ary
scho
ol it
ems
reco
mm
end
ed u
se o
f sec
ond
ary
scho
ol it
ems
con
stru
ctit
emc
onst
ruct
item
coo
per
atio
n an
dco
mm
unic
atio
n
I sta
nd
up
for m
ysel
f wit
ho
ut p
utt
ing
oth
ers
dow
n
coo
per
atio
n an
d co
mm
unic
atio
na
Item
dro
pp
edmdash
cros
s-lo
adin
gs
I enj
oy w
ork
ing
tog
eth
er w
ith
oth
er s
tud
ents
my
age
Item
dro
pp
edmdash
cros
s-lo
adin
gs
i can
wor
k w
ith
som
eone
who
has
d
iffer
ent o
pin
ions
than
min
e
self-
effica
cy
i can
wor
k w
ith
som
eone
who
has
d
iffer
ent o
pin
ions
than
min
e
self-
effica
cy
i can
wor
k ou
t my
pro
ble
ms
i can
wor
k ou
t my
pro
ble
ms
i can
do
mos
t thi
ngs
if i t
ry
i can
do
mos
t thi
ngs
if i t
ry
ther
e ar
e m
any
thin
gs th
at i
do
wel
lth
ere
are
man
y th
ings
that
i d
o w
ell
emp
athy
i fee
l bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
t
emp
athy
i fee
l bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
t
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
go
thro
ugh
i try
to u
nder
stan
d w
hat o
ther
peo
ple
feel
and
thin
ki t
ry to
und
erst
and
wha
t oth
er p
eop
le fe
el a
nd th
ink
prob
lem
sol
ving
I kn
ow w
her
e to
go
for h
elp
wit
h a
pro
ble
m
prob
lem
sol
ving
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for f
emal
es a
nd
mal
es
Whe
n i n
eed
help
i fin
d so
meo
ne to
talk
wit
hW
hen
i nee
d he
lp i
find
som
eone
to ta
lk w
ith
i try
to w
ork
out p
rob
lem
s b
y ta
lkin
g or
wri
ting
ab
out t
hem
i t
ry to
wor
k ou
t pro
ble
ms
by
talk
ing
or w
riti
ng a
bou
t the
m
self-
awar
enes
s
ther
e is
a p
urp
ose
to m
y lif
e
self-
awar
enes
s
ther
e is
a p
urp
ose
to m
y lif
e
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
my
moo
ds a
nd fe
elin
gs
i und
erst
and
why
i d
o w
hat i
do
i und
erst
and
why
i d
o w
hat i
do
goa
ls a
nd a
spir
atio
ns
I hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
goa
ls a
nd a
spir
atio
nsa
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for
Afr
ican
Am
eric
ans
Mex
ican
Am
eric
ans
I pla
n to
gra
du
ate
fro
m h
igh
sch
oo
lIt
em d
rop
ped
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
I pla
n to
go
to c
olle
ge
or s
om
e o
ther
sc
ho
ol a
fter
hig
h s
cho
ol
Item
dro
pp
edmdash
fun
ctio
ns
diff
eren
tly
for C
hin
ese
Am
eric
ans
a C
onst
ruct
dro
pped
bec
ause
of i
nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t
Appendix b 43tA
ble
b26
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
scho
ol c
arin
g re
lati
onsh
ips
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
scho
ol s
upp
ort
do
the
teac
hers
at s
choo
l car
e ab
out y
ou
teac
hers
list
en w
hen
have
som
ethi
ng to
say
te
ache
rs
li
sten
whe
n
ha
ve s
omet
hing
to s
ay
scho
ol h
igh
exp
ecta
tion
ste
ache
rs
te
ll yo
u w
hen
you
do
a g
ood
job
teac
hers
tell
you
whe
n yo
u d
o a
goo
d jo
b
teac
hers
bel
ieve
that
you
can
do
a g
ood
job
te
ache
rs
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
hom
e ca
ring
re
lati
onsh
ips
pare
nt
c
are
abou
t you
r sch
ool w
ork
hom
e su
pp
ort
pare
nt
c
are
abou
t you
r sch
ool w
ork
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
pare
nt
li
sten
whe
n yo
u ha
ve s
omet
hing
to s
ay
hom
e hi
gh e
xpec
tati
ons
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
b
elie
ve th
at y
ou c
an d
o a
goo
d jo
b
pare
nt
a
t hom
e w
ant y
ou to
do
your
bes
tpa
rent
at h
ome
wan
t you
to d
o yo
ur b
est
scho
ol m
eani
ngfu
l p
arti
cip
atio
nD
o yo
u m
ake
clas
s ru
les
cho
ose
thin
gs
to d
o sc
ho
ol
Mea
ning
ful
par
tici
pat
iona
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
do
thin
gs
to b
e h
elp
ful a
t sch
oo
lIt
em d
rop
ped
mdashfu
ncti
ons
diff
eren
tly
for b
oys
and
girl
s
hom
e m
eani
ngfu
l p
arti
cip
atio
n
Do
you
hel
p o
ut a
t ho
me
Item
dro
pp
edmdash
cons
truc
t has
low
inte
rnal
con
sist
ency
Do
you
mak
e ru
les
or c
ho
ose
thin
gs
to d
o at
ho
me
It
em d
rop
ped
mdashco
nst
ruct
has
lo
w in
tern
al c
on
sist
ency
pro
-soc
ial p
eers
Do
you
r bes
t fri
end
s g
et in
to tr
ou
ble
pr
o-s
ocia
l pee
rsb
Item
dro
pp
edmdash
func
tion
s d
iffer
entl
y fo
r boy
s an
d gi
rls
Do
you
r bes
t fri
end
s tr
y to
do
the
rig
ht t
hin
gIt
em n
ot u
sed
mdasho
nly
on
e it
em
left
to m
easu
re c
on
stru
ct
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
b C
onst
ruct
dro
pped
bec
ause
of i
nsuffi
cien
t num
ber o
f ite
ms
Not
e G
reen
item
s ar
e dr
oppe
d fr
om th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re
cons
truc
t B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
tAbl
e b2
7
cu
rren
t an
d r
eco
mm
end
ed m
easu
rem
ent o
f in
tern
al r
esili
ence
ass
ets
amo
ng
ele
men
tary
sch
oo
l stu
den
ts
curr
ent u
se o
f ele
men
tary
sch
ool i
tem
sre
com
men
ded
use
of e
lem
enta
ry s
choo
l ite
ms
con
stru
ctit
emc
onst
ruct
item
emp
athy
do
you
try
to u
nder
stan
d ho
w o
ther
peo
ple
feel
em
pat
hyd
o yo
u tr
y to
und
erst
and
how
oth
er p
eop
le fe
el
do
you
feel
bad
whe
n so
meo
ne g
ets
thei
r fee
lings
hur
td
o yo
u fe
el b
ad w
hen
som
eone
get
s th
eir f
eelin
gs h
urt
prob
lem
sol
ving
Do
you
try
to w
ork
out y
our p
rob
lem
s b
y ta
lkin
gw
riti
ng
pr
oble
m s
olvi
ngIt
em d
rop
ped
mdashin
con
sist
ent l
oad
ing
scr
oss-
load
ing
s
Do
you
know
wh
ere
to g
o to
get
hel
p w
ith
a p
rob
lem
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
goa
lsa
spir
atio
ns
Do
you
try
to d
o yo
ur b
est
goa
lsa
spir
atio
ns
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
Do
you
hav
e g
oal
s an
d p
lan
s fo
r th
e fu
ture
It
em d
rop
ped
mdashco
nst
ruct
has
low
inte
rnal
co
nsi
sten
cy
Do
you
pla
n to
go
to c
olle
ge
afte
r hig
h s
cho
ol
Item
dro
pp
edmdash
con
stru
ct h
as lo
w in
tern
al c
on
sist
ency
a C
onst
ruct
dro
pped
bec
ause
of l
ow in
tern
al c
onsi
sten
cy
Not
e G
reen
item
s ar
e dr
oppe
d th
e re
com
men
ded
mod
el b
ecau
se o
f diff
eren
tial i
tem
func
tioni
ng i
ncon
sist
ent l
oadi
ng p
atte
rns
or c
ross
-load
ings
or b
ecau
se o
nly
a si
ngle
item
rem
ains
to m
easu
re c
on-
stru
ct B
lue
item
s an
d th
e co
nstr
ucts
they
mea
sure
are
not
use
d in
the
reco
mm
ende
d m
odel
s bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
44 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Appendix c results And Model selection detAils
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items Figure C1 shows scree plots for the main and validation samples based on the total sample of secondary students In both cases seven eigenvalues are greater than 10 Focusing on the number of fac-tors indicated on the x-axis before the plotted line turns sharply right the plots are consistent with solutions ranging from 6 to 10 extracted factors
An examination of the goodness-of-fit information for the EFA results produces ambiguous results (table C1)13 Using the RMSEA cut-off value of 006 a 7-factor solution is supported while the RMSR cut-off value of 005 supports a 5-factor solution What is clear from table C1 (and figure C1) is that the 4-factor solution is not supported by the pat-tern of fit indices
To adjudicate between these different solutions the factor loadings for solutions ranging from
four to nine extracted factors were examined The factor pattern and loadings for these models are presented in appendix tables E4andashE10b Appendix tables E11ndashE63 show EFA factor loadings for each demographic subgroup (main sample only) The
2 4 6 8 10 20 30 330
1
2
3
5
10
15
Eigenvalue
Main sample Validation sample
Factors2 4 6 8 10 20 30 33
0
1
2
3
5
10
15
Eigenvalue
Factors
figure c1
secondary environmental resilience asset scree plot total analytic samples
tAble c1
secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0187 0163 0186 0158
2 factor 0159 0129 0156 0123
3 factor 0131 0092 0133 0092
4 factor 0108 0064 0111 0066
5 factor 0081 0042 0084 0045
6 factor 0064 0033 0067 0034
7 factor 0044 0021 0047 0021
8 factor 0030 0012 0033 0013
9 factor 0024 0012 0025 0010
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 45
patterns of loadings for 4-factor solutions (tables E4a and E4b) suggest that global 9-item school- 6-item community- and 9-item home asset constructs can be assessed by the RYDM items There is also some support for a 5-item peer asset construct although the loadings for the peer high expectations items (R46 and R47) are quite low However several of the items do not consistently load on any of the underlying constructs More-over the factor patterns differ for 7th graders 11th graders and males (see tables E10 E22 and E28 respectively)
The 5-factor solutions presented in tables E5a and E5b produce a more general meaningful participa-tion factor based on the school and community meaningful participation items However item R55 (ldquoI do things at home that make a differencerdquo) cross-loads on two factors and item R45 (ldquoMy friends get into a lot of troublerdquo) does not load on any factor Item cross-loadings and inconsistency across the main and validation samples are also apparent for the 6-factor and 7-factor solutions in tables E6andashE7b
The 8-factor solutions in tables E8a and E8b show conceptually clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instru-ment The pattern of factor loadings across all the demographic subgroups was consistent with those displayed in tables E8a and E8b14 Distinct factors are apparent for support and meaningful participation in the school community and home environments and caring and pro-social relation-ships in the peer environment The factor pattern evident in the 8-factor solution is inconsistent with how the instrument is currently being used in California because the results suggest that caring relationships and high expectations at school in the home and the community are not distinct factors
Confirmatory factor analysis results CFA mod-els were estimated based on the EFA results Table C2 shows CFA goodness-of-fit information
for 4-factor 7-factor and 8-factor CFA models These models are equivalent to the EFA models shown in the appendix tables E4a E4b E7a E7b E8a E8b except that all but the highest magnitude loadings from the EFA models were constrained to be zero An examination of the fit indices shows that the 4-factor solution has relatively poor fit as demonstrated by the CFI RMSEA and WRMR values (model 1) The 7-fac-tor model (model 2)mdashwhich includes a global home environmental assets factor peer caring relations and peer high expectations factors and distinct factors for support and meaningful participation in the school and community en-vironments (4 factors)mdashprovided a significantly better fit to the observed data than the 4-factor model This is evident by the significant χ2 dif-ference between the 7- and 4-factor models and the RMSEA values of 053 and 055 for the main and validation samples respectively The 8-factor model (model 3a) was an improvement in fit over the 7-factor model with a highly significant χ2 difference test and CFI TLI and RMSEA values all within the thresholds for acceptable fit The 8-factor solution is thus the most suitable model
To test for differential item functioning across demographic subgroups the CFA models were re-estimated with covariates to detect differences in measurement intercepts An inspection of the measurement intercept modification indices revealed that several measurement intercepts dif-fered by demographic subgroup Models 3b and 3c in table C2 show fit indices for models with and without restrictions on the measurement intercepts identified15 A comparison of model 3b and model 3c suggests that relaxing the assump-tion of equal measurement intercepts improves model fit Table C3 presents estimates of these measurement intercept differences for model 3c for both the main and the validation sample Items R23 (ldquoI help other peoplerdquo) R54 (ldquoI do fun things or go fun places with my parentsrdquo) and R45 (ldquoMy friends get into a lot of troublerdquo) assess the underlying constructs differently for demographic subgroups
46 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble c2
secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factorsmdashschool community home peers 0878 0968 0091 6678
(2) 7 factorsmdashone home factor 0944 0989 0053 3514 414452 12
(3a) 8 factorsmdashsee preferred efA model (table b1) 0961 0993 0042 2869 104500 6
(3b) 8 factorsmdashinvariant measurement intercepts 0959 0991 0038 2453
(3c) 8 factorsmdash5 variant measurement intercepts 0962 0992 0037 2380 41798 5
(4) 8 factorsmdash3 items deleted 0969 0993 0035 2168a
Validation sample
(1) 4 factorsmdashschool community home peers 0857 0966 0094 6896
(2) 7 factorsmdashone home factor 0935 0988 0055 3641 447126 12
(3a) 8 factorsmdashsee preferred efA model (table b2) 0956 0993 0043 2761 116009 6
(3b) 8 factorsmdashinvariant measurement intercepts 0954 0991 0040 2555
(3c) 8 factorsmdash5 variant measurement intercepts 0956 0991 0039 2497 34433 5
(4) 8 factorsmdash3 items deleted 0965 0993 0037 2253a
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le 100)
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
0
1
2
3
4
5
0
1
2
3
4
5
Eigenvalue
Main sample Validation sample
Factors
Eigenvalue
Factors2 4 6 8 10 12 14 2 4 6 8 10 12 14
figure c2
elementary school environmental resilience asset scree plot total analytic samples
Appendix c 47
Elementary school environmental resilience assets
Exploratory factor analysis results Figure C2 shows scree plots for the main and validation samples based on the total sample of elementary students In both cases four eigenvalues are greater than 10mdashsuggesting that a 4-factor solu-tion is most appropriate for the data The fit indi-ces in table C4 and the factor loadings for solutions ranging from 2 to 5 extracted factors (see appen-dix tables E65ndashE72) suggest that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (caring re-lationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers These results were found for both the main and the validation sample and for both boys and girls
Confirmatory factor analysis results Based on the EFA results table C5 presents goodness-of-fit information for 3- and 4-factor CFA models One 3-factor model (model 1) was fitted with distinct global factors for assets in the school home and
tAble c3
Measurement intercept differences for environmental resilience assets secondary school sample
item female grade 9 grade 11African
Americanchinese
AmericanMexican
American
Main sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemp 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 032 000 000 000 000 020
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash029 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 022 000 000 000 024 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Validation sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemple 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 028 000 000 000 000 018
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash033 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 020 000 000 000 018 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
48 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
peer environments This model fit the data less well than the 4-factor model with distinct factors for school support home support meaningful participation and pro-social peers (model 2a)
To test for differences in measurement intercepts model 2a was re-estimated with a covariate for student gender (model 2b)16 The measurement intercept modification indices suggest that the intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls Allowing these measurement intercepts to vary by gender significantly improves the fit of the model (see table C5 models 2b versus 2c) For a given level of meaningful participation females report between 20 and 36 percent of a standard deviation higher frequencies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation (table C6) In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because these measurement intercept differences are so large these items should not be used to measure the underlying constructs
Because dropping item 51 leaves only one item to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should be dropped as well and pro-social peer assets not be assessed on the elementary module
After the pro-social peer items are dropped the 3-factor model is leftmdashwith factors for school support home support and meaningful participa-tion (model 4 in table C6) Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statisti-cally significant improvement in model fit (see ∆χ2 values for model 4) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicated that these meaning-ful participation items are weakly related to the underlying school and home factors (026 037 and 024 respectively) Therefore the most support is found for the 3-factor model
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicate that two of the three items used to assess cooperation and communication among middle and high school studentsmdashR36 (ldquoI enjoy work-ing together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor These items were therefore dropped from the analysis Figure C3 presents scree plots for the main and validation samples The plot shows that four eigenvalues are greater than one and the plots are consistent with solutions ranging from three to six extracted fac-tors Using conventional cut-off levels the RMSEA and RMSR values presented in table C7 are consis-tent with 4- and 3-factor solutions respectively A comparison of the factor pattern and loadings for the 3-factor and 4-factor models (see tables E84a E84b E85a and E85b) suggests that the 4-factor solution has a simpler and more conceptually clear
tAble c4
elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0093 0087 0092 0089
2 factor 0079 0063 0079 0063
3 factor 0067 0048 0063 0042
4 factor 0046 0032 0048 0030
5 factor 0033 0020 0043 0023
6 factor 0021 0014 mdash mdash
7 factor 0007 0008 mdash mdash
mdash indicates solution could not be obtained due to over-factoring (Heywood case)
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 49
factor structure In the 3-factor solution two items load on more than one factor (see table E84a) The 5-factor solution (table E86a)mdashwith distinct factors
identified for self-efficacy empathy problem solv-ing self- awareness and goalsaspirationsmdashis also conceptually clear and is consistent with how the
tAble c5
elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 3 factorsmdashschool home peers 0908 0951 0058 1911
(2a) 4 factorsmdashsee preferred efA model 0938 0966 0048 1578 8239 3
(2b) 4 factorsmdashinvariant measurement intercepts 0932 0960 0049 1598
(2c) 4 factorsmdash2 variant measurement intercepts 0943 0966 0045 1480 4631 2
(3) 2 factorsmdashschool and home (3 items deleted) 0943 0966 0053 1729
(4) 3 factorsmdashschool support home support meaningful participation 0944 0966 0053 1663 1071 2
Validation sample
(1) 3 factorsmdashschool home peers 0898 0932 0065 2148
(2a) 4 factorsmdashsee preferred efA model 0943 0963 0048 1601 12524 3
(2b) 4 factorsmdashinvariant measurement intercepts 0942 0960 0046 1556
(2c) 4 factorsmdash2 variant measurement intercepts 0948 0962 0045 1495 2379 2
(3) 2 factorsmdashschool and home 0948 0962 0053 1785
(4) 3 factorsmdashschool support home support meaningful participation (3 items deleted) 0948 0961 0049 1731a 807 2
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le100)
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
tAble c6
gender measurement intercept differences for environmental resilience assets elementary school sample
item construct Main sample validation sample
Meaningful participation
9 make class rules or choose things to do at school 0000 0000
15 do you do things to be helpful at school 0363 0201
56 do you help out at home 0000 0000
57 do you get to make ruleschoose things to do at home 0000 0000
Pro-social peers
50 do your best friends get into trouble 0000 0000
51 do your best friends try to do the right thing ndash0425 ndash0431
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
50 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
instrument is currently being used in California CFA models were estimated to help adjudicate between the 4- and 5-factor solutions
Confirmatory factor analysis results CFA models were estimated consistent with the 4- and 5-factor EFA models with all but the highest loadings from the EFA models constrained to be zero As shown
in table C8 estimation of the 5-factor model resulted in an improvement in fit over the 4-factor model The CFA models confirmed the pattern of factor loadings in table E86a
Several consistent substantively significant dif-ferences in measurement intercepts across racialethnic groups were evident when covariates were included in the CFA models These differences are presented in table C9 Items R27 (ldquoI know where to go for help with a problemrdquo) R24 (ldquohaving goals and plans for the futurerdquo) and R26 (ldquoplan to go to college after high schoolrdquo) function differently across demographic subgroups
Elementary school internal resilience assets
Exploratory factor analysis results Exploratory factor analyses of the elementary school internal resilience asset items suggested that a 2-factor so-lution was appropriate for both the main and vali-dation samples However the factor patterns were different for the two samples and for males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample
0
1
2
4
6
8
10Eigenvalue
Main sample Validation sample
Factors
0
1
2
4
6
8
10Eigenvalue
Factors2 4 6 8 10 12 14 16 2 4 6 8 10 12 14 16
figure c3
secondary school internal resilience asset scree plot total analytic samples
tAble c7
secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0130 0091 0132 0090
2 factor 0097 0062 0099 0064
3 factor 0072 0036 0075 0037
4 factor 0054 0024 0056 0025
5 factor 0028 0011 0029 0011
6 factor 0021 0008 0017 0007
7 factor 0016 0005 0017 0006
RMSEA = Root mean square error of approximation
RMSR = Root mean square residual
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 51
tAble c8
secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factors 0891 0979 0079 4841
(2a) 5 factors 0915 0984 0068 3988 77099 4
(2b) 5 factorsmdashinvariant measurement intercepts 0923 0980 0055 3200
(2c) 5 factorsmdash5 variant measurement intercepts 0931 0982 0053 3007 28845 3
(3) 4 factorsmdash4 items deleted 0955 0988 0067 3731
Validation sample
(1) 4 factors 0881 0980 0077 4702
(2a) 5 factors 0910 0985 0066 3827 76137 4
(2b) 5 factorsmdashinvariant measurement intercepts 0919 0981 0054 3123
(2c) 5 factorsmdash5 variant measurement intercepts 0926 0982 0052 2955 25152 3
(3) 4 factorsmdash4 items deleted 0948 0988 0066 3623
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble c9
Measurement intercept differences for internal resilience assets secondary school sample
item construct femaleAfrican
Americanchinese
AmericanMexican
American
Main sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash034 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 034 ndash051 023
r26 i plan to go to college or some other school after high school 000 000 ndash025 000
Validation sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash022 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 032 ndash052 020
r26 i plan to go to college or some other school after high school 000 000 ndash030 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
52 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
(see tables E124andashE132) The EFA factor patterns continued to be ambiguous after dropping item 40mdashmost likely because so few items remained to be analyzed Thus a CFA framework was estimated with two nested modelsmdasha 1-factor model mea-suring overall internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results Table C10 shows goodness-of-fit information for the 1-factor and 2-factor CFA models The 2-factor model (model 2)mdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model
0
1
2
3
Eigenvalue
Main sample Validation sample
Factors
0
1
2
3
Eigenvalue
Factors1 2 3 4 5 6 7 1 2 3 4 5 6 7
figure c4
elementary school internal resilience asset scree plot total analytic samples
tAble c10
elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 1 factormdashitem 40 dropped 0919 0898 0079 2198
(2) 2 factormdashempathy amp goalsaspirations 0987 0982 0033 1014 6957 1
Validation sample
(1) 1 factormdashitem 40 deleted 0877 0846 0103 2777
(2) 2 factormdashempathy and goalsaspirations 0959 0942 0063 1649 7992 1
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix d 53
Appendix d otHer AssessMents oF resilience And relAted FActors
This appendix describes the quality and psycho-metric properties of other elementary and sec-ondary school assessments of environmental and internal resilience assets
The Search Institutersquos Attitude and Behavior Questionnaire (ABQ) the most commonly used asset assessment in the United States is a 152-item questionnaire designed to assess 40 developmental assets17 among students in grades 6ndash12mdashincluding social competence self-esteem and social sup-port in the school and home environments (Price Dake amp Kucharewski 2002) The instrument averages 23 items per subscale (asset) with 13 of the 40 Search Institute assets measured by just one item Price et alrsquos psychometric analyses of the ABQ indicated that the items assess eight develop-mental assetsmdashwith average internal consistency of 050 and stability reliabilities of 045 (Price et al 2002) Thus the ABQ has relatively poor psychometric properties In addition the ABQ is not built upon a strong theoretical approach and assesses only one environmental asset in the school domain (caring school climate)
The Communities That Care Youth Survey (CTC) was designed to assess an array of risk and protec-tive factors among adolescents aged 11 to 18 in-cluding family attachment peer pro-social involve-ment and opportunities for pro-social involvement and recognition of pro-social involvement in the school family and community domains (Arthur Hawkins Pollard Catalano amp Baglioni 2002) The instrument contains an average of 33 items per protective factor measured with a mean alpha of 075 (Arthur et al 1996) The protective fac-tor scales have demonstrated respectable internal consistency on large national samples (Beyers Toumbourou Catalano Arthur amp Hawkins 2004) Although the content of the CTC survey overlaps with the resilience and youth development module its coverage of environmental and internal as-sets is more limited Just two are used to measure
opportunities for pro-social involvement and just three for recognition of pro-social involvement in the school domain These constructs exhibited internal consistency reliabilities of 055 and 060 No test-retest reliabilities have been reported
Several environmental and internal asset scales also have been developed for the Child Develop-ment Project (CDP) (Battistich 2003 Battistich Schaps Watson Solomon amp Lewis 2000 Battis-tich Schaps amp Wilson 2004) The items designed for students in grades 3ndash6 assess sense of school community (18 items alpha=081) trust and respect for teachers (6 items alpha=079) positive teacher-student relations (3 items alpha=063) and peersrsquo positive involvement in school (5 items alpha=078) The CDP instrument also assesses personal and social attitudes consistent with resilience theory including concern for others (10 items alpha=080) efficacy (9 items alpha=081) and global self-esteem (3 items alpha=079) The domains covered by CDP are consistent with Benardrsquos (2004) resiliency framework and the protective factor scales demonstrate respectable internal consistency reliability particularly given that the instrument targets elementary school students However with 147 items the instrument is too lengthy for widespread administration in California school settings
The Social Skills Rating System (SSRS) Student Form (Gresham amp Elliot 1990) another more widely used and respected assessment assesses several personal strengths characteristic of re-silience The instrument includes 10-item scales measuring cooperation (alpha=068) assertion (alpha=059) empathy (alpha=075) and self-con-trol (alpha=066) Stability reliabilities for these scales average 058 (Gresham amp Elliot 1990) Thus both internal consistency and stability reliabilities for the SSRS student form are below conventional levels of adequacy
Numerous other resilience-related assessments exist including the Resilience Scale (Wagnild amp Young 1993) the Rochester Evaluation of Asset Development for Youth (Klein et al 2006) the
54 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Youth Asset Survey (Oman et al 2002) the Individual Protective Factors Index (Springer amp Philips 1995) and the Resilience Scale for Ado-lescents (Hjemda Friborg Stiles Martinussen amp Rosenvinge 2006) However no other instrument
when compared with the resilience and youth de-velopment module provides as comprehensive and balanced coverage of environmental and internal assets and is short enough for widespread admin-istration in classroom settings18
appendix e 55
E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 60
E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 60
E3 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 61
E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 62
E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 63
E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 64
E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 65
E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution 66
E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution 67
E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution 68
E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution 69
E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution 70
E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution 71
E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution 72
E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution 73
E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution 74
E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution 75
E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution 76
E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution 77
E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution 78
E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution 79
E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution 80
E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution 81
E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution 82
E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution 83
E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution 84
E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution 85
E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution 86
E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution 87
appendix e deTailed TableS
56 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution 88
E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution 89
E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution 90
E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution 91
E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution 92
E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution 93
E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution 94
E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution 95
E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution 96
E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution 97
E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution 98
E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution 99
E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution 100
E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution 101
E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution 102
E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution 103
E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution 104
E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution 105
E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution 106
E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution 107
E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution 108
E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution 109
E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution 110
E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution 111
E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution 112
E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution 113
E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution 114
E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution 115
E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution 116
E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution 117
E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution 118
appendix e 57
E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution 119
E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution 120
E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution 121
E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution 122
E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution 123
E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution 124
E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution 125
E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution 126
E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution 127
E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information for EFA Models 128
E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution 128
E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution 129
E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution 129
E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution 130
E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 130
E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 131
E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 131
E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 132
E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution 132
E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution 134
E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution 134
E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution 135
E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution 135
E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 136
E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 136
E82 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 137
E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 138
E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 138
58 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model 140
E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model 140
E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model 141
E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model 141
E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model 142
E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model 142
E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model 143
E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model 143
E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model 144
E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model 144
E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model 145
E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model 145
E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model 146
E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model 146
E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model 147
E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model 147
E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model 148
E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model 148
E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model 149
E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model 149
E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model 150
E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model 150
E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model 151
E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model 151
E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model 152
E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model 152
E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model 153
E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model 153
E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model 154
appendix e 59
E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model 154
E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model 155
E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model 155
E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model 156
E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model 156
E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model 157
E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model 157
E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model 158
E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model 158
E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model 159
E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model 159
E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models 160
E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model 160
E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model 160
E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 161
E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 161
E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 161
E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model 162
E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model 162
E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model 162
E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model 163
E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model 163
E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model 163
60 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e1
Secondary rydM environmental assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample
validation sample
main sample
validation sample
main sample
validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0165 0143 0167 0141 0194 0168 0194 0165 0202 0182 0199 0174
2 factor 0140 0113 0142 0112 0164 0132 0163 0129 0169 0139 0164 0131
3 factor 0113 0079 0121 0083 0136 0096 0138 0095 0143 0103 0140 0098
4 factor 0091 0058 0103 0065 0111 0064 0113 0068 0120 0075 0114 0067
5 factor 0074 0041 0077 0045 0083 0043 0087 0046 0086 0045 0088 0046
6 factor 0055 0031 0061 0034 0067 0034 0070 0035 0070 0035 0072 0035
7 factor 0037 0019 0041 0021 0049 0023 0049 0022 0050 0023 0053 0023
8 factor 0028 0014 0030 0014 0032 0014 0033 0014 0036 0014 0039 0016
9 factor 0024 0012 0024 0012 0025 0011 0025 0010 0028 0011 0029 0012
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e2
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0183 0153 0185 0150 0186 0170 0182 0164
2 factor 0156 0120 0156 0115 0156 0134 0153 0131
3 factor 0124 0082 0131 0085 0131 0097 0129 0095
4 factor 0104 0059 0111 0062 0108 0070 0106 0069
5 factor 0078 0041 0086 0044 0082 0046 0082 0046
6 factor 0062 0032 0068 0034 0065 0034 0067 0036
7 factor 0043 0021 0046 0021 0046 0022 0048 0023
8 factor 0029 0012 0031 0012 0032 0014 0036 0015
9 factor 0023 0010 0024 0010 0026 0011 0027 0011
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 61
taBl
e e3
envi
ron
men
tal a
sset
s a
fric
an a
mer
ican
ch
ines
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mer
ican
Mex
ican
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nd
Wh
ite
go
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nes
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ion
for
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Mo
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ple
mod
elrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Sr
1 fa
ctor
022
20
154
022
50
157
023
10
149
024
30
155
024
60
174
023
90
165
022
80
164
023
10
160
2 fa
ctor
018
70
119
018
90
123
018
60
111
019
90
117
020
80
136
020
00
129
019
10
130
019
40
124
3 fa
ctor
015
10
083
015
80
089
015
60
084
016
90
090
017
10
096
017
10
097
016
10
095
016
30
091
4 fa
ctor
012
40
083
013
20
064
012
70
058
014
00
066
013
70
067
013
90
071
013
10
065
013
50
064
5 fa
ctor
009
00
039
009
20
040
009
50
040
010
10
042
010
40
045
010
60
047
009
90
042
010
40
045
6 fa
ctor
007
10
029
007
30
030
007
60
031
008
10
032
008
20
034
008
70
037
007
70
033
008
30
034
7 fa
ctor
004
70
019
005
50
022
006
10
023
006
10
022
005
90
023
006
10
024
005
50
021
005
80
021
8 fa
ctor
003
30
013
003
80
014
004
60
016
004
80
016
004
10
014
004
20
015
003
70
013
004
10
014
9 fa
ctor
002
60
010
003
10
011
003
70
013
003
80
012
003
30
012
003
20
011
003
10
011
003
20
011
Not
e A
naly
tic s
ampl
es c
onsi
st o
f 30
00 re
spon
dent
s per
raci
ale
thni
c gr
oup
sam
pled
from
surv
eys a
dmin
iste
red
betw
een
sprin
g 20
03 a
nd s
prin
g 20
05
Wei
ghte
d da
ta
RMSE
A =
Roo
t mea
n sq
uare
err
or o
f app
roxi
mat
ion
(rec
omm
ende
d va
lue
le 0
06)
RMSR
= R
oot m
ean
squa
re re
sidu
al (r
ecom
men
ded
valu
e le
00
5)
62 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e4a
Secondary rydM environmental asset efa results Main Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 012 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 012 ndash008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash004 ndash014
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 013 ndash007 ndash010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 014 ndash007 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash003 ndash013
r12 Schlpart Schoolmdashi do interesting activities 051 ndash011 010 016
r13 Schlpart Schoolmdashi help decide things like class activities or rules 064 ndash026 004 018
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash020 009 020
r15 comcare communitymdashadult who really cares about me 010 084 000 010
r17 comcare communitymdashadult who notices when i am upset about 007 078 011 009
r20 comcare communitymdashadult whom i trust 009 072 016 007
r16 comhigh communitymdashadult who tells me when i do a good job 011 079 012 008
r18 comhigh communitymdashadult who believes that i will be a success 011 080 013 008
r19 comhigh communitymdashadult who always wants me to do my best 012 084 006 008
r21 compart i am part of clubs sports teams churchtemple or other 029 ndash005 017 034
r22 compart i am involved in taking lessons in music art literature 028 ndash005 016 035
r23 compart i help other people 029 003 018 029
r49 homecare homemdashadult who is interested in my school work ndash008 008 086 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash006 007 093 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash004 008 096 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash009 013 068 008
r50 homehigh homemdashadult who believes that i will be a success ndash007 017 088 ndash003
r52 homehigh homemdashadult who always wants me to do my best ndash011 017 090 ndash001
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 078 ndash003
r55 homepart i do things at home that make a difference 018 ndash012 068 005
r56 homepart i help make decisions with my family 010 ndash009 078 ndash001
r42 peercare a friend who really cares about me ndash011 018 ndash011 093
r43 peercare a friend who talks with me about my problems ndash016 014 ndash018 105
r44 peercare a friend who helps me when irsquom having a hard time ndash015 014 ndash013 102
r45 peerhigh my friends get into a lot of trouble ndash002 006 ndash006 ndash024
r46 peerhigh my friends try to do what is right 004 ndash008 019 054
r47 peerhigh my friends do well in school 007 ndash010 021 046
appendix e 63
taBle e4B
Secondary rydM environmental asset efa results validation Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 010 ndash001 ndash012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 010 ndash007 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 089 009 ndash011 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 012 ndash007 ndash006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 013 ndash013 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 010 ndash009 ndash005
r12 Schlpart Schoolmdashi do interesting activities 045 ndash013 020 015
r13 Schlpart Schoolmdashi help decide things like class activities or rules 052 ndash026 020 016
r14 Schlpart Schoolmdashi do things that make a difference 049 ndash020 022 020
r15 comcare communitymdashadult who really cares about me 008 084 013 002
r17 comcare communitymdashadult who notices when i am upset about 005 077 009 015
r20 comcare communitymdashadult whom i trust 006 072 009 018
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 009 015
r18 comhigh communitymdashadult who believes that i will be a success 012 079 009 014
r19 comhigh communitymdashadult who always wants me to do my best 012 085 008 007
r21 compart i am part of clubs sports teams churchtemple or other 012 ndash008 049 019
r22 compart i am involved in taking lessons in music art literature 012 ndash007 049 020
r23 compart i help other people 021 002 036 020
r49 homecare homemdashadult who is interested in my school work ndash009 010 ndash008 087
r51 homecare homemdashadult who talks with me about my problems ndash009 011 ndash013 094
r53 homecare homemdashadult who listens to me when i have something ndash005 013 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash007 013 006 067
r50 homehigh homemdashadult who believes that i will be a success ndash002 018 ndash008 087
r52 homehigh homemdashadult who always wants me to do my best ndash004 019 ndash006 086
r54 homepart i do fun things or go fun places with my parents or other 002 ndash004 ndash005 080
r55 homepart i do things at home that make a difference 009 ndash011 011 072
r56 homepart i help make decisions with my family 002 ndash006 000 082
r42 peercare a friend who really cares about me ndash009 019 094 ndash015
r43 peercare a friend who talks with me about my problems ndash015 015 107 ndash021
r44 peercare a friend who helps me when irsquom having a hard time ndash013 017 104 ndash018
r45 peerhigh my friends get into a lot of trouble ndash005 006 ndash013 ndash015
r46 peerhigh my friends try to do what is right 002 ndash008 049 024
r47 peerhigh my friends do well in school 003 ndash007 044 023
64 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e5a
Secondary rydM environmental asset efa results Main Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 003 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 003 003 000 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 003 005 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 003 002 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 003 006 005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 061 000 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 022 076 ndash010 ndash014 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 021 076 ndash004 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 090 ndash003 005
r17 comcare communitymdashadult who notices when i am upset about 000 005 084 007 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 008 085 008 000
r18 comhigh communitymdashadult who believes that i will be a success 005 004 085 009 002
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash017 080 017 ndash002 001
r22 compart i am involved in taking lessons in music art literature ndash016 077 016 ndash003 004
r23 compart i help other people 001 054 013 005 013
r49 homecare homemdashadult who is interested in my school work 003 ndash008 003 084 002
r51 homecare homemdashadult who talks with me about my problems 000 ndash001 003 090 ndash008
r53 homecare homemdashadult who listens to me when i have something 002 ndash003 004 093 ndash011
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash011 008 067 014
r50 homehigh homemdashadult who believes that i will be a success 006 ndash013 012 085 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash017 012 087 008
r54 homepart i do fun things or go fun places with my parents or other ndash005 025 ndash006 071 ndash007
r55 homepart i do things at home that make a difference ndash004 046 ndash008 057 ndash005
r56 homepart i help make decisions with my family ndash003 032 ndash008 070 ndash006
r42 peercare a friend who really cares about me 000 ndash003 011 ndash004 088
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash004 006 ndash005 096
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash008 ndash027
r46 peerhigh my friends try to do what is right 005 015 ndash016 019 054
r47 peerhigh my friends do well in school 005 016 ndash017 021 046
appendix e 65
taBle e5B
Secondary rydM environmental asset efa results validation Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 005 ndash006 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 004 ndash002 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 004 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash004 004 003 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 003 000
r12 Schlpart Schoolmdashi do interesting activities 024 060 ndash002 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 024 072 ndash011 ndash007 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 022 072 ndash005 ndash004 ndash003
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash003 006
r17 comcare communitymdashadult who notices when i am upset about 000 004 083 010 002
r20 comcare communitymdashadult whom i trust 001 006 078 013 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 007 084 010 001
r18 comhigh communitymdashadult who believes that i will be a success 007 005 084 009 002
r19 comhigh communitymdashadult who always wants me to do my best 007 001 090 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 081 015 ndash006 005
r22 compart i am involved in taking lessons in music art literature ndash016 079 015 ndash004 005
r23 compart i help other people 002 055 012 003 014
r49 homecare homemdashadult who is interested in my school work 001 ndash007 004 084 000
r51 homecare homemdashadult who talks with me about my problems ndash004 002 006 089 ndash008
r53 homecare homemdashadult who listens to me when i have something 001 000 008 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash012 006 066 016
r50 homehigh homemdashadult who believes that i will be a success 008 ndash011 012 084 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash016 012 084 007
r54 homepart i do fun things or go fun places with my parents or other ndash005 029 ndash004 070 ndash011
r55 homepart i do things at home that make a difference ndash007 050 ndash008 056 ndash002
r56 homepart i help make decisions with my family ndash007 035 ndash005 070 ndash007
r42 peercare a friend who really cares about me 001 000 011 ndash006 087
r43 peercare a friend who talks with me about my problems ndash005 002 005 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 000 007 ndash007 095
r45 peerhigh my friends get into a lot of trouble ndash008 001 012 ndash017 ndash017
r46 peerhigh my friends try to do what is right 007 008 ndash019 027 052
r47 peerhigh my friends do well in school 007 009 ndash017 025 046
66 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e6a
Secondary rydM environmental asset efa results Main Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 003 ndash002 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 002 ndash005 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 002 000 004 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 002 001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash001 001 005 001 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 005 005 004 003 ndash005
r12 Schlpart Schoolmdashi do interesting activities 016 058 001 013 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 077 ndash008 ndash006 ndash007 008
r14 Schlpart Schoolmdashi do things that make a difference 015 075 ndash001 000 ndash003 007
r15 comcare communitymdashadult who really cares about me 004 ndash003 093 ndash001 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 087 ndash010 007 008
r20 comcare communitymdashadult whom i trust 002 003 080 ndash002 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 088 ndash003 007 002
r18 comhigh communitymdashadult who believes that i will be a success 005 001 088 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash012 054 015 060 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash010 050 013 063 ndash008 ndash018
r23 compart i help other people 001 044 013 032 003 005
r49 homecare homemdashadult who is interested in my school work 003 ndash008 002 014 079 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash001 002 003 ndash006 089 ndash002
r53 homecare homemdashadult who listens to me when i have something 002 000 004 ndash006 092 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash015 007 029 058 001
r50 homehigh homemdashadult who believes that i will be a success 007 ndash013 011 018 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 007 ndash020 010 027 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash007 028 ndash005 ndash004 071 003
r55 homepart i do things at home that make a difference ndash008 048 ndash006 ndash002 058 007
r56 homepart i help make decisions with my family ndash006 036 ndash007 ndash009 071 007
r42 peercare a friend who really cares about me ndash001 ndash001 011 015 ndash002 080
r43 peercare a friend who talks with me about my problems ndash004 004 006 006 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 089
r45 peerhigh my friends get into a lot of trouble ndash008 007 012 ndash033 ndash001 ndash011
r46 peerhigh my friends try to do what is right 006 002 ndash015 063 007 029
r47 peerhigh my friends do well in school 007 004 ndash016 060 010 019
appendix e 67
taBle e6B
Secondary rydM environmental asset efa results validation Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 004 ndash003 ndash005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 003 ndash005 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 000 ndash002 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 003 002 001 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash001 003 004 000 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 006 002 001 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 020 058 ndash001 015 ndash001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 019 073 ndash009 ndash005 000 006
r14 Schlpart Schoolmdashi do things that make a difference 016 072 ndash002 001 002 007
r15 comcare communitymdashadult who really cares about me 002 ndash002 093 ndash001 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 085 ndash008 011 006
r20 comcare communitymdashadult whom i trust 000 002 080 000 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 086 ndash003 009 003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash004 093 002 001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash012 056 014 064 ndash011 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 053 014 067 ndash009 ndash017
r23 compart i help other people 001 047 012 033 001 006
r49 homecare homemdashadult who is interested in my school work 002 ndash006 002 019 077 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash003 004 006 ndash003 088 ndash003
r53 homecare homemdashadult who listens to me when i have something 002 002 007 ndash003 088 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash015 005 033 054 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 020 076 ndash005
r52 homehigh homemdashadult who always wants me to do my best 011 ndash016 010 026 073 ndash004
r54 homepart i do fun things or go fun places with my parents or other ndash006 031 ndash004 ndash004 071 000
r55 homepart i do things at home that make a difference ndash009 051 ndash006 ndash002 058 009
r56 homepart i help make decisions with my family ndash009 037 ndash004 ndash011 072 007
r42 peercare a friend who really cares about me 001 ndash001 010 011 ndash004 082
r43 peercare a friend who talks with me about my problems ndash005 003 005 004 ndash005 094
r44 peercare a friend who helps me when irsquom having a hard time ndash002 001 007 006 ndash002 090
r45 peerhigh my friends get into a lot of trouble ndash009 004 012 ndash030 ndash009 ndash003
r46 peerhigh my friends try to do what is right 006 002 ndash018 060 011 030
r47 peerhigh my friends do well in school 006 003 ndash015 056 010 023
68 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e7a
Secondary rydM environmental asset efa results Main Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 013 002 ndash004 ndash003 005 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 008 001 ndash006 002 004 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 006 ndash003 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 000 ndash001 004 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash003 ndash001 000 004 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash002 004 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash001 029 ndash003 001 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 077 ndash003 011 ndash015 003 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 013 073 002 016 ndash011 002 001
r15 comcare communitymdashadult who really cares about me 003 ndash005 094 002 ndash006 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 007 089 ndash006 005 005 ndash004
r20 comcare communitymdashadult whom i trust 001 003 082 000 009 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 001 005 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 001 006 ndash002 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 094 002 000 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash007 019 002 080 004 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 012 ndash002 087 004 ndash002 ndash003
r23 compart i help other people 001 029 009 040 004 007 009
r49 homecare homemdashadult who is interested in my school work 005 ndash008 ndash004 011 084 003 ndash004
r51 homecare homemdashadult who talks with me about my problems 000 010 001 ndash007 091 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 008 003 ndash010 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 000 023 063 007 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 006 011 082 001 002
r52 homehigh homemdashadult who always wants me to do my best 008 ndash025 005 018 083 001 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 035 001 ndash011 067 ndash004 007
r55 homepart i do things at home that make a difference ndash010 054 001 ndash005 050 ndash003 010
r56 homepart i help make decisions with my family ndash007 045 ndash001 ndash015 065 ndash001 005
r42 peercare a friend who really cares about me 002 ndash003 005 004 002 083 006
r43 peercare a friend who talks with me about my problems ndash002 005 ndash001 ndash004 000 096 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 000 ndash004 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash005 006 003 003 004 002 ndash046
r46 peerhigh my friends try to do what is right ndash001 002 002 ndash005 ndash006 005 093
r47 peerhigh my friends do well in school 003 004 ndash001 003 003 ndash002 070
appendix e 69
taBle e7B
Secondary rydM environmental asset efa results validation Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 003 ndash003 ndash004 005 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash006 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 006 ndash001 ndash006 008 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 003 002 ndash003 004 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash005 002 ndash001 006 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 005 001 ndash003 004 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 020 048 ndash002 029 ndash006 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 074 ndash005 012 ndash014 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 070 002 017 ndash012 002 ndash001
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash007 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 088 ndash006 007 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 082 000 008 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 000 006 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 088 003 006 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash007 095 005 000 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash008 015 002 082 004 ndash003 ndash002
r22 compart i am involved in taking lessons in music art literature ndash007 009 001 087 007 ndash003 ndash003
r23 compart i help other people 001 028 008 043 003 009 006
r49 homecare homemdashadult who is interested in my school work 004 ndash006 ndash004 012 084 000 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash002 015 003 ndash006 088 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 013 005 ndash009 088 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash024 ndash002 021 063 007 011
r50 homehigh homemdashadult who believes that i will be a success 010 ndash010 006 011 081 000 002
r52 homehigh homemdashadult who always wants me to do my best 012 ndash020 004 015 081 003 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 043 001 ndash011 060 ndash007 008
r55 homepart i do things at home that make a difference ndash011 061 ndash001 ndash002 044 003 008
r56 homepart i help make decisions with my family ndash009 053 002 ndash017 059 000 005
r42 peercare a friend who really cares about me 003 ndash003 004 002 002 083 005
r43 peercare a friend who talks with me about my problems ndash002 005 ndash002 ndash003 001 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 003 091 003
r45 peerhigh my friends get into a lot of trouble ndash006 004 004 001 ndash003 009 ndash043
r46 peerhigh my friends try to do what is right ndash001 002 ndash001 ndash002 ndash004 008 086
r47 peerhigh my friends do well in school 001 005 003 ndash003 ndash004 ndash001 078
70 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e8a
Secondary rydM environmental asset efa results Main Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 Schlpart Schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare a friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh my friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh my friends do well in school 002 003 ndash001 001 005 005 ndash002 068
appendix e 71
taBle e8B
Secondary rydM environmental asset efa results validation Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare a friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh my friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh my friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
72 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e9a
Secondary rydM environmental asset efa results Main Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 007 002 002 ndash004 ndash005 005 003 011
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 001 001 001 ndash001 ndash002 004 ndash003 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 003 ndash002 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 001 000 004 004 ndash005 002 000 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash002 ndash001 004 000 ndash003 ndash002 ndash012
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 005 ndash005 000 008 ndash004 000 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 057 ndash001 017 008 ndash004 ndash001 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash008 000 ndash003 000 001 007
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash002 ndash004 009 000 002 ndash004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash003 ndash008 001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 090 ndash002 002 001 004 ndash001 009
r20 comcare communitymdashadult whom i trust 002 ndash004 082 004 004 004 000 002 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 090 003 004 ndash001 ndash001 001 005
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash005 007 003 ndash001 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 000 095 ndash003 002 ndash001 ndash002 000 ndash011
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 083 003 ndash002 ndash004 ndash001 002
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash003 098 002 ndash003 ndash001 ndash003 000
r23 compart i help other people 005 010 009 044 ndash010 021 008 006 ndash005
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 001 089 ndash003 001 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash004 004 001 002 084 006 001 001 044
r53 homecare homemdashadult who listens to me when i have something 002 ndash004 003 ndash002 078 019 ndash004 001 030
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 006 075 ndash010 006 003 ndash012
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash004 083 008 001 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 006 002 089 001 000 001 ndash006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 ndash001 028 066 ndash002 000 002
r55 homepart i do things at home that make a difference ndash002 013 001 002 006 074 000 003 ndash003
r56 homepart i help make decisions with my family 004 000 ndash002 ndash003 022 072 003 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 005 004 004 ndash002 083 005 ndash005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash002 ndash001 000 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 003 092 002 ndash001
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 002 000 003 002 ndash045 001
r46 peerhigh my friends try to do what is right ndash003 002 002 ndash004 ndash002 000 004 093 000
r47 peerhigh my friends do well in school 002 002 ndash001 004 006 001 ndash002 068 001
appendix e 73
taBle e9B
Secondary rydM environmental asset efa results validation Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 002 005 ndash010 001 006 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 000 ndash004 ndash001 003 ndash002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 ndash002 ndash002 005 002 ndash001 ndash001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 003 002 ndash003 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 001 005 000 ndash004 ndash001 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 008 001 ndash007 006 001 ndash001 ndash001 ndash012
r12 Schlpart Schoolmdashi do interesting activities 011 058 ndash001 018 007 ndash008 ndash004 003 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash007 ndash001 ndash002 000 001 009
r14 Schlpart Schoolmdashi do things that make a difference 002 082 004 ndash004 ndash002 009 000 000 ndash007
r15 comcare communitymdashadult who really cares about me 002 ndash004 095 004 ndash006 ndash005 003 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 089 ndash003 003 001 004 000 011
r20 comcare communitymdashadult whom i trust 000 ndash002 082 004 005 002 ndash001 005 007
r16 comhigh communitymdashadult who tells me when i do a good job 002 000 089 003 002 002 ndash001 000 005
r18 comhigh communitymdashadult who believes that i will be a success 003 007 089 ndash005 009 002 ndash001 ndash003 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 ndash003 004 ndash001 ndash003 ndash002 ndash013
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 001 084 003 ndash003 ndash002 000 002
r22 compart i am involved in taking lessons in music art literature 000 ndash009 ndash002 099 003 ndash002 ndash002 ndash003 001
r23 compart i help other people 004 013 008 044 ndash008 020 009 004 ndash009
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 088 ndash002 ndash001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash005 005 001 002 075 010 003 ndash001 048
r53 homecare homemdashadult who listens to me when i have something 003 ndash002 005 ndash001 070 019 ndash002 000 034
r48 homehigh homemdashadult who expects me to follow the rules 001 000 001 005 078 ndash013 006 008 ndash008
r50 homehigh homemdashadult who believes that i will be a success 005 001 008 ndash003 082 010 ndash001 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash006 006 001 085 004 002 ndash002 ndash003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 021 070 ndash006 003 003
r55 homepart i do things at home that make a difference ndash004 016 ndash002 003 003 076 004 001 ndash006
r56 homepart i help make decisions with my family 002 ndash001 001 ndash004 014 078 002 000 007
r42 peercare a friend who really cares about me 004 ndash004 004 003 003 ndash001 083 004 ndash003
r43 peercare a friend who talks with me about my problems ndash002 002 ndash002 ndash002 000 001 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 001 000 001 ndash002 003 001 091 003 001
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash002 ndash003 ndash002 009 ndash042 001
r46 peerhigh my friends try to do what is right ndash002 001 ndash001 ndash002 000 001 008 084 ndash003
r47 peerhigh my friends do well in school ndash001 003 003 ndash002 ndash002 000 ndash001 079 003
74 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e10
Secondary rydM environmental asset efa results grade 7 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 008 ndash018 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 ndash016 010
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 010 ndash012 008
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 011 ndash015 010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 012 ndash017 010
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 015 ndash014 010
r12 Schlpart Schoolmdashi do interesting activities 053 ndash007 025 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 065 ndash018 024 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash016 029 ndash009
r15 comcare communitymdashadult who really cares about me 008 086 002 002
r17 comcare communitymdashadult who notices when i am upset about 005 080 013 003
r20 comcare communitymdashadult whom i trust 006 075 015 002
r16 comhigh communitymdashadult who tells me when i do a good job 012 080 015 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 009 081 016 001
r19 comhigh communitymdashadult who always wants me to do my best 012 086 008 001
r21 compart i am part of clubs sports teams churchtemple or other 034 008 047 ndash035
r22 compart i am involved in taking lessons in music art literature 033 009 049 ndash031
r23 compart i help other people 034 005 040 ndash004
r49 homecare homemdashadult who is interested in my school work ndash011 011 081 006
r51 homecare homemdashadult who talks with me about my problems ndash013 008 085 007
r53 homecare homemdashadult who listens to me when i have something ndash011 007 087 006
r48 homehigh homemdashadult who expects me to follow the rules ndash013 016 070 010
r50 homehigh homemdashadult who believes that i will be a success ndash014 018 084 011
r52 homehigh homemdashadult who always wants me to do my best ndash019 018 088 009
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 070 010
r55 homepart i do things at home that make a difference 019 ndash015 068 006
r56 homepart i help make decisions with my family 009 ndash009 072 009
r42 peercare a friend who really cares about me 008 010 010 075
r43 peercare a friend who talks with me about my problems 008 002 005 084
r44 peercare a friend who helps me when irsquom having a hard time 005 002 010 085
r45 peerhigh my friends get into a lot of trouble ndash009 007 ndash007 ndash025
r46 peerhigh my friends try to do what is right 016 ndash013 032 045
r47 peerhigh my friends do well in school 016 ndash014 033 036
appendix e 75
taBle e11
Secondary rydM environmental asset efa results grade 7 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 004 003 ndash008 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 ndash002 003 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 004 005 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 ndash001 006 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 ndash006 006 003 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 ndash001 010 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 027 051 ndash003 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 067 ndash011 ndash010 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 030 066 ndash010 ndash004 ndash001
r15 comcare communitymdashadult who really cares about me 007 000 086 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 003 004 080 009 005
r20 comcare communitymdashadult whom i trust 002 007 076 009 004
r16 comhigh communitymdashadult who tells me when i do a good job 008 009 080 010 000
r18 comhigh communitymdashadult who believes that i will be a success 007 006 081 012 002
r19 comhigh communitymdashadult who always wants me to do my best 009 004 086 004 003
r21 compart i am part of clubs sports teams churchtemple or other ndash018 084 019 ndash006 ndash006
r22 compart i am involved in taking lessons in music art literature ndash019 083 020 ndash005 ndash002
r23 compart i help other people 003 052 010 011 009
r49 homecare homemdashadult who is interested in my school work 002 ndash004 007 085 ndash005
r51 homecare homemdashadult who talks with me about my problems 001 ndash005 004 089 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash007 002 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules ndash003 ndash006 013 073 004
r50 homehigh homemdashadult who believes that i will be a success 000 ndash007 015 086 002
r52 homehigh homemdashadult who always wants me to do my best ndash004 ndash008 015 091 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash001 019 ndash008 065 004
r55 homepart i do things at home that make a difference 000 040 ndash015 054 004
r56 homepart i help make decisions with my family 001 024 ndash011 066 003
r42 peercare a friend who really cares about me ndash002 000 014 ndash006 086
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash011 097
r44 peercare a friend who helps me when irsquom having a hard time ndash004 ndash005 005 ndash003 096
r45 peerhigh my friends get into a lot of trouble ndash011 007 008 ndash008 ndash027
r46 peerhigh my friends try to do what is right 007 007 ndash013 022 052
r47 peerhigh my friends do well in school 009 008 ndash015 025 041
76 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e12
Secondary rydM environmental asset efa results grade 7 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 002 ndash005 ndash007 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash008 ndash001 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 008 002 ndash004 005 ndash006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 007 005 ndash004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 003 ndash001 003 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 006 008 ndash002 002 ndash003
r12 Schlpart Schoolmdashi do interesting activities 022 045 ndash002 023 001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash004 008 ndash008 007
r14 Schlpart Schoolmdashi do things that make a difference 021 066 ndash004 015 ndash003 005
r15 comcare communitymdashadult who really cares about me 006 ndash008 088 003 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 000 002 083 ndash004 009 008
r20 comcare communitymdashadult whom i trust 001 000 077 006 009 005
r16 comhigh communitymdashadult who tells me when i do a good job 006 002 082 005 009 001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 083 004 011 003
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash004 088 006 003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash011 031 014 077 ndash008 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 026 014 087 ndash010 ndash014
r23 compart i help other people 003 030 008 045 008 004
r49 homecare homemdashadult who is interested in my school work 004 ndash003 005 005 083 ndash007
r51 homecare homemdashadult who talks with me about my problems ndash001 011 007 ndash019 090 ndash001
r53 homecare homemdashadult who listens to me when i have something 004 007 004 ndash017 094 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash018 009 021 067 ndash002
r50 homehigh homemdashadult who believes that i will be a success 003 ndash009 012 010 082 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash018 010 018 086 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash005 027 ndash005 001 065 008
r55 homepart i do things at home that make a difference ndash007 047 ndash010 007 053 009
r56 homepart i help make decisions with my family ndash005 036 ndash006 ndash005 066 009
r42 peercare a friend who really cares about me ndash003 004 015 001 ndash004 084
r43 peercare a friend who talks with me about my problems ndash005 011 009 ndash011 ndash007 096
r44 peercare a friend who helps me when irsquom having a hard time ndash005 006 007 ndash009 000 094
r45 peerhigh my friends get into a lot of trouble ndash016 017 012 ndash021 ndash004 ndash018
r46 peerhigh my friends try to do what is right 011 ndash011 ndash018 044 014 040
r47 peerhigh my friends do well in school 014 ndash011 ndash019 043 018 027
appendix e 77
taBle e13
Secondary rydM environmental asset efa results grade 7 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 000 ndash002 ndash005 008 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 000 ndash005 001 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash003 006 ndash004 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 004 002 ndash002 003 000 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash005 ndash001 002 005 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 003 005 000 004 000 ndash002
r12 Schlpart Schoolmdashi do interesting activities 019 045 000 020 ndash001 ndash003 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 080 005 003 ndash014 ndash001 000
r14 Schlpart Schoolmdashi do things that make a difference 015 071 003 009 ndash009 ndash004 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 092 002 ndash004 003 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 087 ndash006 007 004 ndash004
r20 comcare communitymdashadult whom i trust ndash001 002 081 003 007 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 086 002 007 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 088 ndash001 008 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 000 093 ndash001 000 ndash002 005
r21 compart i am part of clubs sports teams churchtemple or other ndash002 012 000 081 002 001 ndash012
r22 compart i am involved in taking lessons in music art literature ndash003 005 ndash001 091 ndash001 001 ndash002
r23 compart i help other people 003 025 006 041 008 003 011
r49 homecare homemdashadult who is interested in my school work 006 ndash007 002 006 083 ndash003 000
r51 homecare homemdashadult who talks with me about my problems 001 011 005 ndash013 090 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 008 003 ndash014 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash025 003 021 067 001 011
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 008 010 082 001 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash023 005 017 086 ndash004 009
r54 homepart i do fun things or go fun places with my parents or other ndash007 030 ndash003 ndash004 062 004 005
r55 homepart i do things at home that make a difference ndash010 052 ndash006 000 049 003 006
r56 homepart i help make decisions with my family ndash007 041 ndash003 ndash010 063 004 001
r42 peercare a friend who really cares about me 003 ndash006 006 008 001 081 005
r43 peercare a friend who talks with me about my problems 001 003 000 ndash002 ndash002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 ndash002 ndash002 006 089 004
r45 peerhigh my friends get into a lot of trouble ndash009 008 002 005 003 000 ndash046
r46 peerhigh my friends try to do what is right ndash006 008 003 ndash008 ndash004 006 094
r47 peerhigh my friends do well in school 002 007 ndash001 ndash002 009 ndash003 067
78 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e14
Secondary rydM environmental asset efa results grade 7 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 000 ndash002 ndash006 000 007 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 ndash004 ndash001 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 000 002 ndash001 001 005 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 004 002 ndash001 004 ndash004 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 ndash001 004 004 ndash003 ndash001 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 ndash002 006 003 001 002 ndash001 ndash001
r12 Schlpart Schoolmdashi do interesting activities 014 051 ndash003 015 006 ndash003 ndash002 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 091 001 ndash008 ndash002 ndash002 002 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 074 001 002 ndash001 003 ndash002 006
r15 comcare communitymdashadult who really cares about me 004 ndash002 092 001 000 ndash010 003 ndash002
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 088 ndash005 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash003 082 005 003 005 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 001 007 ndash002 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 003 002 088 000 007 001 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 ndash002 000 ndash003 005
r21 compart i am part of clubs sports teams churchtemple or other 001 002 001 083 ndash002 006 000 ndash012
r22 compart i am involved in taking lessons in music art literature 000 ndash005 000 095 ndash003 002 000 ndash002
r23 compart i help other people 004 017 006 042 004 010 003 012
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash003 089 ndash006 ndash001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash002 010 004 ndash016 082 021 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash014 082 025 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash005 001 014 078 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 001 ndash003 007 005 083 000 002 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash013 004 013 088 ndash003 ndash003 008
r54 homepart i do fun things or go fun places with my parents or other 003 ndash008 000 007 034 053 001 006
r55 homepart i do things at home that make a difference ndash004 016 ndash003 009 018 058 001 008
r56 homepart i help make decisions with my family 003 ndash001 001 000 030 062 002 003
r42 peercare a friend who really cares about me 002 ndash001 005 006 005 ndash006 081 004
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash001 003 004 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 003 003 007 ndash002 009 000 ndash046
r46 peerhigh my friends try to do what is right ndash005 003 003 ndash007 ndash006 007 005 094
r47 peerhigh my friends do well in school 004 001 ndash001 000 005 009 ndash003 066
appendix e 79
taBle e15
Secondary rydM environmental asset efa results grade 7 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 006 ndash001 006 ndash005 ndash005 006 003 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 000 000 ndash002 002 000 007
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 002 000 001 005 ndash005 003 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 001 002 005 ndash006 000 000 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash006 000 ndash001 003 000 000 ndash003 ndash014
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 ndash006 ndash003 008 001 ndash007 ndash019
r12 Schlpart Schoolmdashi do interesting activities 014 053 ndash002 009 005 000 ndash001 ndash001 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 091 001 ndash008 ndash003 ndash001 002 ndash002 005
r14 Schlpart Schoolmdashi do things that make a difference 008 075 001 000 ndash001 004 ndash002 005 001
r15 comcare communitymdashadult who really cares about me 003 ndash003 091 005 002 ndash013 002 002 006
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 088 ndash003 003 004 004 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 081 008 004 003 001 003 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 002 008 ndash002 ndash003 001 001
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 ndash006 006 005 000 ndash002 ndash011
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash001 094 ndash003 ndash003 003 ndash001 001 ndash011
r21 compart i am part of clubs sports teams churchtemple or other 000 002 001 081 000 004 ndash001 ndash009 ndash001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash008 ndash001 099 ndash001 ndash002 ndash001 002 001
r23 compart i help other people 004 017 006 041 005 010 002 012 ndash002
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash002 092 ndash007 ndash002 ndash001 010
r51 homecare homemdashadult who talks with me about my problems ndash004 006 002 ndash001 087 011 002 ndash004 039
r53 homecare homemdashadult who listens to me when i have something 005 ndash004 001 ndash004 084 020 ndash004 000 027
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash004 001 009 080 ndash015 004 005 ndash007
r50 homehigh homemdashadult who believes that i will be a success 002 001 008 ndash005 083 005 004 ndash002 ndash007
r52 homehigh homemdashadult who always wants me to do my best 003 ndash010 005 005 088 003 ndash001 002 ndash008
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 032 057 003 002 ndash003
r55 homepart i do things at home that make a difference ndash003 019 ndash002 004 015 062 001 004 000
r56 homepart i help make decisions with my family 003 000 001 ndash001 029 063 002 002 010
r42 peercare a friend who really cares about me 002 ndash001 005 005 005 ndash005 081 003 ndash002
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 093 000 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash003 003 005 089 003 ndash001
r45 peerhigh my friends get into a lot of trouble ndash007 004 003 002 ndash005 011 001 ndash046 ndash002
r46 peerhigh my friends try to do what is right ndash006 002 003 ndash002 ndash005 004 004 096 000
r47 peerhigh my friends do well in school 004 001 ndash001 000 006 009 ndash002 062 ndash007
80 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e16
Secondary rydM environmental asset efa results grade 9 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 010 ndash008 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash011 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 013 ndash017 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 010 ndash012 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 011 ndash018 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 014 ndash014 000
r12 Schlpart Schoolmdashi do interesting activities 050 ndash008 023 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 063 ndash024 027 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash016 028 002
r15 comcare communitymdashadult who really cares about me 010 086 010 ndash002
r17 comcare communitymdashadult who notices when i am upset about 006 080 012 006
r20 comcare communitymdashadult whom i trust 009 072 009 013
r16 comhigh communitymdashadult who tells me when i do a good job 009 081 009 009
r18 comhigh communitymdashadult who believes that i will be a success 011 082 007 011
r19 comhigh communitymdashadult who always wants me to do my best 012 085 007 004
r21 compart i am part of clubs sports teams churchtemple or other 030 ndash003 041 011
r22 compart i am involved in taking lessons in music art literature 029 ndash003 043 009
r23 compart i help other people 030 007 034 012
r49 homecare homemdashadult who is interested in my school work ndash008 004 ndash002 088
r51 homecare homemdashadult who talks with me about my problems ndash005 004 ndash010 092
r53 homecare homemdashadult who listens to me when i have something ndash002 005 ndash011 093
r48 homehigh homemdashadult who expects me to follow the rules ndash008 012 005 070
r50 homehigh homemdashadult who believes that i will be a success ndash005 015 ndash007 090
r52 homehigh homemdashadult who always wants me to do my best ndash008 018 ndash005 089
r54 homepart i do fun things or go fun places with my parents or other 004 ndash010 004 077
r55 homepart i do things at home that make a difference 021 ndash011 011 063
r56 homepart i help make decisions with my family 015 ndash013 003 076
r42 peercare a friend who really cares about me ndash017 019 094 ndash009
r43 peercare a friend who talks with me about my problems ndash020 013 104 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash020 015 102 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 007 ndash021 ndash009
r46 peerhigh my friends try to do what is right 006 ndash006 057 016
r47 peerhigh my friends do well in school 007 ndash008 050 017
appendix e 81
taBle e17
Secondary rydM environmental asset efa results grade 9 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 014 002 ndash004 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 005 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 002 004 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 000 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 017 062 002 ndash005 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 020 078 ndash009 ndash015 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 019 078 ndash001 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash003 003
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 086 004 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 007 000
r18 comhigh communitymdashadult who believes that i will be a success 006 001 087 010 001
r19 comhigh communitymdashadult who always wants me to do my best 009 ndash003 090 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash014 075 013 002 007
r22 compart i am involved in taking lessons in music art literature ndash013 072 012 001 011
r23 compart i help other people 003 051 014 005 016
r49 homecare homemdashadult who is interested in my school work 003 ndash007 ndash001 086 005
r51 homecare homemdashadult who talks with me about my problems ndash004 005 004 089 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash002 006 005 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash017 007 068 014
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 011 087 002
r52 homehigh homemdashadult who always wants me to do my best 010 ndash021 014 086 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 031 ndash007 071 ndash004
r55 homepart i do things at home that make a difference ndash005 050 ndash005 054 ndash004
r56 homepart i help make decisions with my family ndash003 039 ndash009 068 ndash007
r42 peercare a friend who really cares about me ndash003 ndash002 011 ndash005 089
r43 peercare a friend who talks with me about my problems ndash007 003 005 ndash010 097
r44 peercare a friend who helps me when irsquom having a hard time ndash006 001 007 ndash006 095
r45 peerhigh my friends get into a lot of trouble ndash008 ndash002 012 ndash010 ndash024
r46 peerhigh my friends try to do what is right 014 006 ndash016 017 059
r47 peerhigh my friends do well in school 013 007 ndash017 018 052
82 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e18
Secondary rydM environmental asset efa results grade 9 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 016 002 ndash003 ndash003 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 005 ndash008 ndash001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 004 004 ndash001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 000 002 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash002 ndash001 007 001 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 005 007 003 ndash006
r12 Schlpart Schoolmdashi do interesting activities 014 059 003 016 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 077 ndash008 ndash002 ndash010 005
r14 Schlpart Schoolmdashi do things that make a difference 016 076 000 002 ndash003 005
r15 comcare communitymdashadult who really cares about me 003 ndash001 094 ndash002 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 089 ndash011 005 009
r20 comcare communitymdashadult whom i trust 002 004 079 ndash002 010 004
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 089 ndash005 006 003
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 089 001 008 001
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash005 092 005 000 ndash001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 058 012 061 ndash002 ndash019
r22 compart i am involved in taking lessons in music art literature ndash012 053 011 062 ndash004 ndash014
r23 compart i help other people 001 045 014 029 004 007
r49 homecare homemdashadult who is interested in my school work 003 ndash008 ndash002 014 082 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash003 005 003 ndash004 088 ndash004
r53 homecare homemdashadult who listens to me when i have something ndash001 005 004 ndash004 090 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash018 006 026 061 001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 011 017 081 ndash007
r52 homehigh homemdashadult who always wants me to do my best 008 ndash021 013 024 078 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash008 029 ndash006 ndash009 072 008
r55 homepart i do things at home that make a difference ndash005 049 ndash004 ndash005 055 008
r56 homepart i help make decisions with my family ndash001 037 ndash009 ndash011 070 007
r42 peercare a friend who really cares about me ndash001 ndash003 011 016 ndash003 081
r43 peercare a friend who talks with me about my problems ndash004 003 004 008 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 090
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash032 ndash004 ndash008
r46 peerhigh my friends try to do what is right 008 001 ndash014 062 005 032
r47 peerhigh my friends do well in school 008 003 ndash014 060 007 023
appendix e 83
taBle e19
Secondary rydM environmental asset efa results grade 9 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 017 002 ndash005 ndash003 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 009 003 ndash008 001 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 004 003 ndash006 007 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash002 ndash002 004 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 ndash003 001 005 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 005 000 003 ndash007 009
r12 Schlpart Schoolmdashi do interesting activities 014 048 001 033 ndash005 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 016 ndash018 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 072 003 019 ndash011 001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash003 095 000 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 008 090 ndash005 003 008 ndash008
r20 comcare communitymdashadult whom i trust 000 004 081 ndash002 007 ndash001 004
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 090 000 005 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash009 093 005 001 ndash005 005
r21 compart i am part of clubs sports teams churchtemple or other ndash008 022 002 077 008 ndash006 001
r22 compart i am involved in taking lessons in music art literature ndash006 014 ndash002 084 008 002 ndash004
r23 compart i help other people 002 031 010 037 005 009 007
r49 homecare homemdashadult who is interested in my school work 004 ndash007 ndash007 011 086 006 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash002 013 001 ndash003 089 000 ndash011
r53 homecare homemdashadult who listens to me when i have something 000 014 004 ndash006 089 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 009 ndash024 001 018 066 007 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 007 011 085 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 008 017 083 ndash001 003
r54 homepart i do fun things or go fun places with my parents or other ndash010 041 000 ndash015 064 000 007
r55 homepart i do things at home that make a difference ndash007 059 003 ndash007 044 ndash002 011
r56 homepart i help make decisions with my family ndash003 050 ndash003 ndash014 061 ndash001 005
r42 peercare a friend who really cares about me 001 ndash005 005 003 001 083 009
r43 peercare a friend who talks with me about my problems ndash001 004 ndash002 ndash002 ndash001 094 001
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 000 ndash003 004 092 002
r45 peerhigh my friends get into a lot of trouble ndash003 001 004 ndash002 000 006 ndash043
r46 peerhigh my friends try to do what is right 001 002 001 ndash004 ndash007 008 092
r47 peerhigh my friends do well in school 002 003 000 002 001 001 072
84 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e20
Secondary rydM environmental asset efa results grade 9 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 002 ndash004 ndash008 007 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 003 003 ndash005 ndash004 005 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 002 ndash001 001 006 ndash002 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 000 002 000 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash004 004 008 ndash010 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 003 005 002 003 ndash002 ndash007 008
r12 Schlpart Schoolmdashi do interesting activities 007 054 001 023 005 ndash004 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash009 000 ndash003 001 002
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 000 000 005 000 003
r15 comcare communitymdashadult who really cares about me 004 ndash007 095 003 ndash006 ndash001 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 ndash001 008 008 ndash008
r20 comcare communitymdashadult whom i trust 002 ndash003 081 001 003 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 090 002 000 007 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 001 006 091 ndash004 012 ndash007 ndash003 004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 093 001 009 ndash014 ndash004 005
r21 compart i am part of clubs sports teams churchtemple or other ndash004 006 002 081 003 003 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash007 ndash004 098 002 ndash001 002 ndash007
r23 compart i help other people 006 008 011 044 ndash011 022 009 005
r49 homecare homemdashadult who is interested in my school work ndash001 005 ndash007 001 085 006 006 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash004 007 002 ndash009 073 032 000 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash001 002 004 ndash008 071 037 ndash004 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash004 001 010 075 ndash016 007 008
r50 homehigh homemdashadult who believes that i will be a success 004 001 008 001 085 002 ndash002 003
r52 homehigh homemdashadult who always wants me to do my best 005 ndash006 009 007 089 ndash010 ndash001 005
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash008 ndash002 001 025 070 001 004
r55 homepart i do things at home that make a difference 000 010 003 006 003 074 ndash001 008
r56 homepart i help make decisions with my family 006 ndash002 ndash004 001 020 074 000 001
r42 peercare a friend who really cares about me 002 ndash005 005 005 003 ndash005 083 009
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 ndash001 ndash001 001 094 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash002 003 001 092 002
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash004 002 ndash005 006 ndash042
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash008 ndash003 004 007 092
r47 peerhigh my friends do well in school 001 004 000 ndash001 004 003 001 070
appendix e 85
taBle e21
Secondary rydM environmental asset efa results grade 9 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 009 003 000 ndash006 ndash001 001 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 003 000 ndash001 ndash005 007 ndash004 013
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 003 000 001 005 ndash002 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 003 004 ndash006 001 002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash004 000 006 ndash002 ndash001 ndash002 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 004 005 ndash004 000 009 ndash006 003 ndash018
r12 Schlpart Schoolmdashi do interesting activities 007 055 001 021 004 000 ndash002 ndash003 ndash006
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash008 001 ndash007 001 003 008
r14 Schlpart Schoolmdashi do things that make a difference 003 081 004 ndash003 ndash001 010 001 000 ndash005
r15 comcare communitymdashadult who really cares about me 004 ndash006 095 004 ndash004 ndash005 000 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash002 001 000 007 ndash004 010
r20 comcare communitymdashadult whom i trust 002 ndash004 081 000 002 010 000 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 091 005 004 ndash003 ndash001 002 011
r18 comhigh communitymdashadult who believes that i will be a success 001 005 091 ndash006 010 001 ndash002 000 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash003 005 ndash003 ndash003 000 ndash015
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 082 004 ndash001 ndash006 002 003
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash004 100 004 ndash005 002 ndash005 000
r23 compart i help other people 006 007 011 044 ndash012 023 009 004 ndash003
r49 homecare homemdashadult who is interested in my school work ndash001 006 ndash007 002 088 002 006 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash003 002 002 002 079 010 ndash002 001 044
r53 homecare homemdashadult who listens to me when i have something 000 ndash002 004 ndash001 073 024 ndash005 001 028
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash002 001 005 075 ndash008 007 004 ndash008
r50 homehigh homemdashadult who believes that i will be a success 003 002 008 ndash002 086 004 ndash002 001 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash004 009 002 089 ndash001 000 000 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash007 ndash002 ndash004 024 073 002 ndash001 003
r55 homepart i do things at home that make a difference ndash001 012 002 001 000 079 000 003 ndash002
r56 homepart i help make decisions with my family 006 ndash001 ndash004 ndash003 019 077 001 ndash003 003
r42 peercare a friend who really cares about me 002 ndash004 005 003 002 ndash001 083 007 ndash007
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 000 ndash001 ndash001 095 002 004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash003 002 003 092 001 ndash001
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash005 001 ndash003 006 ndash042 001
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash005 ndash002 ndash001 006 093 000
r47 peerhigh my friends do well in school 001 003 000 002 006 ndash002 001 070 002
86 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e22
Secondary rydM environmental asset efa results grade 11 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 ndash002 013 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 ndash010 011 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 091 ndash013 012 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash008 013 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash014 013 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 ndash013 014 001
r12 Schlpart Schoolmdashi do interesting activities 043 037 ndash015 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 053 039 ndash029 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 049 044 ndash022 000
r15 comcare communitymdashadult who really cares about me 012 014 085 ndash001
r17 comcare communitymdashadult who notices when i am upset about 009 010 078 012
r20 comcare communitymdashadult whom i trust 011 009 073 016
r16 comhigh communitymdashadult who tells me when i do a good job 011 012 080 010
r18 comhigh communitymdashadult who believes that i will be a success 013 012 080 011
r19 comhigh communitymdashadult who always wants me to do my best 011 011 086 004
r21 compart i am part of clubs sports teams churchtemple or other 017 057 ndash005 009
r22 compart i am involved in taking lessons in music art literature 018 053 ndash007 007
r23 compart i help other people 020 043 003 011
r49 homecare homemdashadult who is interested in my school work ndash005 ndash006 007 082
r51 homecare homemdashadult who talks with me about my problems ndash004 ndash012 004 093
r53 homecare homemdashadult who listens to me when i have something ndash002 ndash019 006 097
r48 homehigh homemdashadult who expects me to follow the rules ndash004 012 010 064
r50 homehigh homemdashadult who believes that i will be a success ndash002 ndash003 015 085
r52 homehigh homemdashadult who always wants me to do my best ndash007 001 013 087
r54 homepart i do fun things or go fun places with my parents or other 001 ndash001 ndash005 079
r55 homepart i do things at home that make a difference 009 012 ndash010 069
r56 homepart i help make decisions with my family 003 004 ndash008 079
r42 peercare a friend who really cares about me ndash016 091 026 ndash010
r43 peercare a friend who talks with me about my problems ndash024 105 025 ndash016
r44 peercare a friend who helps me when irsquom having a hard time ndash020 101 026 ndash015
r45 peerhigh my friends get into a lot of trouble 005 ndash021 005 ndash009
r46 peerhigh my friends try to do what is right ndash002 049 ndash004 021
r47 peerhigh my friends do well in school 000 044 ndash008 023
appendix e 87
taBle e23
Secondary rydM environmental asset efa results grade 11 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 009 004 ndash001 006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 006 001 004 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 002 001 004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 003 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 001 001 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 006 001
r12 Schlpart Schoolmdashi do interesting activities 019 066 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 023 079 ndash012 ndash012 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 018 080 ndash003 ndash009 ndash005
r15 comcare communitymdashadult who really cares about me 003 002 093 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about 001 004 086 009 000
r20 comcare communitymdashadult whom i trust 003 004 080 012 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 087 006 001
r18 comhigh communitymdashadult who believes that i will be a success 004 005 087 007 002
r19 comhigh communitymdashadult who always wants me to do my best 002 001 094 001 003
r21 compart i am part of clubs sports teams churchtemple or other ndash017 079 017 ndash002 005
r22 compart i am involved in taking lessons in music art literature ndash013 075 013 ndash003 002
r23 compart i help other people ndash002 057 014 003 011
r49 homecare homemdashadult who is interested in my school work 004 ndash010 002 081 004
r51 homecare homemdashadult who talks with me about my problems 003 ndash006 001 092 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash010 003 096 ndash012
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash005 004 061 020
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 009 082 010
r52 homehigh homemdashadult who always wants me to do my best 005 ndash016 006 084 015
r54 homepart i do fun things or go fun places with my parents or other ndash006 021 ndash002 076 ndash012
r55 homepart i do things at home that make a difference ndash006 043 ndash003 063 ndash011
r56 homepart i help make decisions with my family ndash006 029 ndash004 075 ndash010
r42 peercare a friend who really cares about me 005 ndash005 009 ndash003 088
r43 peercare a friend who talks with me about my problems 000 ndash004 005 ndash008 099
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash004 007 ndash006 096
r45 peerhigh my friends get into a lot of trouble 002 ndash004 012 ndash007 ndash029
r46 peerhigh my friends try to do what is right ndash003 022 ndash014 016 052
r47 peerhigh my friends do well in school ndash003 025 ndash016 017 045
88 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e24
Secondary rydM environmental asset efa results grade 11 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 010 004 000 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash002 003 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 004 001 ndash001 003 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 008 003 ndash001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 000 001 003 ndash001 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 003 003 003 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 015 064 ndash002 008 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 080 ndash012 ndash009 ndash006 009
r14 Schlpart Schoolmdashi do things that make a difference 012 080 ndash002 ndash003 ndash005 010
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 001 ndash006 004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 ndash009 009 004
r20 comcare communitymdashadult whom i trust 003 002 082 ndash005 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 090 ndash003 006 002
r18 comhigh communitymdashadult who believes that i will be a success 004 001 089 ndash001 006 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash003 097 ndash002 000 002
r21 compart i am part of clubs sports teams churchtemple or other ndash011 059 017 056 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash006 054 013 051 ndash006 ndash021
r23 compart i help other people ndash002 049 014 027 002 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 002 013 077 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 ndash003 000 ndash001 090 ndash003
r53 homecare homemdashadult who listens to me when i have something 005 ndash006 003 ndash004 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash010 004 029 055 005
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 009 017 077 000
r52 homehigh homemdashadult who always wants me to do my best 008 ndash019 006 027 077 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 025 ndash002 ndash007 076 001
r55 homepart i do things at home that make a difference ndash011 046 ndash003 ndash004 063 003
r56 homepart i help make decisions with my family ndash010 034 ndash004 ndash013 076 007
r42 peercare a friend who really cares about me 002 ndash001 008 017 ndash001 080
r43 peercare a friend who talks with me about my problems ndash004 004 004 008 ndash002 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 006 010 ndash001 089
r45 peerhigh my friends get into a lot of trouble ndash002 006 011 ndash038 000 ndash008
r46 peerhigh my friends try to do what is right 002 005 ndash011 067 005 021
r47 peerhigh my friends do well in school 003 008 ndash014 065 007 013
appendix e 89
taBle e25
Secondary rydM environmental asset efa results grade 11 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 004 ndash003 ndash002 005 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 008 000 ndash003 004 ndash002 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 004 000 ndash004 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 001 000 004 002 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash001 001 ndash002 001 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 003 004 ndash006 004 ndash005 007
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash005 032 ndash002 005 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash009 013 ndash013 006 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 010 076 001 017 ndash012 006 ndash001
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 004 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 090 ndash005 006 001 ndash002
r20 comcare communitymdashadult whom i trust 003 002 082 000 011 000 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 091 001 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 003 005 000 000
r19 comhigh communitymdashadult who always wants me to do my best 002 ndash006 097 003 ndash001 000 000
r21 compart i am part of clubs sports teams churchtemple or other ndash010 021 006 082 003 ndash008 005
r22 compart i am involved in taking lessons in music art literature ndash005 016 ndash001 082 005 ndash008 ndash002
r23 compart i help other people ndash002 032 010 041 003 005 009
r49 homecare homemdashadult who is interested in my school work 005 ndash011 ndash004 013 082 004 ndash007
r51 homecare homemdashadult who talks with me about my problems 002 004 ndash002 ndash004 092 001 ndash008
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash008 095 ndash006 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash018 ndash003 026 059 012 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash015 005 011 081 005 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash023 000 020 082 006 003
r54 homepart i do fun things or go fun places with my parents or other ndash008 031 003 ndash012 070 ndash006 006
r55 homepart i do things at home that make a difference ndash010 051 005 ndash008 054 ndash007 014
r56 homepart i help make decisions with my family ndash009 043 003 ndash018 069 ndash001 006
r42 peercare a friend who really cares about me 002 ndash001 004 000 003 085 006
r43 peercare a friend who talks with me about my problems ndash004 008 000 ndash007 002 099 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 006 002 ndash007 002 094 003
r45 peerhigh my friends get into a lot of trouble ndash003 008 003 004 005 003 ndash051
r46 peerhigh my friends try to do what is right 003 ndash002 001 000 ndash006 005 087
r47 peerhigh my friends do well in school 003 001 ndash003 008 001 ndash001 071
90 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e26
Secondary rydM environmental asset efa results grade 11 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash003 ndash003 000 005 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 002 ndash001 005 000 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 000 000 ndash001 002 000 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 003 001 001 003 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 001 002 ndash005 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 001 004 ndash004 003 000 ndash005 006
r12 Schlpart Schoolmdashi do interesting activities 005 064 ndash001 019 011 ndash009 000 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 001 080 006 002 ndash006 007 001 005
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 003 ndash003 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 090 ndash006 002 007 001 ndash001
r20 comcare communitymdashadult whom i trust 003 ndash002 082 001 007 007 001 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 001 002 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 090 000 007 ndash003 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 001 ndash001 097 001 003 ndash007 ndash001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash006 008 004 084 003 ndash001 ndash005 003
r22 compart i am involved in taking lessons in music art literature 003 ndash006 ndash004 094 000 002 ndash004 ndash007
r23 compart i help other people 005 005 008 052 ndash016 025 010 004
r49 homecare homemdashadult who is interested in my school work ndash001 004 ndash001 002 085 ndash001 000 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash003 008 001 ndash012 082 022 ndash001 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash013 082 027 ndash007 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 000 002 000 014 072 ndash018 008 009
r50 homehigh homemdashadult who believes that i will be a success 006 ndash007 007 004 080 004 003 002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash006 003 009 089 ndash008 003 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 003 036 059 ndash002 001
r55 homepart i do things at home that make a difference ndash002 010 001 007 014 069 ndash002 009
r56 homepart i help make decisions with my family 001 ndash001 ndash002 ndash001 028 070 005 ndash001
r42 peercare a friend who really cares about me 005 ndash006 003 004 004 ndash002 085 005
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash005 000 002 099 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash004 001 001 094 002
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 001 001 004 ndash050
r46 peerhigh my friends try to do what is right 000 002 003 ndash004 ndash002 004 004 087
r47 peerhigh my friends do well in school 001 003 ndash003 005 004 004 ndash002 070
appendix e 91
taBle e27
Secondary rydM environmental asset efa results grade 11 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 004 000 000 ndash005 006 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 001 ndash001 002 ndash001 004 000 ndash003 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 ndash001 000 ndash001 001 001 ndash002 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 000 000 006 004 ndash004 004 ndash003 009
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 ndash001 000 ndash002 ndash002 000 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 002 004 ndash006 001 003 ndash005 004 ndash007
r12 Schlpart Schoolmdashi do interesting activities 005 063 ndash001 020 012 ndash011 001 ndash002 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 002 000 ndash001 002
r14 Schlpart Schoolmdashi do things that make a difference 001 082 006 ndash002 ndash008 012 000 002 ndash007
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 001 ndash005 ndash003 001 001 ndash007
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 091 ndash004 004 002 002 001 010
r20 comcare communitymdashadult whom i trust 003 ndash004 083 006 009 ndash001 002 000 013
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 000 002 004 ndash001 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash001 006 ndash001 ndash002 000 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 001 000 097 ndash001 001 ndash003 ndash001 ndash001 ndash006
r21 compart i am part of clubs sports teams churchtemple or other ndash006 006 004 085 005 ndash006 ndash004 006 001
r22 compart i am involved in taking lessons in music art literature 003 ndash007 ndash005 095 002 ndash002 ndash003 ndash004 ndash001
r23 compart i help other people 005 005 007 049 ndash017 029 010 003 ndash007
r49 homecare homemdashadult who is interested in my school work ndash002 004 ndash001 003 086 ndash004 000 ndash003 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash004 003 ndash001 001 088 004 003 003 030
r53 homecare homemdashadult who listens to me when i have something 003 ndash006 003 ndash002 084 015 ndash005 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 006 001 003 065 ndash004 004 002 ndash037
r50 homehigh homemdashadult who believes that i will be a success 007 ndash004 007 ndash003 078 010 001 ndash002 ndash015
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 004 002 085 ndash001 001 003 ndash018
r54 homepart i do fun things or go fun places with my parents or other 001 ndash004 ndash001 000 037 059 ndash002 ndash001 004
r55 homepart i do things at home that make a difference ndash002 012 001 002 013 072 ndash004 005 ndash001
r56 homepart i help make decisions with my family 001 001 ndash002 ndash005 028 070 004 ndash003 005
r42 peercare a friend who really cares about me 005 ndash006 003 004 003 ndash002 085 005 ndash004
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash003 000 001 099 000 001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 001 000 094 002 001
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 002 001 004 ndash049 004
r46 peerhigh my friends try to do what is right 000 001 002 ndash003 ndash001 002 004 085 ndash002
r47 peerhigh my friends do well in school 001 001 ndash003 009 006 ndash002 ndash001 072 006
92 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e28
Secondary rydM environmental asset efa results Male 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 001 005 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash008 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 ndash015 005 006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash011 005 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash017 002 006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 ndash012 007 006
r12 Schlpart Schoolmdashi do interesting activities 038 035 000 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 049 047 ndash013 ndash021
r14 Schlpart Schoolmdashi do things that make a difference 048 049 ndash006 ndash015
r15 comcare communitymdashadult who really cares about me 003 004 091 ndash002
r17 comcare communitymdashadult who notices when i am upset about 002 008 083 006
r20 comcare communitymdashadult whom i trust 004 006 078 011
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 086 005
r18 comhigh communitymdashadult who believes that i will be a success 008 002 086 007
r19 comhigh communitymdashadult who always wants me to do my best 007 001 089 003
r21 compart i am part of clubs sports teams churchtemple or other 011 044 013 008
r22 compart i am involved in taking lessons in music art literature 009 046 014 010
r23 compart i help other people 020 040 009 011
r49 homecare homemdashadult who is interested in my school work ndash001 ndash005 002 086
r51 homecare homemdashadult who talks with me about my problems ndash001 ndash003 002 085
r53 homecare homemdashadult who listens to me when i have something 000 ndash007 004 089
r48 homehigh homemdashadult who expects me to follow the rules ndash002 ndash004 008 079
r50 homehigh homemdashadult who believes that i will be a success 002 ndash007 011 088
r52 homehigh homemdashadult who always wants me to do my best ndash001 ndash009 010 092
r54 homepart i do fun things or go fun places with my parents or other 003 012 ndash005 068
r55 homepart i do things at home that make a difference 010 026 ndash012 058
r56 homepart i help make decisions with my family 006 020 ndash011 067
r42 peercare a friend who really cares about me ndash016 086 014 000
r43 peercare a friend who talks with me about my problems ndash021 104 005 ndash008
r44 peercare a friend who helps me when irsquom having a hard time ndash019 100 006 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 ndash010 011 ndash005
r46 peerhigh my friends try to do what is right 005 046 ndash012 027
r47 peerhigh my friends do well in school 008 039 ndash012 027
appendix e 93
taBle e29
Secondary rydM environmental asset efa results Male 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 071 010 002 ndash004 008
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 005 002 000 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 004 002 008 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 006 003 003 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 001 ndash001 007 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 007 005 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 018 059 002 ndash006 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 085 ndash008 ndash021 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 019 082 ndash001 ndash015 ndash003
r15 comcare communitymdashadult who really cares about me 002 ndash001 092 ndash002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 007 085 005 001
r20 comcare communitymdashadult whom i trust 002 003 079 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 005 001
r18 comhigh communitymdashadult who believes that i will be a success 006 002 087 007 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 091 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash013 068 016 004 003
r22 compart i am involved in taking lessons in music art literature ndash012 063 016 006 009
r23 compart i help other people 003 051 011 006 014
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 086 ndash001
r51 homecare homemdashadult who talks with me about my problems 000 003 001 085 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 004 088 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash016 007 078 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 009 087 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash021 009 090 006
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 ndash003 065 ndash008
r55 homepart i do things at home that make a difference ndash008 051 ndash009 053 ndash002
r56 homepart i help make decisions with my family ndash008 042 ndash008 062 ndash004
r42 peercare a friend who really cares about me 000 ndash005 012 ndash001 084
r43 peercare a friend who talks with me about my problems ndash003 000 002 ndash009 097
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash002 003 ndash003 094
r45 peerhigh my friends get into a lot of trouble ndash009 001 012 ndash003 ndash017
r46 peerhigh my friends try to do what is right 005 013 ndash014 021 048
r47 peerhigh my friends do well in school 006 014 ndash013 021 041
94 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e30
Secondary rydM environmental asset efa results Male 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 002 ndash004 ndash004 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 002 ndash009 001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash001 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 008 002 ndash002 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 ndash002 004 005 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 004 002 005 ndash004
r12 Schlpart Schoolmdashi do interesting activities 016 051 003 019 ndash005 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 081 ndash005 001 ndash014 001
r14 Schlpart Schoolmdashi do things that make a difference 016 075 002 007 ndash010 004
r15 comcare communitymdashadult who really cares about me 001 ndash004 093 002 ndash003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 086 ndash007 007 006
r20 comcare communitymdashadult whom i trust 002 ndash001 080 004 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 005 088 001 005 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash001 088 001 007 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash005 092 002 002 001
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 014 072 ndash002 ndash018
r22 compart i am involved in taking lessons in music art literature ndash008 023 014 074 ndash001 ndash012
r23 compart i help other people 003 033 010 042 003 004
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 005 084 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 007 002 ndash010 086 001
r53 homecare homemdashadult who listens to me when i have something 002 004 004 ndash008 089 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash020 006 016 072 000
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 008 011 083 ndash003
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 007 018 084 ndash003
r54 homepart i do fun things or go fun places with my parents or other ndash010 033 ndash002 000 066 ndash001
r55 homepart i do things at home that make a difference ndash010 051 ndash006 001 054 007
r56 homepart i help make decisions with my family ndash009 043 ndash006 ndash006 065 006
r42 peercare a friend who really cares about me 001 ndash003 012 007 001 078
r43 peercare a friend who talks with me about my problems ndash002 006 002 ndash002 ndash004 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 003 002 002 089
r45 peerhigh my friends get into a lot of trouble ndash009 012 013 ndash032 004 ndash003
r46 peerhigh my friends try to do what is right 003 ndash004 ndash015 056 011 028
r47 peerhigh my friends do well in school 005 ndash003 ndash013 054 011 020
appendix e 95
taBle e31
Secondary rydM environmental asset efa results Male 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 011 002 ndash006 ndash003 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 001 ndash007 003 006 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash004 007 ndash004 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 006 001 ndash001 004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 ndash003 002 006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 004 ndash002 005 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 048 001 025 ndash005 001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 082 ndash003 007 ndash018 ndash002 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 015 075 004 011 ndash013 001 000
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash004 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 009 088 ndash005 005 004 ndash005
r20 comcare communitymdashadult whom i trust 002 ndash002 081 004 009 001 000
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 005 090 001 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 000 090 ndash001 005 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash004 093 000 001 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash005 017 002 076 006 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 006 ndash001 088 008 002 ndash004
r23 compart i help other people 003 027 006 041 004 006 010
r49 homecare homemdashadult who is interested in my school work 005 ndash006 ndash004 007 085 002 ndash004
r51 homecare homemdashadult who talks with me about my problems 002 009 ndash001 ndash005 087 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 003 007 004 ndash008 089 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash022 001 016 074 003 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 006 009 084 ndash002 004
r52 homehigh homemdashadult who always wants me to do my best 010 ndash026 003 015 086 000 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 037 003 ndash008 063 ndash006 008
r55 homepart i do things at home that make a difference ndash011 055 ndash001 ndash008 050 001 010
r56 homepart i help make decisions with my family ndash009 047 ndash002 ndash012 061 002 004
r42 peercare a friend who really cares about me 002 ndash006 007 005 004 079 004
r43 peercare a friend who talks with me about my problems ndash001 004 ndash003 ndash003 ndash001 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 000 004 088 004
r45 peerhigh my friends get into a lot of trouble ndash008 009 005 ndash002 008 008 ndash043
r46 peerhigh my friends try to do what is right ndash002 002 001 ndash005 000 008 086
r47 peerhigh my friends do well in school 002 005 001 000 004 001 068
96 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e32
Secondary rydM environmental asset efa results Male 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 002 ndash005 ndash006 002 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 001 ndash005 ndash001 002 006 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash003 002 000 002 004 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 002 001 000 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash004 ndash003 004 006 ndash007 ndash004 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 001 005 001 002 001 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 009 054 000 018 005 ndash004 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 089 ndash003 ndash008 ndash003 002 ndash003 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash003 001 000 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 002 ndash004 ndash003 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 089 ndash004 000 009 004 ndash005
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 003 091 001 000 004 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 004 090 ndash003 008 ndash004 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash001 005 ndash008 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash001 006 002 079 001 004 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 001 ndash009 ndash002 098 003 ndash001 003 ndash006
r23 compart i help other people 005 014 006 044 ndash005 014 006 009
r49 homecare homemdashadult who is interested in my school work ndash003 010 ndash003 ndash002 087 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 006 000 ndash008 075 024 004 ndash011
r53 homecare homemdashadult who listens to me when i have something 004 ndash005 004 ndash008 072 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules ndash001 002 002 006 085 ndash017 003 005
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 002 083 002 ndash002 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash008 004 008 091 ndash010 ndash001 007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 002 005 024 064 ndash006 006
r55 homepart i do things at home that make a difference ndash002 012 ndash001 002 007 071 001 008
r56 homepart i help make decisions with my family 003 ndash001 ndash002 001 018 072 003 000
r42 peercare a friend who really cares about me 002 ndash005 007 006 006 ndash005 079 004
r43 peercare a friend who talks with me about my problems ndash001 003 ndash003 ndash003 ndash002 002 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 001 003 002 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash002 004 005 008 ndash042
r46 peerhigh my friends try to do what is right ndash003 001 001 ndash007 001 007 008 084
r47 peerhigh my friends do well in school 000 005 001 ndash002 006 005 001 067
appendix e 97
taBle e33
Secondary rydM environmental asset efa results Male 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 007 003 ndash002 ndash004 ndash005 008 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 ndash002 000 ndash004 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash003 002 000 002 002 ndash004 001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 004 001 ndash003 001 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 ndash004 001 005 000 ndash003 ndash002 ndash013
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 ndash003 ndash001 008 ndash003 000 ndash012
r12 Schlpart Schoolmdashi do interesting activities 009 055 000 015 004 002 002 ndash004 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 090 ndash002 ndash007 ndash003 000 ndash003 000 006
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash004 000 003 001 002 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 001 ndash004 ndash001 000 000 ndash004
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 000 001 000 003 001 017
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 002 091 002 001 002 000 001 003
r18 comhigh communitymdashadult who believes that i will be a success 004 005 090 ndash005 007 ndash001 ndash002 001 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 094 ndash003 005 ndash005 ndash001 000 ndash004
r21 compart i am part of clubs sports teams churchtemple or other ndash002 006 002 079 001 002 ndash005 ndash001 000
r22 compart i am involved in taking lessons in music art literature 000 ndash010 ndash001 100 003 ndash005 002 ndash004 001
r23 compart i help other people 005 014 006 045 ndash005 012 006 010 003
r49 homecare homemdashadult who is interested in my school work ndash003 009 ndash003 001 089 ndash004 001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash002 003 000 003 082 005 001 001 044
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 004 ndash002 073 023 ndash003 001 023
r48 homehigh homemdashadult who expects me to follow the rules 000 004 002 002 085 ndash010 004 000 ndash006
r50 homehigh homemdashadult who believes that i will be a success 004 ndash001 006 ndash002 083 007 ndash001 001 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash007 003 002 091 ndash001 001 000 ndash007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 ndash001 022 071 ndash004 000 ndash005
r55 homepart i do things at home that make a difference ndash002 014 ndash001 ndash002 006 075 002 004 000
r56 homepart i help make decisions with my family 003 001 ndash002 ndash001 017 073 004 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 007 003 005 001 080 000 ndash009
r43 peercare a friend who talks with me about my problems ndash001 002 ndash003 ndash001 ndash002 ndash002 095 004 009
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 ndash001 002 004 089 002 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash004 003 008 009 ndash043 000
r46 peerhigh my friends try to do what is right ndash004 000 002 ndash003 001 001 006 090 004
r47 peerhigh my friends do well in school 001 006 001 ndash002 006 006 002 062 ndash007
98 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e34
Secondary rydM environmental asset efa results female 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 012 ndash010 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash012 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash015 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 013 ndash012 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 015 ndash018 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash015 ndash001
r12 Schlpart Schoolmdashi do interesting activities 050 ndash011 028 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 061 ndash023 026 000
r14 Schlpart Schoolmdashi do things that make a difference 059 ndash019 028 006
r15 comcare communitymdashadult who really cares about me 014 084 012 ndash003
r17 comcare communitymdashadult who notices when i am upset about 008 079 010 011
r20 comcare communitymdashadult whom i trust 011 071 011 014
r16 comhigh communitymdashadult who tells me when i do a good job 014 078 009 012
r18 comhigh communitymdashadult who believes that i will be a success 012 079 011 013
r19 comhigh communitymdashadult who always wants me to do my best 013 085 011 005
r21 compart i am part of clubs sports teams churchtemple or other 028 ndash003 058 ndash004
r22 compart i am involved in taking lessons in music art literature 029 ndash005 059 ndash007
r23 compart i help other people 030 004 034 012
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash002 083
r51 homecare homemdashadult who talks with me about my problems ndash007 008 ndash012 095
r53 homecare homemdashadult who listens to me when i have something ndash005 008 ndash014 096
r48 homehigh homemdashadult who expects me to follow the rules ndash005 012 010 060
r50 homehigh homemdashadult who believes that i will be a success ndash006 018 ndash002 086
r52 homehigh homemdashadult who always wants me to do my best ndash010 019 000 087
r54 homepart i do fun things or go fun places with my parents or other 005 ndash007 ndash004 080
r55 homepart i do things at home that make a difference 020 ndash011 005 066
r56 homepart i help make decisions with my family 012 ndash009 ndash005 080
r42 peercare a friend who really cares about me ndash018 020 093 ndash007
r43 peercare a friend who talks with me about my problems ndash024 019 101 ndash011
r44 peercare a friend who helps me when irsquom having a hard time ndash024 019 100 ndash007
r45 peerhigh my friends get into a lot of trouble ndash003 008 ndash014 ndash022
r46 peerhigh my friends try to do what is right 009 ndash013 039 031
r47 peerhigh my friends do well in school 010 ndash017 032 033
appendix e 99
taBle e35
Secondary rydM environmental asset efa results female 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 004 ndash004 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 001 003 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash001 004 002 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 004 000 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 003 001
r12 Schlpart Schoolmdashi do interesting activities 020 061 ndash001 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 025 071 ndash010 ndash006 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash005 ndash001 ndash010
r15 comcare communitymdashadult who really cares about me 007 002 089 ndash004 005
r17 comcare communitymdashadult who notices when i am upset about 001 004 084 009 001
r20 comcare communitymdashadult whom i trust 002 007 076 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 083 011 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 004 006 084 012 002
r19 comhigh communitymdashadult who always wants me to do my best 006 005 089 003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash020 085 018 ndash009 007
r22 compart i am involved in taking lessons in music art literature ndash017 084 015 ndash013 010
r23 compart i help other people ndash001 059 015 006 004
r49 homecare homemdashadult who is interested in my school work 000 ndash009 006 081 006
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash008 006 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 002 ndash010 005 095 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash003 009 057 017
r50 homehigh homemdashadult who believes that i will be a success 004 ndash014 014 083 009
r52 homehigh homemdashadult who always wants me to do my best 000 ndash013 015 084 011
r54 homepart i do fun things or go fun places with my parents or other ndash003 017 ndash006 078 ndash010
r55 homepart i do things at home that make a difference ndash002 042 ndash004 062 ndash014
r56 homepart i help make decisions with my family 000 023 ndash006 077 ndash014
r42 peercare a friend who really cares about me 002 000 008 ndash006 089
r43 peercare a friend who talks with me about my problems ndash001 ndash002 006 ndash008 095
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash004 005 ndash004 095
r45 peerhigh my friends get into a lot of trouble ndash004 ndash006 014 ndash018 ndash021
r46 peerhigh my friends try to do what is right 006 022 ndash020 023 046
r47 peerhigh my friends do well in school 005 023 ndash023 025 039
100 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e36
Secondary rydM environmental asset efa results female 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 010 003 ndash003 000 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 004 003 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 003 002 ndash001 003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 002 000 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 004 ndash002 ndash004 008
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 007 001 ndash004 008
r12 Schlpart Schoolmdashi do interesting activities 017 060 ndash002 002 004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 071 ndash012 003 009 ndash016
r14 Schlpart Schoolmdashi do things that make a difference 018 072 ndash006 007 005 ndash010
r15 comcare communitymdashadult who really cares about me 007 ndash001 093 ndash007 003 ndash004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 009 005 ndash013
r20 comcare communitymdashadult whom i trust 002 005 079 011 005 ndash007
r16 comhigh communitymdashadult who tells me when i do a good job 004 006 087 009 ndash001 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 004 004 088 009 001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 001 094 ndash001 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 072 018 ndash012 ndash010 040
r22 compart i am involved in taking lessons in music art literature ndash013 071 015 ndash017 ndash009 043
r23 compart i help other people ndash001 055 016 005 ndash001 018
r49 homecare homemdashadult who is interested in my school work 001 ndash008 005 074 ndash001 020
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash004 005 090 001 ndash002
r53 homecare homemdashadult who listens to me when i have something 001 ndash006 004 092 000 ndash001
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash006 010 045 001 036
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 014 073 ndash001 024
r52 homehigh homemdashadult who always wants me to do my best 002 ndash014 015 072 ndash004 033
r54 homepart i do fun things or go fun places with my parents or other ndash005 020 ndash008 077 001 ndash004
r55 homepart i do things at home that make a difference ndash004 044 ndash005 063 ndash002 ndash004
r56 homepart i help make decisions with my family ndash002 026 ndash008 078 001 ndash009
r42 peercare a friend who really cares about me 000 000 006 ndash004 084 017
r43 peercare a friend who talks with me about my problems ndash004 001 004 ndash001 093 003
r44 peercare a friend who helps me when irsquom having a hard time ndash003 ndash002 003 003 092 005
r45 peerhigh my friends get into a lot of trouble ndash007 000 011 ndash008 ndash003 ndash038
r46 peerhigh my friends try to do what is right 010 010 ndash015 004 014 071
r47 peerhigh my friends do well in school 010 011 ndash017 008 004 068
appendix e 101
taBle e37
Secondary rydM environmental asset efa results female 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 013 003 ndash003 ndash003 000 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash005 002 002 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 004 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash001 ndash002 003 001 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 000 ndash001 003 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 003 005 ndash002 003 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash003 031 ndash004 004 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 014 ndash012 006 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 012 071 001 019 ndash008 002 001
r15 comcare communitymdashadult who really cares about me 006 ndash007 093 003 ndash007 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 090 ndash006 006 003 ndash004
r20 comcare communitymdashadult whom i trust ndash001 007 082 ndash005 007 002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 003 088 002 007 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 002 ndash001 089 003 008 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash006 095 004 ndash001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash008 020 003 082 002 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature ndash004 015 ndash002 086 ndash002 ndash002 ndash001
r23 compart i help other people ndash001 032 011 044 006 000 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 ndash004 013 083 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash001 010 003 ndash009 092 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 009 003 ndash012 094 001 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 ndash001 029 056 005 008
r50 homehigh homemdashadult who believes that i will be a success 008 ndash015 007 012 082 003 ndash001
r52 homehigh homemdashadult who always wants me to do my best 006 ndash022 006 020 083 000 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 034 ndash002 ndash012 069 ndash002 006
r55 homepart i do things at home that make a difference ndash009 054 003 ndash002 050 ndash006 009
r56 homepart i help make decisions with my family ndash005 043 000 ndash015 068 ndash003 005
r42 peercare a friend who really cares about me 002 ndash003 003 004 000 085 010
r43 peercare a friend who talks with me about my problems ndash002 005 000 ndash002 002 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time ndash002 004 001 ndash006 005 093 002
r45 peerhigh my friends get into a lot of trouble ndash003 003 003 003 ndash004 002 ndash045
r46 peerhigh my friends try to do what is right ndash001 001 003 ndash004 ndash010 005 096
r47 peerhigh my friends do well in school 003 003 ndash003 004 003 ndash003 071
102 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e38
Secondary rydM environmental asset efa results female 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 002 ndash001 ndash007 004 001 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 001 ndash002 ndash004 005 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash002 001 003 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 000 003 ndash001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 000 001 004 ndash005 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 001 005 ndash001 004 ndash002 ndash003 004
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 019 009 ndash009 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 ndash002 ndash007 001 ndash004 002 000
r14 Schlpart Schoolmdashi do things that make a difference 005 073 003 007 ndash004 008 ndash002 005
r15 comcare communitymdashadult who really cares about me 007 ndash006 093 004 ndash004 ndash006 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash006 002 006 003 ndash003
r20 comcare communitymdashadult whom i trust 000 000 083 ndash003 000 010 003 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 003 005 003 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 000 004 089 000 011 ndash004 ndash001 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 095 002 004 ndash009 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash005 006 003 084 002 003 ndash002 ndash004
r22 compart i am involved in taking lessons in music art literature 001 ndash004 ndash004 094 ndash003 002 001 ndash004
r23 compart i help other people 004 006 011 052 ndash010 025 003 002
r49 homecare homemdashadult who is interested in my school work 000 004 ndash002 002 085 001 001 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash005 010 004 ndash016 078 028 001 ndash007
r53 homecare homemdashadult who listens to me when i have something 000 006 004 ndash017 077 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash005 000 020 069 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash004 008 004 083 002 001 000
r52 homehigh homemdashadult who always wants me to do my best 002 ndash007 007 010 088 ndash005 ndash002 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 ndash005 004 033 063 001 002
r55 homepart i do things at home that make a difference ndash002 009 001 013 009 069 ndash002 007
r56 homepart i help make decisions with my family 005 ndash004 ndash003 001 027 070 001 001
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 010
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 002 003 093 001
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 004 ndash006 ndash002 002 ndash044
r46 peerhigh my friends try to do what is right ndash002 003 004 ndash007 ndash007 002 004 096
r47 peerhigh my friends do well in school 002 002 ndash003 003 005 004 ndash003 069
appendix e 103
taBle e39
Secondary rydM environmental asset efa results female 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 007 002 004 ndash005 ndash002 001 001 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 000 001 003 ndash002 000 002 ndash001 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash001 001 003 001 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 004 005 ndash006 001 001 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 000 ndash002 003 000 ndash002 ndash001 ndash011
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 005 ndash007 001 006 ndash003 001 ndash014
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 018 010 ndash008 000 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 092 ndash002 ndash008 001 ndash004 002 000 006
r14 Schlpart Schoolmdashi do things that make a difference 004 074 003 001 ndash006 014 ndash002 003 ndash006
r15 comcare communitymdashadult who really cares about me 006 ndash006 094 005 ndash002 ndash010 002 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 002 091 ndash002 003 001 003 ndash002 010
r20 comcare communitymdashadult whom i trust 000 ndash001 083 001 001 006 002 004 009
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 005 007 ndash001 ndash003 000 005
r18 comhigh communitymdashadult who believes that i will be a success 000 005 089 ndash005 009 004 000 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash001 095 ndash003 001 000 ndash002 002 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash005 004 002 086 004 ndash004 ndash002 ndash002 003
r22 compart i am involved in taking lessons in music art literature 002 ndash006 ndash004 096 ndash001 ndash003 000 ndash001 ndash001
r23 compart i help other people 005 006 010 048 ndash012 029 003 001 ndash009
r49 homecare homemdashadult who is interested in my school work 000 005 ndash002 001 088 ndash001 001 ndash003 009
r51 homecare homemdashadult who talks with me about my problems ndash004 004 003 002 082 010 000 ndash001 042
r53 homecare homemdashadult who listens to me when i have something 001 ndash002 003 ndash002 080 017 ndash002 000 035
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash002 000 010 069 ndash009 003 006 ndash018
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash005 084 008 002 ndash002 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 008 002 088 002 ndash001 002 ndash005
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash004 ndash001 033 062 002 001 008
r55 homepart i do things at home that make a difference ndash002 012 002 004 007 074 ndash002 004 ndash003
r56 homepart i help make decisions with my family 004 ndash001 ndash002 ndash005 027 070 002 ndash001 006
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 009 ndash003
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 001 004 093 001 000
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 003 ndash006 ndash001 003 ndash044 001
r46 peerhigh my friends try to do what is right ndash002 002 004 ndash006 ndash007 002 005 094 ndash005
r47 peerhigh my friends do well in school 002 000 ndash003 008 007 ndash003 ndash004 072 008
104 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e40
Secondary rydM environmental asset efa results african american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 002 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 ndash018 017
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 003 ndash010 018
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 007 ndash014 019
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 004 ndash018 021
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 ndash012 016
r12 Schlpart Schoolmdashi do interesting activities 056 ndash004 019 ndash017
r13 Schlpart Schoolmdashi help decide things like class activities or rules 062 ndash014 019 ndash022
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash013 023 ndash019
r15 comcare communitymdashadult who really cares about me 004 091 ndash001 002
r17 comcare communitymdashadult who notices when i am upset about 001 086 006 001
r20 comcare communitymdashadult whom i trust 003 080 012 000
r16 comhigh communitymdashadult who tells me when i do a good job 007 088 006 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 090 005 001
r19 comhigh communitymdashadult who always wants me to do my best 006 091 003 002
r21 compart i am part of clubs sports teams churchtemple or other 035 018 034 ndash030
r22 compart i am involved in taking lessons in music art literature 035 019 036 ndash028
r23 compart i help other people 032 014 029 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 008 081 012
r51 homecare homemdashadult who talks with me about my problems ndash015 001 091 006
r53 homecare homemdashadult who listens to me when i have something ndash011 001 089 007
r48 homehigh homemdashadult who expects me to follow the rules ndash007 015 063 022
r50 homehigh homemdashadult who believes that i will be a success ndash009 015 081 018
r52 homehigh homemdashadult who always wants me to do my best ndash013 016 081 019
r54 homepart i do fun things or go fun places with my parents or other 004 ndash005 078 000
r55 homepart i do things at home that make a difference 016 ndash014 072 002
r56 homepart i help make decisions with my family 007 ndash011 078 004
r42 peercare a friend who really cares about me 013 005 013 074
r43 peercare a friend who talks with me about my problems 013 ndash002 014 080
r44 peercare a friend who helps me when irsquom having a hard time 011 001 014 081
r45 peerhigh my friends get into a lot of trouble 000 001 ndash005 ndash009
r46 peerhigh my friends try to do what is right 015 ndash010 034 042
r47 peerhigh my friends do well in school 015 ndash007 033 034
appendix e 105
taBle e41
Secondary rydM environmental asset efa results african american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 ndash001 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 004 004 ndash005 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 004 001 007 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 002 004 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 021 059 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 072 ndash010 ndash011 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash010 ndash007 ndash002
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash002 003
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 085 005 001
r20 comcare communitymdashadult whom i trust ndash002 009 080 009 001
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 087 004 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 003 089 006 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 004 001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 072 022 ndash005 001
r22 compart i am involved in taking lessons in music art literature ndash014 072 023 ndash002 002
r23 compart i help other people ndash001 049 016 005 014
r49 homecare homemdashadult who is interested in my school work 002 ndash007 007 084 000
r51 homecare homemdashadult who talks with me about my problems ndash003 000 ndash001 093 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 001 000 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 011 ndash018 013 067 014
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 013 084 005
r52 homehigh homemdashadult who always wants me to do my best 009 ndash019 015 086 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 028 ndash005 072 ndash005
r55 homepart i do things at home that make a difference ndash006 042 ndash013 059 003
r56 homepart i help make decisions with my family ndash006 030 ndash011 070 ndash001
r42 peercare a friend who really cares about me 002 ndash003 006 ndash005 087
r43 peercare a friend who talks with me about my problems ndash003 003 000 ndash009 096
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash003 002 ndash004 094
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 ndash005 ndash010
r46 peerhigh my friends try to do what is right 003 010 ndash011 020 054
r47 peerhigh my friends do well in school 003 012 ndash008 019 044
106 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e42
Secondary rydM environmental asset efa results african american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash005 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 002 ndash010 008 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 002 ndash002 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash001 ndash002 ndash002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 004 ndash002 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 044 ndash003 035 ndash005 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 071 000 012 ndash011 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 017 069 ndash002 017 ndash008 002
r15 comcare communitymdashadult who really cares about me 002 ndash001 091 001 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 088 ndash003 005 004
r20 comcare communitymdashadult whom i trust ndash003 003 080 005 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 089 000 004 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 089 004 005 000
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 089 008 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash008 018 006 081 ndash003 ndash009
r22 compart i am involved in taking lessons in music art literature ndash009 016 006 087 ndash002 ndash009
r23 compart i help other people ndash002 029 013 038 004 011
r49 homecare homemdashadult who is interested in my school work 003 ndash009 001 010 083 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash002 006 001 ndash009 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 008 003 ndash013 093 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash027 003 021 062 008
r50 homehigh homemdashadult who believes that i will be a success 011 ndash016 007 013 082 000
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 007 013 083 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 002 ndash006 072 ndash001
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash003 058 009
r56 homepart i help make decisions with my family ndash008 041 000 ndash017 070 006
r42 peercare a friend who really cares about me 003 ndash003 008 ndash004 ndash005 088
r43 peercare a friend who talks with me about my problems ndash004 007 005 ndash012 ndash008 098
r44 peercare a friend who helps me when irsquom having a hard time 000 001 007 ndash012 ndash003 095
r45 peerhigh my friends get into a lot of trouble ndash001 006 004 ndash005 ndash004 ndash009
r46 peerhigh my friends try to do what is right 002 ndash001 ndash016 025 018 050
r47 peerhigh my friends do well in school 002 000 ndash013 025 018 040
appendix e 107
taBle e43
Secondary rydM environmental asset efa results african american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash003 ndash003 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 001 ndash008 008 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 002 ndash002 003 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 ndash002 ndash002 003 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 008 004 ndash002 006 ndash004 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 045 ndash004 033 ndash005 ndash006 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 072 001 011 ndash013 ndash003 000
r14 Schlpart Schoolmdashi do things that make a difference 016 071 ndash001 014 ndash010 ndash002 005
r15 comcare communitymdashadult who really cares about me 002 ndash001 094 ndash002 ndash003 001 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 090 ndash005 004 003 ndash003
r20 comcare communitymdashadult whom i trust ndash003 004 083 002 007 ndash001 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 092 ndash002 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 002 005 ndash002 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 092 006 002 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash007 017 001 080 003 000 ndash006
r22 compart i am involved in taking lessons in music art literature ndash008 015 001 086 004 ndash001 ndash003
r23 compart i help other people ndash002 029 011 036 005 011 004
r49 homecare homemdashadult who is interested in my school work 003 ndash010 ndash001 013 083 000 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 005 000 ndash006 094 ndash002 ndash007
r53 homecare homemdashadult who listens to me when i have something 002 008 002 ndash011 093 ndash004 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash028 002 021 061 004 013
r50 homehigh homemdashadult who believes that i will be a success 011 ndash017 004 015 082 002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 006 015 082 000 004
r54 homepart i do fun things or go fun places with my parents or other ndash008 033 003 ndash006 070 ndash002 000
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash004 056 006 003
r56 homepart i help make decisions with my family ndash007 042 001 ndash018 068 005 000
r42 peercare a friend who really cares about me 004 ndash006 003 004 001 082 005
r43 peercare a friend who talks with me about my problems ndash002 004 ndash002 ndash001 ndash001 095 ndash003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 001 ndash003 002 089 004
r45 peerhigh my friends get into a lot of trouble 000 004 ndash002 004 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash003 006 ndash002 ndash006 ndash003 005 096
r47 peerhigh my friends do well in school 001 009 002 ndash001 006 001 062
108 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e44
Secondary rydM environmental asset efa results african american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 004 ndash001 ndash001 ndash007 004 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash002 ndash005 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 007 001 ndash008 007 002 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash003 002 001 000 001 000 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash008 ndash002 003 001 000 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 001 003 003 ndash005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 012 051 ndash004 026 006 ndash008 ndash004 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash003 089 002 ndash006 002 ndash005 001 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 072 000 005 ndash005 006 000 005
r15 comcare communitymdashadult who really cares about me 001 002 094 ndash003 ndash001 ndash004 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 003 002 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 ndash004 083 005 000 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 007 092 ndash003 003 000 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 003 005 ndash002 ndash001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 092 006 004 ndash005 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 004 001 083 000 002 ndash001 ndash006
r22 compart i am involved in taking lessons in music art literature ndash003 ndash001 000 093 000 002 ndash003 ndash002
r23 compart i help other people 002 013 012 040 ndash007 018 010 005
r49 homecare homemdashadult who is interested in my school work ndash004 007 ndash001 003 088 ndash003 002 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash008 015 001 ndash015 088 017 ndash001 ndash007
r53 homecare homemdashadult who listens to me when i have something ndash002 010 003 ndash017 081 025 ndash003 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash006 002 012 077 ndash022 005 012
r50 homehigh homemdashadult who believes that i will be a success 008 ndash010 004 011 082 003 002 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash014 006 011 084 000 001 003
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 001 008 032 061 ndash005 002
r55 homepart i do things at home that make a difference 001 007 ndash004 008 016 063 004 005
r56 homepart i help make decisions with my family 004 ndash002 000 ndash004 025 069 002 001
r42 peercare a friend who really cares about me 004 ndash004 003 004 004 ndash004 082 005
r43 peercare a friend who talks with me about my problems ndash004 007 ndash001 ndash003 001 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash002 001 004 088 004
r45 peerhigh my friends get into a lot of trouble 000 003 ndash002 004 000 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash001 001 ndash002 ndash005 ndash004 004 005 096
r47 peerhigh my friends do well in school 000 007 003 ndash002 007 003 001 061
appendix e 109
taBle e45
Secondary rydM environmental asset efa results african american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 079 001 ndash002 003 ndash005 000 003 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 004 ndash001 001 ndash010 003 002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash008 006 003 002 ndash004 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash005 002 005 003 ndash004 ndash001 004 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash008 ndash002 002 000 001 ndash003 002 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash004 ndash002 009 ndash004 ndash003 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 056 ndash004 020 002 ndash001 ndash004 ndash002 ndash016
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash004 091 003 ndash010 001 ndash003 001 ndash004 003
r14 Schlpart Schoolmdashi do things that make a difference 007 073 000 002 ndash006 008 000 004 001
r15 comcare communitymdashadult who really cares about me 002 001 094 ndash001 000 ndash006 001 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 090 ndash003 004 000 003 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 083 006 000 008 ndash001 003 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 092 ndash001 005 ndash003 ndash001 000 006
r18 comhigh communitymdashadult who believes that i will be a success 005 001 092 ndash002 003 003 ndash001 ndash004 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash002 092 002 002 ndash001 000 ndash001 ndash010
r21 compart i am part of clubs sports teams churchtemple or other ndash001 000 001 083 002 ndash002 ndash001 ndash004 001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash005 ndash001 094 002 ndash001 ndash003 ndash001 ndash002
r23 compart i help other people 004 008 011 044 ndash004 012 010 008 011
r49 homecare homemdashadult who is interested in my school work ndash004 005 ndash001 005 092 ndash004 001 ndash002 013
r51 homecare homemdashadult who talks with me about my problems ndash002 002 ndash002 000 098 004 ndash003 000 046
r53 homecare homemdashadult who listens to me when i have something 002 000 002 ndash007 082 021 ndash004 001 026
r48 homehigh homemdashadult who expects me to follow the rules 003 000 004 005 077 ndash016 006 009 ndash010
r50 homehigh homemdashadult who believes that i will be a success 005 ndash003 006 003 082 009 003 ndash004 ndash006
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 007 001 083 007 002 ndash001 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash002 002 000 028 069 ndash004 ndash003 ndash009
r55 homepart i do things at home that make a difference 000 009 ndash004 006 014 064 005 004 003
r56 homepart i help make decisions with my family 003 000 000 ndash006 023 071 003 000 004
r42 peercare a friend who really cares about me 003 ndash003 003 002 003 ndash001 082 003 ndash007
r43 peercare a friend who talks with me about my problems ndash003 006 ndash002 ndash002 002 000 095 ndash003 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash003 000 005 089 003 ndash002
r45 peerhigh my friends get into a lot of trouble 000 002 ndash002 006 002 000 007 ndash025 006
r46 peerhigh my friends try to do what is right 000 ndash002 ndash002 ndash001 ndash003 000 004 100 004
r47 peerhigh my friends do well in school 001 006 002 000 008 003 002 058 001
110 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e46
Secondary rydM environmental asset efa results chinese american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 ndash001 002 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash001 ndash003 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 005 ndash008 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 000 ndash001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 000 ndash010 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 004 ndash010 005
r12 Schlpart Schoolmdashi do interesting activities 043 003 024 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 051 002 018 003
r14 Schlpart Schoolmdashi do things that make a difference 050 002 022 008
r15 comcare communitymdashadult who really cares about me 002 096 003 ndash010
r17 comcare communitymdashadult who notices when i am upset about 002 083 ndash001 011
r20 comcare communitymdashadult whom i trust ndash002 086 000 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 088 ndash002 010
r18 comhigh communitymdashadult who believes that i will be a success 007 086 ndash004 011
r19 comhigh communitymdashadult who always wants me to do my best 005 093 ndash001 ndash003
r21 compart i am part of clubs sports teams churchtemple or other ndash005 022 040 011
r22 compart i am involved in taking lessons in music art literature ndash003 019 044 015
r23 compart i help other people 012 018 035 014
r49 homecare homemdashadult who is interested in my school work ndash006 001 001 078
r51 homecare homemdashadult who talks with me about my problems 000 001 ndash017 094
r53 homecare homemdashadult who listens to me when i have something 002 001 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash006 002 014 059
r50 homehigh homemdashadult who believes that i will be a success 004 008 ndash008 081
r52 homehigh homemdashadult who always wants me to do my best ndash001 007 ndash001 076
r54 homepart i do fun things or go fun places with my parents or other 000 000 ndash003 075
r55 homepart i do things at home that make a difference 009 ndash004 007 072
r56 homepart i help make decisions with my family 002 ndash002 003 077
r42 peercare a friend who really cares about me ndash003 002 097 ndash013
r43 peercare a friend who talks with me about my problems ndash008 ndash003 103 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash005 ndash003 101 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 009 ndash009 ndash016
r46 peerhigh my friends try to do what is right 008 ndash013 046 022
r47 peerhigh my friends do well in school 008 ndash015 040 022
appendix e 111
taBle e47
Secondary rydM environmental asset efa results chinese american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 ndash001 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 008 001 ndash002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 ndash001 007 005 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 006 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 ndash004 004 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 004 005 007 ndash003
r12 Schlpart Schoolmdashi do interesting activities 027 057 ndash003 ndash004 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 073 ndash006 ndash006 ndash012
r14 Schlpart Schoolmdashi do things that make a difference 029 070 ndash004 ndash002 ndash004
r15 comcare communitymdashadult who really cares about me 003 002 094 ndash009 003
r17 comcare communitymdashadult who notices when i am upset about 001 008 080 010 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 084 007 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 010 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 008 001 084 012 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 092 ndash001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 065 013 001 014
r22 compart i am involved in taking lessons in music art literature ndash018 064 010 006 019
r23 compart i help other people ndash001 053 012 005 017
r49 homecare homemdashadult who is interested in my school work ndash004 005 001 074 004
r51 homecare homemdashadult who talks with me about my problems 002 003 001 090 ndash013
r53 homecare homemdashadult who listens to me when i have something 004 000 002 090 ndash011
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash008 005 056 020
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 011 079 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash019 011 073 012
r54 homepart i do fun things or go fun places with my parents or other ndash005 023 ndash002 069 ndash008
r55 homepart i do things at home that make a difference ndash003 045 ndash009 062 ndash007
r56 homepart i help make decisions with my family ndash006 034 ndash005 069 ndash006
r42 peercare a friend who really cares about me 002 007 005 ndash010 089
r43 peercare a friend who talks with me about my problems ndash003 007 ndash001 ndash011 095
r44 peercare a friend who helps me when irsquom having a hard time 000 006 000 ndash007 093
r45 peerhigh my friends get into a lot of trouble ndash009 016 005 ndash017 ndash016
r46 peerhigh my friends try to do what is right 012 ndash003 ndash009 023 049
r47 peerhigh my friends do well in school 012 ndash002 ndash011 021 043
112 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e48
Secondary rydM environmental asset efa results chinese american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 008 000 ndash003 002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 001 001 ndash001 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 ndash005 007 004 005 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 003 001 002 008 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 ndash004 003 ndash003 015 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 002 005 004 008 ndash005
r12 Schlpart Schoolmdashi do interesting activities 028 058 ndash003 ndash002 003 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 066 ndash005 007 ndash024 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 029 065 ndash004 007 ndash014 000
r15 comcare communitymdashadult who really cares about me 003 004 095 ndash009 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about 001 005 082 013 ndash011 005
r20 comcare communitymdashadult whom i trust ndash001 003 085 006 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 087 010 ndash006 002
r18 comhigh communitymdashadult who believes that i will be a success 007 001 085 009 000 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 003 093 ndash006 005 ndash002
r21 compart i am part of clubs sports teams churchtemple or other ndash018 074 012 ndash008 028 ndash008
r22 compart i am involved in taking lessons in music art literature ndash016 074 009 ndash005 034 ndash006
r23 compart i help other people 000 057 011 002 014 007
r49 homecare homemdashadult who is interested in my school work ndash004 005 000 065 025 ndash002
r51 homecare homemdashadult who talks with me about my problems 002 ndash006 002 087 005 ndash003
r53 homecare homemdashadult who listens to me when i have something 004 ndash011 003 089 003 001
r48 homehigh homemdashadult who expects me to follow the rules ndash001 001 004 038 044 001
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 067 028 ndash006
r52 homehigh homemdashadult who always wants me to do my best 008 ndash011 010 054 046 ndash007
r54 homepart i do fun things or go fun places with my parents or other ndash004 015 ndash001 070 000 001
r55 homepart i do things at home that make a difference ndash002 035 ndash008 067 ndash008 005
r56 homepart i help make decisions with my family ndash005 020 ndash003 075 ndash011 010
r42 peercare a friend who really cares about me 002 000 005 ndash003 013 083
r43 peercare a friend who talks with me about my problems ndash002 ndash003 001 003 003 093
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash003 001 003 010 088
r45 peerhigh my friends get into a lot of trouble ndash009 006 006 ndash002 ndash035 003
r46 peerhigh my friends try to do what is right 010 015 ndash010 ndash004 065 017
r47 peerhigh my friends do well in school 010 017 ndash012 ndash005 062 008
appendix e 113
taBle e49
Secondary rydM environmental asset efa results chinese american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 014 ndash002 ndash002 ndash002 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 010 ndash001 ndash005 002 005 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 003 006 ndash009 007 002 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 077 006 ndash001 ndash001 005 004 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash003 001 ndash002 002 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash004 006 ndash004 002
r12 Schlpart Schoolmdashi do interesting activities 024 045 ndash001 028 ndash008 ndash003 009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 069 000 016 ndash005 ndash004 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 022 063 000 020 ndash004 ndash003 004
r15 comcare communitymdashadult who really cares about me 002 ndash002 096 002 ndash010 003 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 008 083 ndash002 011 004 ndash007
r20 comcare communitymdashadult whom i trust ndash002 ndash001 085 003 006 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 088 000 010 001 ndash004
r18 comhigh communitymdashadult who believes that i will be a success 006 000 086 ndash001 009 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 094 003 ndash005 ndash004 008
r21 compart i am part of clubs sports teams churchtemple or other ndash010 016 004 078 ndash002 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature ndash007 012 ndash001 084 002 001 ndash003
r23 compart i help other people 001 027 008 047 003 008 002
r49 homecare homemdashadult who is interested in my school work 001 ndash005 ndash006 022 072 002 ndash006
r51 homecare homemdashadult who talks with me about my problems 005 008 ndash001 ndash003 091 000 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 009 002 ndash013 091 002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash021 ndash001 027 046 004 015
r50 homehigh homemdashadult who believes that i will be a success 013 ndash011 007 006 074 ndash004 005
r52 homehigh homemdashadult who always wants me to do my best 014 ndash027 004 019 064 ndash004 014
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 003 ndash008 065 ndash003 009
r55 homepart i do things at home that make a difference ndash010 052 ndash002 ndash003 058 000 010
r56 homepart i help make decisions with my family ndash011 043 003 ndash012 067 005 004
r42 peercare a friend who really cares about me 004 ndash005 003 005 ndash002 084 007
r43 peercare a friend who talks with me about my problems 000 ndash001 ndash002 ndash001 002 094 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash002 000 ndash001 003 088 006
r45 peerhigh my friends get into a lot of trouble ndash006 009 001 005 ndash004 007 ndash038
r46 peerhigh my friends try to do what is right ndash002 006 001 ndash004 ndash006 009 084
r47 peerhigh my friends do well in school ndash001 010 000 ndash004 ndash005 000 078
114 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e50
Secondary rydM environmental asset efa results chinese american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 012 ndash001 ndash002 ndash004 001 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 ndash001 ndash001 ndash005 006 004 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 ndash001 006 ndash005 003 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 004 000 004 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 000 002 004 ndash005 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash003 008 ndash003 ndash004 001
r12 Schlpart Schoolmdashi do interesting activities 015 053 ndash001 019 000 ndash005 ndash002 010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 090 001 ndash006 004 ndash004 ndash002 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 011 069 001 007 ndash001 004 ndash001 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 005 ndash012 001 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 084 ndash004 006 007 004 ndash006
r20 comcare communitymdashadult whom i trust 001 ndash007 086 005 002 005 000 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 088 ndash002 008 002 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 002 008 087 ndash006 014 ndash006 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash003 094 003 ndash001 ndash006 ndash004 007
r21 compart i am part of clubs sports teams churchtemple or other ndash005 003 004 080 ndash003 005 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature 000 ndash004 ndash002 090 002 004 000 ndash006
r23 compart i help other people 003 017 008 047 ndash004 011 008 002
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash005 010 077 002 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash004 015 001 ndash015 078 025 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 002 003 ndash016 068 038 002 ndash006
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash005 ndash001 019 064 ndash017 005 013
r50 homehigh homemdashadult who believes that i will be a success 008 ndash001 008 ndash003 075 006 ndash003 004
r52 homehigh homemdashadult who always wants me to do my best 011 ndash015 005 013 077 ndash009 ndash003 011
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 002 007 024 061 ndash005 006
r55 homepart i do things at home that make a difference 000 011 ndash003 011 009 069 ndash003 009
r56 homepart i help make decisions with my family 002 ndash007 002 006 014 075 004 001
r42 peercare a friend who really cares about me 005 ndash004 003 005 000 ndash003 084 006
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 001 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash001 000 ndash002 002 001 089 006
r45 peerhigh my friends get into a lot of trouble ndash009 016 002 001 ndash004 ndash004 008 ndash037
r46 peerhigh my friends try to do what is right ndash003 002 001 ndash005 ndash003 006 009 082
r47 peerhigh my friends do well in school ndash004 010 000 ndash007 ndash001 003 000 077
appendix e 115
taBle e51
Secondary rydM environmental asset efa results chinese american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 009 ndash001 003 ndash007 009 ndash005 005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 ndash001 ndash001 005 ndash010 011 002 003 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 ndash001 006 ndash005 004 000 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 005 ndash001 001 003 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash005 000 000 009 ndash008 ndash003 ndash005 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 010 003 ndash007 012 ndash007 000 ndash003 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash001 016 001 ndash003 ndash003 ndash002 008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 001 ndash008 000 006 ndash001 ndash001 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 009 073 001 001 ndash001 ndash004 009 000 002
r15 comcare communitymdashadult who really cares about me 004 ndash007 096 006 ndash011 ndash003 ndash001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 084 001 ndash001 015 003 002 000
r20 comcare communitymdashadult whom i trust 001 ndash008 086 006 000 002 005 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 088 000 006 007 000 001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 001 011 087 ndash010 016 ndash003 ndash002 ndash001 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 094 ndash001 003 ndash013 ndash001 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash003 000 004 081 ndash002 001 000 ndash004 ndash001
r22 compart i am involved in taking lessons in music art literature 002 ndash008 ndash002 092 005 001 ndash002 ndash002 ndash001
r23 compart i help other people 003 018 008 045 ndash002 ndash006 012 008 001
r49 homecare homemdashadult who is interested in my school work ndash006 007 ndash005 013 071 025 001 003 ndash003
r51 homecare homemdashadult who talks with me about my problems 001 003 001 001 057 055 017 ndash003 003
r53 homecare homemdashadult who listens to me when i have something 007 ndash008 004 ndash005 046 036 038 ndash001 003
r48 homehigh homemdashadult who expects me to follow the rules ndash003 001 ndash001 011 070 ndash004 ndash010 007 006
r50 homehigh homemdashadult who believes that i will be a success 006 004 008 ndash010 075 011 014 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash007 004 000 085 ndash011 005 000 ndash001
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 003 015 005 067 ndash004 003
r55 homepart i do things at home that make a difference ndash003 017 ndash003 003 002 ndash004 078 ndash001 002
r56 homepart i help make decisions with my family 000 ndash001 002 ndash001 005 000 083 006 ndash005
r42 peercare a friend who really cares about me 004 ndash003 003 003 002 ndash005 ndash001 085 004
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 000 002 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 000 000 ndash003 002 ndash001 002 089 005
r45 peerhigh my friends get into a lot of trouble ndash009 015 002 002 ndash007 006 ndash004 008 ndash034
r46 peerhigh my friends try to do what is right ndash001 ndash001 001 000 ndash002 002 001 008 084
r47 peerhigh my friends do well in school ndash003 007 000 ndash002 000 004 ndash002 ndash001 077
116 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e52
Secondary rydM environmental asset efa results Mexican american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 071 010 ndash015 015
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 011 ndash016 016
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 009 ndash014 015
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 008 ndash020 019
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 012 ndash015 017
r12 Schlpart Schoolmdashi do interesting activities 060 ndash007 018 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 074 ndash022 013 ndash013
r14 Schlpart Schoolmdashi do things that make a difference 072 ndash014 020 ndash013
r15 comcare communitymdashadult who really cares about me 004 090 ndash001 001
r17 comcare communitymdashadult who notices when i am upset about 003 084 010 001
r20 comcare communitymdashadult whom i trust 003 078 015 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 009 085 011 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 005 086 012 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 089 007 000
r21 compart i am part of clubs sports teams churchtemple or other 047 006 031 ndash035
r22 compart i am involved in taking lessons in music art literature 048 005 028 ndash032
r23 compart i help other people 041 007 027 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 005 083 008
r51 homecare homemdashadult who talks with me about my problems ndash008 006 087 002
r53 homecare homemdashadult who listens to me when i have something ndash009 006 089 000
r48 homehigh homemdashadult who expects me to follow the rules ndash010 008 066 019
r50 homehigh homemdashadult who believes that i will be a success ndash013 013 084 014
r52 homehigh homemdashadult who always wants me to do my best ndash015 013 086 015
r54 homepart i do fun things or go fun places with my parents or other 007 ndash003 073 001
r55 homepart i do things at home that make a difference 021 ndash007 069 ndash003
r56 homepart i help make decisions with my family 015 ndash005 073 000
r42 peercare a friend who really cares about me 008 006 008 081
r43 peercare a friend who talks with me about my problems 009 ndash001 006 089
r44 peercare a friend who helps me when irsquom having a hard time 006 001 010 087
r45 peerhigh my friends get into a lot of trouble ndash002 010 ndash008 ndash022
r46 peerhigh my friends try to do what is right 016 ndash011 029 048
r47 peerhigh my friends do well in school 016 ndash014 031 042
appendix e 117
taBle e53
Secondary rydM environmental asset efa results Mexican american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash006 003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 001 005 000 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 001 005 001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 003 003 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash005 001 002 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 ndash001 006 003 ndash001
r12 Schlpart Schoolmdashi do interesting activities 022 057 ndash003 ndash001 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 026 071 ndash015 ndash010 000
r14 Schlpart Schoolmdashi do things that make a difference 025 069 ndash008 ndash002 ndash002
r15 comcare communitymdashadult who really cares about me 005 ndash001 091 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about 000 004 085 005 004
r20 comcare communitymdashadult whom i trust 000 005 078 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 085 007 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 010 001
r19 comhigh communitymdashadult who always wants me to do my best 006 001 089 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 083 015 ndash006 ndash001
r22 compart i am involved in taking lessons in music art literature ndash016 080 014 ndash008 001
r23 compart i help other people 003 052 011 006 013
r49 homecare homemdashadult who is interested in my school work ndash001 ndash006 002 086 000
r51 homecare homemdashadult who talks with me about my problems 001 ndash001 004 090 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 ndash004 003 094 ndash013
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash012 006 068 014
r50 homehigh homemdashadult who believes that i will be a success 003 ndash013 010 087 006
r52 homehigh homemdashadult who always wants me to do my best 002 ndash016 010 089 007
r54 homepart i do fun things or go fun places with my parents or other ndash006 024 ndash004 071 ndash003
r55 homepart i do things at home that make a difference ndash004 040 ndash007 062 ndash004
r56 homepart i help make decisions with my family ndash002 029 ndash006 069 ndash004
r42 peercare a friend who really cares about me ndash001 ndash001 010 ndash007 089
r43 peercare a friend who talks with me about my problems ndash003 002 004 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash005 000 005 ndash005 095
r45 peerhigh my friends get into a lot of trouble ndash003 005 011 ndash006 ndash024
r46 peerhigh my friends try to do what is right 008 004 ndash011 021 055
r47 peerhigh my friends do well in school 009 005 ndash014 024 047
118 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e54
Secondary rydM environmental asset efa results Mexican american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 015 004 ndash005 ndash005 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 012 004 ndash011 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 007 004 ndash004 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 007 002 ndash003 004 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 000 ndash001 ndash004 003 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 004 ndash001 003 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 047 ndash002 033 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash010 017 ndash010 009
r14 Schlpart Schoolmdashi do things that make a difference 017 070 ndash002 018 ndash002 007
r15 comcare communitymdashadult who really cares about me 004 ndash008 091 003 ndash006 005
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 086 ndash001 005 007
r20 comcare communitymdashadult whom i trust ndash001 001 079 003 011 003
r16 comhigh communitymdashadult who tells me when i do a good job 004 002 086 006 006 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash006 087 005 009 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash008 090 006 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash012 024 010 084 ndash007 ndash015
r22 compart i am involved in taking lessons in music art literature ndash008 019 008 088 ndash010 ndash014
r23 compart i help other people 003 028 010 044 004 008
r49 homecare homemdashadult who is interested in my school work 001 ndash005 000 001 086 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 011 004 ndash016 091 ndash005
r53 homecare homemdashadult who listens to me when i have something 004 007 003 ndash016 095 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash019 003 011 065 008
r50 homehigh homemdashadult who believes that i will be a success 005 ndash015 007 005 085 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash020 007 008 086 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 ndash002 ndash002 071 004
r55 homepart i do things at home that make a difference ndash009 046 ndash004 006 061 004
r56 homepart i help make decisions with my family ndash005 039 ndash004 ndash004 070 004
r42 peercare a friend who really cares about me ndash002 008 011 ndash009 ndash005 091
r43 peercare a friend who talks with me about my problems ndash005 016 006 ndash014 ndash008 100
r44 peercare a friend who helps me when irsquom having a hard time ndash006 013 007 ndash015 ndash002 097
r45 peerhigh my friends get into a lot of trouble ndash004 011 012 ndash010 ndash004 ndash020
r46 peerhigh my friends try to do what is right 010 ndash016 ndash013 035 015 045
r47 peerhigh my friends do well in school 012 ndash017 ndash016 037 018 035
appendix e 119
taBle e55
Secondary rydM environmental asset efa results Mexican american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 015 004 ndash004 ndash005 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 010 003 ndash008 002 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 005 002 ndash001 003 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 000 ndash001 005 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash004 ndash004 001 005 ndash001 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 000 003 001 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 017 047 ndash002 029 ndash003 000 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 079 ndash005 007 ndash017 002 003
r14 Schlpart Schoolmdashi do things that make a difference 013 075 003 009 ndash008 001 002
r15 comcare communitymdashadult who really cares about me 003 ndash006 094 000 ndash007 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 089 ndash003 004 006 ndash005
r20 comcare communitymdashadult whom i trust ndash002 003 082 000 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 089 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 093 002 001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash006 014 002 081 002 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature ndash002 005 ndash002 090 000 ndash002 ndash003
r23 compart i help other people 003 026 008 040 005 007 008
r49 homecare homemdashadult who is interested in my school work 002 ndash008 ndash003 007 085 001 ndash001
r51 homecare homemdashadult who talks with me about my problems 002 010 003 ndash011 090 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 005 007 002 ndash012 094 ndash005 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash025 ndash002 018 066 009 009
r50 homehigh homemdashadult who believes that i will be a success 007 ndash018 004 011 084 001 006
r52 homehigh homemdashadult who always wants me to do my best 007 ndash024 004 014 086 000 008
r54 homepart i do fun things or go fun places with my parents or other ndash010 036 001 ndash008 066 ndash001 003
r55 homepart i do things at home that make a difference ndash011 052 000 ndash003 054 ndash002 004
r56 homepart i help make decisions with my family ndash007 044 ndash001 ndash010 064 001 000
r42 peercare a friend who really cares about me 002 ndash003 004 002 000 085 005
r43 peercare a friend who talks with me about my problems 000 004 ndash002 ndash002 ndash001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash002 002 000 ndash003 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 008 004 002 ndash041
r46 peerhigh my friends try to do what is right ndash001 006 004 ndash006 ndash003 005 086
r47 peerhigh my friends do well in school 003 004 ndash001 000 006 ndash003 074
120 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e56
Secondary rydM environmental asset efa results Mexican american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 011 004 ndash004 ndash008 002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 003 003 ndash006 ndash005 007 005 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash005 002 003 ndash004 006 000 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 004 000 ndash001 005 ndash003 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash006 ndash004 003 007 ndash007 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 ndash002 002 003 005 ndash005 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 011 052 ndash002 022 006 ndash002 ndash001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 093 ndash003 ndash009 ndash003 ndash001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash003 000 007 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash004 095 000 ndash004 ndash006 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash002 089 ndash002 ndash003 009 006 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash004 082 002 003 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 090 001 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash002 012 ndash006 ndash003 002
r19 comhigh communitymdashadult who always wants me to do my best 003 002 093 000 006 ndash008 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash003 002 001 083 000 004 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature 003 ndash009 ndash003 097 ndash001 ndash001 ndash002 ndash002
r23 compart i help other people 006 011 008 043 ndash006 018 007 009
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 086 004 000 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 001 003 ndash010 069 036 000 ndash010
r53 homecare homemdashadult who listens to me when i have something 006 ndash007 001 ndash009 072 037 ndash005 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 001 000 009 079 ndash019 008 006
r50 homehigh homemdashadult who believes that i will be a success 002 ndash001 006 003 086 000 001 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash005 005 006 090 ndash005 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other ndash002 ndash005 ndash001 003 028 063 000 006
r55 homepart i do things at home that make a difference ndash005 011 ndash001 006 011 070 ndash001 007
r56 homepart i help make decisions with my family 002 001 ndash002 001 023 068 002 002
r42 peercare a friend who really cares about me 002 ndash003 004 002 003 ndash004 085 005
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash002 ndash002 001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash001 ndash001 ndash002 002 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 001 004 008 003 000 002 ndash041
r46 peerhigh my friends try to do what is right 000 000 003 ndash004 ndash003 005 005 086
r47 peerhigh my friends do well in school 003 ndash001 ndash001 001 006 004 ndash003 073
appendix e 121
taBle e57
Secondary rydM environmental asset efa results Mexican american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 003 ndash001 ndash005 ndash006 005 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 003 ndash004 ndash003 001 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash006 002 003 ndash004 006 000 001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 000 002 008 ndash008 ndash002 002 007
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash006 ndash004 000 005 000 ndash001 ndash003 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 ndash002 004 ndash002 001 006 ndash004 001 ndash015
r12 Schlpart Schoolmdashi do interesting activities 012 052 ndash001 020 004 003 ndash001 ndash002 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 094 ndash003 ndash007 ndash002 ndash004 000 001 004
r14 Schlpart Schoolmdashi do things that make a difference 004 080 005 ndash004 ndash001 008 ndash001 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash002 094 001 ndash001 ndash012 003 002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash001 089 001 ndash001 003 006 ndash002 009
r20 comcare communitymdashadult whom i trust ndash001 ndash004 082 003 003 006 002 001 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 005 089 002 004 ndash002 ndash005 002 005
r18 comhigh communitymdashadult who believes that i will be a success 003 003 091 ndash005 008 003 ndash002 ndash002 ndash010
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash001 094 ndash003 002 002 ndash002 000 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash004 002 001 084 002 ndash001 ndash002 ndash003 002
r22 compart i am involved in taking lessons in music art literature 002 ndash009 ndash003 098 000 ndash005 ndash002 000 000
r23 compart i help other people 005 011 008 043 ndash006 016 007 010 001
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 089 000 000 ndash003 013
r51 homecare homemdashadult who talks with me about my problems ndash003 002 000 002 078 008 001 001 051
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 000 ndash001 076 019 ndash006 001 034
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 005 078 ndash012 008 002 ndash006
r50 homehigh homemdashadult who believes that i will be a success 003 ndash001 006 ndash001 085 005 001 001 002
r52 homehigh homemdashadult who always wants me to do my best 003 ndash006 006 002 089 002 ndash001 002 000
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 000 ndash003 025 070 001 000 ndash002
r55 homepart i do things at home that make a difference ndash003 011 000 002 008 074 ndash001 003 001
r56 homepart i help make decisions with my family 004 001 ndash001 ndash004 020 072 003 ndash003 003
r42 peercare a friend who really cares about me 003 ndash003 005 001 002 ndash001 085 004 ndash006
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash001 ndash001 ndash001 095 001 003
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash002 ndash001 ndash001 002 003 092 002 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 007 002 002 002 ndash040 000
r46 peerhigh my friends try to do what is right ndash002 001 003 ndash001 ndash001 ndash001 004 090 003
r47 peerhigh my friends do well in school 003 000 ndash002 002 007 003 ndash002 070 ndash003
122 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e58
Secondary rydM environmental asset efa results White 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 011 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 086 011 ndash009 ndash011
r10 Schlcare Schoolmdashadult who listens to me when i have something 092 013 ndash002 ndash017
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 088 014 ndash009 ndash008
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 015 ndash006 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash002 ndash011
r12 Schlpart Schoolmdashi do interesting activities 044 ndash013 013 020
r13 Schlpart Schoolmdashi help decide things like class activities or rules 056 ndash026 005 028
r14 Schlpart Schoolmdashi do things that make a difference 053 ndash021 009 032
r15 comcare communitymdashadult who really cares about me 012 082 003 012
r17 comcare communitymdashadult who notices when i am upset about 008 076 014 013
r20 comcare communitymdashadult whom i trust 013 069 018 009
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 016 012
r18 comhigh communitymdashadult who believes that i will be a success 013 077 014 013
r19 comhigh communitymdashadult who always wants me to do my best 014 084 006 010
r21 compart i am part of clubs sports teams churchtemple or other 021 ndash006 032 028
r22 compart i am involved in taking lessons in music art literature 020 ndash007 032 028
r23 compart i help other people 024 001 024 030
r49 homecare homemdashadult who is interested in my school work ndash006 012 086 ndash009
r51 homecare homemdashadult who talks with me about my problems ndash011 009 095 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash007 010 097 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash006 017 069 001
r50 homehigh homemdashadult who believes that i will be a success ndash004 021 089 ndash010
r52 homehigh homemdashadult who always wants me to do my best ndash009 021 091 ndash009
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 080 ndash002
r55 homepart i do things at home that make a difference 013 ndash013 067 012
r56 homepart i help make decisions with my family 005 ndash010 080 003
r42 peercare a friend who really cares about me ndash014 023 ndash012 093
r43 peercare a friend who talks with me about my problems ndash019 021 ndash022 107
r44 peercare a friend who helps me when irsquom having a hard time ndash016 020 ndash018 104
r45 peerhigh my friends get into a lot of trouble ndash006 003 ndash009 ndash027
r46 peerhigh my friends try to do what is right 003 ndash008 020 054
r47 peerhigh my friends do well in school 006 ndash010 023 044
appendix e 123
taBle e59
Secondary rydM environmental asset efa results White 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 009 001 ndash003 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 004 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 000 008 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 005 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 006 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 015 064 003 ndash006 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 082 ndash003 ndash020 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 015 085 002 ndash017 ndash003
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 085 007 003
r20 comcare communitymdashadult whom i trust 004 007 076 012 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 086 009 003
r18 comhigh communitymdashadult who believes that i will be a success 003 007 085 008 003
r19 comhigh communitymdashadult who always wants me to do my best 005 002 091 001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash013 071 014 006 000
r22 compart i am involved in taking lessons in music art literature ndash012 069 012 007 001
r23 compart i help other people 000 055 013 005 011
r49 homecare homemdashadult who is interested in my school work 007 ndash010 002 083 002
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash001 003 090 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 ndash001 004 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash009 009 067 011
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 013 084 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash018 012 088 006
r54 homepart i do fun things or go fun places with my parents or other ndash006 029 ndash007 070 ndash008
r55 homepart i do things at home that make a difference ndash006 053 ndash006 050 ndash004
r56 homepart i help make decisions with my family ndash005 037 ndash009 068 ndash006
r42 peercare a friend who really cares about me 000 ndash006 012 ndash002 087
r43 peercare a friend who talks with me about my problems ndash004 ndash005 008 ndash010 099
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash006 007 ndash006 097
r45 peerhigh my friends get into a lot of trouble ndash009 ndash004 013 ndash011 ndash031
r46 peerhigh my friends try to do what is right 003 024 ndash018 017 052
r47 peerhigh my friends do well in school 004 026 ndash019 018 041
124 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e60
Secondary rydM environmental asset efa results White 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 001 ndash002 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 007 ndash001 ndash004 002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 004 000 000 007 ndash005
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 007 001 ndash001 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 006 002 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 007 004 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 060 003 005 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 080 ndash005 ndash008 ndash010 006
r14 Schlpart Schoolmdashi do things that make a difference 014 080 001 001 ndash010 006
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 000 ndash005 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 088 ndash011 008 007
r20 comcare communitymdashadult whom i trust 004 004 080 ndash003 010 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 089 ndash005 008 004
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 000 006 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash002 096 001 ndash002 000
r21 compart i am part of clubs sports teams churchtemple or other ndash011 051 016 050 ndash001 ndash019
r22 compart i am involved in taking lessons in music art literature ndash010 047 013 050 000 ndash017
r23 compart i help other people ndash001 045 013 027 003 004
r49 homecare homemdashadult who is interested in my school work 007 ndash010 001 011 079 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 002 001 ndash008 090 001
r53 homecare homemdashadult who listens to me when i have something 002 002 003 ndash009 092 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash014 010 027 058 ndash001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 013 013 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash022 013 024 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash006 030 ndash009 ndash004 071 002
r55 homepart i do things at home that make a difference ndash006 053 ndash008 ndash002 052 007
r56 homepart i help make decisions with my family ndash005 039 ndash011 ndash010 071 008
r42 peercare a friend who really cares about me 000 ndash003 009 017 001 078
r43 peercare a friend who talks with me about my problems ndash004 003 004 006 ndash002 092
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 004 008 002 089
r45 peerhigh my friends get into a lot of trouble ndash010 009 009 ndash048 001 ndash007
r46 peerhigh my friends try to do what is right 002 004 ndash013 076 000 021
r47 peerhigh my friends do well in school 003 008 ndash013 066 005 010
appendix e 125
taBle e61
Secondary rydM environmental asset efa results White 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 012 001 ndash006 ndash002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 007 ndash002 ndash004 003 002 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 004 000 ndash006 008 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 000 ndash003 002 005 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 000 003 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 007 ndash003 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 013 055 000 026 ndash002 001 ndash008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash003 014 ndash013 005 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 012 076 003 020 ndash013 004 ndash002
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash005 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 090 ndash007 006 005 ndash004
r20 comcare communitymdashadult whom i trust 004 003 081 ndash002 009 ndash002 001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 003 090 ndash001 007 002 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 003 002 089 002 005 000 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 096 003 ndash003 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 002 073 007 ndash007 004
r22 compart i am involved in taking lessons in music art literature ndash007 025 ndash003 076 008 ndash003 001
r23 compart i help other people ndash001 036 009 035 004 006 010
r49 homecare homemdashadult who is interested in my school work 007 ndash009 ndash005 015 082 004 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash001 007 ndash001 ndash001 091 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 002 006 003 ndash006 092 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash019 002 027 060 005 005
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 009 013 080 001 000
r52 homehigh homemdashadult who always wants me to do my best 009 ndash023 006 024 081 002 001
r54 homepart i do fun things or go fun places with my parents or other ndash006 032 ndash001 ndash012 067 ndash006 011
r55 homepart i do things at home that make a difference ndash008 055 002 ndash009 045 ndash004 016
r56 homepart i help make decisions with my family ndash005 042 ndash002 ndash018 066 ndash001 009
r42 peercare a friend who really cares about me 001 ndash003 004 003 004 082 008
r43 peercare a friend who talks with me about my problems ndash004 006 000 ndash005 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 004 ndash001 ndash005 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash010 012 002 ndash003 003 000 ndash051
r46 peerhigh my friends try to do what is right ndash001 ndash002 001 001 ndash009 006 094
r47 peerhigh my friends do well in school 003 005 ndash002 005 001 ndash002 068
126 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e62
Secondary rydM environmental asset efa results White 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 007 001 ndash004 ndash006 004 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 002 ndash002 000 ndash001 002 003 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash004 006 002 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 001 ndash001 001 006 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 001 003 005 ndash006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 002 007 000 001 002 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 005 063 000 013 011 ndash008 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 088 ndash003 ndash007 000 ndash001 001 000
r14 Schlpart Schoolmdashi do things that make a difference 004 078 003 005 ndash005 004 000 006
r15 comcare communitymdashadult who really cares about me 005 ndash007 095 005 ndash004 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 090 ndash008 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 005 ndash003 081 001 004 007 ndash001 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 090 000 004 005 002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 001 005 090 ndash001 007 ndash003 ndash001 003
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 001 003 ndash009 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash004 010 002 079 004 002 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash003 ndash004 093 002 003 000 ndash008
r23 compart i help other people 005 009 010 047 ndash012 023 008 005
r49 homecare homemdashadult who is interested in my school work 002 005 ndash004 001 085 ndash001 002 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash005 009 000 ndash012 081 023 002 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 003 004 ndash013 078 029 ndash003 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash003 002 016 072 ndash016 004 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash002 009 003 080 004 000 003
r52 homehigh homemdashadult who always wants me to do my best 004 ndash009 006 013 088 ndash009 000 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 ndash002 005 031 063 ndash004 003
r55 homepart i do things at home that make a difference ndash001 012 002 008 004 070 ndash001 008
r56 homepart i help make decisions with my family 004 ndash003 ndash003 001 025 072 003 000
r42 peercare a friend who really cares about me 002 ndash004 004 005 005 ndash005 082 007
r43 peercare a friend who talks with me about my problems ndash002 002 000 ndash002 ndash002 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 ndash003 002 001 093 002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash050
r46 peerhigh my friends try to do what is right ndash004 004 001 ndash008 ndash003 003 004 097
r47 peerhigh my friends do well in school 001 006 ndash002 000 004 007 ndash003 066
appendix e 127
taBle e63
Secondary rydM environmental asset efa results White 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 004 002 003 ndash005 ndash003 006 003 012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 003 000 ndash002 003 ndash004 005
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash003 006 001 ndash004 001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 ndash001 000 005 000 ndash004 005 ndash002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash001 000 ndash003 004 000 ndash004 ndash001 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 007 ndash004 000 008 ndash003 001 ndash011
r12 Schlpart Schoolmdashi do interesting activities 005 062 000 014 011 ndash009 ndash002 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 086 ndash002 ndash005 ndash001 ndash001 001 001 007
r14 Schlpart Schoolmdashi do things that make a difference 003 082 003 ndash002 ndash005 010 000 003 ndash009
r15 comcare communitymdashadult who really cares about me 005 ndash006 095 005 ndash004 ndash004 000 000 ndash003
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 091 ndash004 004 001 004 ndash001 010
r20 comcare communitymdashadult whom i trust 005 ndash004 081 005 005 003 ndash001 002 007
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 091 003 005 001 002 000 005
r18 comhigh communitymdashadult who believes that i will be a success 001 006 089 ndash005 007 002 ndash001 001 ndash007
r19 comhigh communitymdashadult who always wants me to do my best 004 001 096 ndash003 001 ndash004 ndash003 000 ndash009
r21 compart i am part of clubs sports teams churchtemple or other ndash004 008 003 082 005 ndash005 ndash005 003 002
r22 compart i am involved in taking lessons in music art literature 001 ndash006 ndash004 094 003 ndash002 000 ndash005 ndash002
r23 compart i help other people 005 010 009 042 ndash013 027 008 002 ndash011
r49 homecare homemdashadult who is interested in my school work 002 004 ndash004 003 087 ndash005 002 000 001
r51 homecare homemdashadult who talks with me about my problems ndash005 004 001 001 083 007 002 ndash002 026
r53 homecare homemdashadult who listens to me when i have something 001 ndash003 005 ndash002 079 017 ndash003 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 002 001 005 071 ndash006 004 003 ndash026
r50 homehigh homemdashadult who believes that i will be a success 004 001 009 ndash004 081 008 000 000 ndash009
r52 homehigh homemdashadult who always wants me to do my best 004 ndash005 006 003 088 ndash001 000 ndash001 ndash019
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash002 003 031 061 ndash003 002 008
r55 homepart i do things at home that make a difference ndash001 016 001 ndash002 003 077 ndash001 003 ndash005
r56 homepart i help make decisions with my family 003 ndash001 ndash003 ndash002 026 070 003 ndash002 008
r42 peercare a friend who really cares about me 002 ndash004 004 004 005 ndash003 082 006 ndash005
r43 peercare a friend who talks with me about my problems ndash002 001 000 ndash001 ndash002 000 097 000 004
r44 peercare a friend who helps me when irsquom having a hard time 001 002 ndash001 ndash004 002 003 093 001 ndash002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash049 005
r46 peerhigh my friends try to do what is right ndash004 003 001 ndash005 ndash003 002 004 095 ndash002
r47 peerhigh my friends do well in school 001 003 ndash001 006 004 001 ndash003 069 008
128 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e64
elementary rydM environmental assetsmdashMales and femalesmdashgoodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0095 0091 0089 0090 0089 0089 0091 0091
2 factor 0085 0069 0069 0062 0072 0061 0081 0065
3 factor 0072 0054 0049 0037 0063 0050 0072 0049
4 factor 0043 0033 0038 0028 0052 0039 0052 0035
5 factor 0023 0019 0044 0026
6 factor 0000 0012 0006 0014 0026 0021
7 factor 0000 0007 0000 0008 0028 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le 006)
RMSR = Root Mean Square Error (recommended value le 005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e65
elementary rydM environmental asset efa results Main Sample 2 factor Solution
item original construct item description 1 2
10 Schlcare do the teachers at school care about you 078 ndash004
13 Schlcare teachers listen when have something to say 065 002
11 Schlhigh teachers tell you when you do a good job 066 ndash006
14 Schlhigh teachers believe that you can do a good job 068 004
52 homecare parent care about your school work ndash007 083
55 homecare parent listen when you have something to say 012 057
53 homehigh parent believe that you can do a good job 004 082
54 homehigh parent at home want you to do your best ndash001 079
9 Schlpart make class ruleschoose things to do school 032 000
15 Schlpart do you do things to be helpful at school 036 017
56 homepart do you help out at home 005 036
56 homepart make rules or choose things to do at home 007 015
50 peerhigh do your best friends get into trouble 002 037
51 peerhigh do your best friends try to do the right thing 010 048
appendix e 129
taBle e66
elementary rydM environmental asset efa results validation Sample 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 081 ndash008
13 Schlcare teachers listen when have something to say 070 ndash007
11 Schlhigh teachers tell you when you do a good job 059 ndash003
14 Schlhigh teachers believe that you can do a good job 071 003
52 homecare parent care about your school work ndash005 074
55 homecare parent listen when you have something to say 012 058
53 homehigh parent believe that you can do a good job 001 085
54 homehigh parent at home want you to do your best 000 087
9 Schlpart make class ruleschoose things to do school 018 014
15 Schlpart do you do things to be helpful at school 029 028
56 homepart do you help out at home 005 038
56 homepart make rules or choose things to do at home ndash010 034
50 peerhigh do your best friends get into trouble 019 018
51 peerhigh do your best friends try to do the right thing 025 032
taBle e67
elementary rydM environmental asset efa results Main Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 078 ndash001 ndash004
13 Schlcare teachers listen when have something to say 065 002 001
11 Schlhigh teachers tell you when you do a good job 067 ndash002 ndash007
14 Schlhigh teachers believe that you can do a good job 068 005 ndash002
52 homecare parent care about your school work ndash006 085 000
55 homecare parent listen when you have something to say 013 057 002
53 homehigh parent believe that you can do a good job 006 081 000
54 homehigh parent at home want you to do your best 003 080 ndash005
9 Schlpart make class ruleschoose things to do school 032 ndash002 003
15 Schlpart do you do things to be helpful at school 035 005 017
56 homepart do you help out at home 005 031 009
56 homepart make rules or choose things to do at home 006 013 006
50 peerhigh do your best friends get into trouble 003 001 043
51 peerhigh do your best friends try to do the right thing ndash005 ndash003 101
130 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e68
elementary rydM environmental asset efa results validation Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 002 005
13 Schlcare teachers listen when have something to say 063 002 005
11 Schlhigh teachers tell you when you do a good job 049 ndash004 017
14 Schlhigh teachers believe that you can do a good job 069 013 ndash001
52 homecare parent care about your school work 002 072 002
55 homecare parent listen when you have something to say 006 048 022
53 homehigh parent believe that you can do a good job 012 089 ndash008
54 homehigh parent at home want you to do your best 008 080 004
9 Schlpart make class ruleschoose things to do school 003 ndash010 042
15 Schlpart do you do things to be helpful at school 007 ndash004 062
56 homepart do you help out at home ndash009 017 038
56 homepart make rules or choose things to do at home ndash016 019 023
50 peerhigh do your best friends get into trouble 001 ndash010 048
51 peerhigh do your best friends try to do the right thing 003 ndash001 061
taBle e69
elementary rydM environmental asset efa results Main Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 005 001 ndash001
13 Schlcare teachers listen when have something to say 062 007 000 005
11 Schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 Schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 Schlpart make class ruleschoose things to do school 014 ndash016 048 ndash005
15 Schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
appendix e 131
taBle e71
elementary rydM environmental asset efa results Main Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 000 001 003 ndash001
13 Schlcare teachers listen when have something to say 067 ndash003 007 ndash004 006
11 Schlhigh teachers tell you when you do a good job 055 001 000 019 ndash008
14 Schlhigh teachers believe that you can do a good job 067 009 ndash007 005 002
52 homecare parent care about your school work 004 068 020 ndash008 003
55 homecare parent listen when you have something to say 014 030 048 ndash009 003
53 homehigh parent believe that you can do a good job 014 067 017 ndash006 004
54 homehigh parent at home want you to do your best ndash001 103 ndash027 018 ndash005
9 Schlpart make class ruleschoose things to do school 010 ndash008 011 042 ndash006
15 Schlpart do you do things to be helpful at school 007 004 ndash002 059 014
56 homepart do you help out at home ndash016 020 025 031 003
56 homepart make rules or choose things to do at home ndash005 ndash017 052 011 ndash001
50 peerhigh do your best friends get into trouble 004 000 ndash010 ndash001 060
51 peerhigh do your best friends try to do the right thing ndash001 ndash002 008 012 074
taBle e70
elementary rydM environmental asset efa results validation Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 003 003 ndash001
13 Schlcare teachers listen when have something to say 065 002 003 ndash001
11 Schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 Schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 Schlpart make class ruleschoose things to do school 005 ndash020 062 ndash006
15 Schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
132 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e73
elementary rydM environmental asset efa results Males 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 080 ndash007
13 Schlcare teachers listen when have something to say 068 ndash002
11 Schlhigh teachers tell you when you do a good job 059 ndash001
14 Schlhigh teachers believe that you can do a good job 070 001
52 homecare parent care about your school work ndash002 079
55 homecare parent listen when you have something to say 015 053
53 homehigh parent believe that you can do a good job 003 084
54 homehigh parent at home want you to do your best ndash004 078
9 Schlpart make class ruleschoose things to do school 016 016
15 Schlpart do you do things to be helpful at school 024 021
56 homepart do you help out at home ndash005 044
56 homepart make rules or choose things to do at home ndash003 017
50 peerhigh do your best friends get into trouble 008 028
51 peerhigh do your best friends try to do the right thing 014 043
taBle e72
elementary rydM environmental asset efa results validation Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 001 001 ndash003 001
13 Schlcare teachers listen when have something to say 068 ndash006 ndash003 011 ndash006
11 Schlhigh teachers tell you when you do a good job 054 ndash007 003 011 000
14 Schlhigh teachers believe that you can do a good job 073 019 000 ndash017 004
52 homecare parent care about your school work 001 067 ndash003 009 000
55 homecare parent listen when you have something to say 010 038 ndash002 033 ndash001
53 homehigh parent believe that you can do a good job 007 096 001 ndash012 001
54 homehigh parent at home want you to do your best 007 076 ndash001 008 003
9 Schlpart make class ruleschoose things to do school 001 000 147 ndash002 ndash001
15 Schlpart do you do things to be helpful at school 014 ndash006 009 035 023
56 homepart do you help out at home ndash007 ndash009 ndash006 072 000
56 homepart make rules or choose things to do at home ndash012 017 011 023 ndash003
50 peerhigh do your best friends get into trouble 000 001 000 ndash008 057
51 peerhigh do your best friends try to do the right thing ndash001 002 ndash002 008 072
appendix e 133
taBle e75
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 003 000 ndash002
13 Schlcare teachers listen when have something to say 064 002 ndash003 008
11 Schlhigh teachers tell you when you do a good job 054 ndash003 019 ndash008
14 Schlhigh teachers believe that you can do a good job 068 009 ndash005 002
52 homecare parent care about your school work 002 074 001 009
55 homecare parent listen when you have something to say 011 039 026 006
53 homehigh parent believe that you can do a good job 007 079 008 002
54 homehigh parent at home want you to do your best 006 087 ndash005 ndash010
9 Schlpart make class ruleschoose things to do school 009 ndash008 050 ndash009
15 Schlpart do you do things to be helpful at school 016 ndash011 048 010
56 homepart do you help out at home ndash018 020 050 003
56 homepart make rules or choose things to do at home ndash012 ndash006 033 009
50 peerhigh do your best friends get into trouble 006 000 ndash007 050
51 peerhigh do your best friends try to do the right thing ndash001 ndash001 011 085
taBle e74
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 079 ndash002 ndash005
13 Schlcare teachers listen when have something to say 066 ndash004 006
11 Schlhigh teachers tell you when you do a good job 058 004 ndash005
14 Schlhigh teachers believe that you can do a good job 069 003 ndash002
52 homecare parent care about your school work 000 075 006
55 homecare parent listen when you have something to say 015 049 010
53 homehigh parent believe that you can do a good job 006 084 ndash001
54 homehigh parent at home want you to do your best 002 086 ndash014
9 Schlpart make class ruleschoose things to do school 015 016 002
15 Schlpart do you do things to be helpful at school 022 012 017
56 homepart do you help out at home ndash007 038 013
56 homepart make rules or choose things to do at home ndash006 009 016
50 peerhigh do your best friends get into trouble 004 ndash007 048
51 peerhigh do your best friends try to do the right thing ndash002 ndash006 094
134 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e77
elementary rydM environmental asset efa results females 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 002
13 Schlcare teachers listen when have something to say 063 007
11 Schlhigh teachers tell you when you do a good job 069 ndash007
14 Schlhigh teachers believe that you can do a good job 066 007
52 homecare parent care about your school work ndash010 086
55 homecare parent listen when you have something to say 008 063
53 homehigh parent believe that you can do a good job 007 078
54 homehigh parent at home want you to do your best 009 075
9 Schlpart make class ruleschoose things to do school 045 ndash012
15 Schlpart do you do things to be helpful at school 044 013
56 homepart do you help out at home 011 033
56 homepart make rules or choose things to do at home 017 013
50 peerhigh do your best friends get into trouble ndash002 039
51 peerhigh do your best friends try to do the right thing 009 046
taBle e76
elementary rydM environmental asset efa results Males 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 077 002 ndash002 003 ndash004
13 Schlcare teachers listen when have something to say 065 000 ndash003 ndash001 008
11 Schlhigh teachers tell you when you do a good job 053 ndash002 021 ndash001 ndash008
14 Schlhigh teachers believe that you can do a good job 066 008 001 ndash006 003
52 homecare parent care about your school work 006 075 ndash009 007 008
55 homecare parent listen when you have something to say 017 042 008 021 003
53 homehigh parent believe that you can do a good job 011 080 ndash001 006 001
54 homehigh parent at home want you to do your best ndash002 091 008 ndash026 ndash006
9 Schlpart make class ruleschoose things to do school 005 ndash005 049 004 ndash008
15 Schlpart do you do things to be helpful at school 008 ndash011 059 ndash005 013
56 homepart do you help out at home ndash020 024 045 006 004
56 homepart make rules or choose things to do at home ndash002 ndash010 001 080 001
50 peerhigh do your best friends get into trouble 002 ndash002 ndash002 ndash008 058
51 peerhigh do your best friends try to do the right thing 000 002 010 004 076
appendix e 135
taBle e79
elementary rydM environmental asset efa results females 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 071 007 006 ndash001
13 Schlcare teachers listen when have something to say 063 008 002 001
11 Schlhigh teachers tell you when you do a good job 061 ndash002 014 ndash008
14 Schlhigh teachers believe that you can do a good job 067 008 002 001
52 homecare parent care about your school work ndash002 087 ndash001 ndash004
55 homecare parent listen when you have something to say 006 063 011 ndash002
53 homehigh parent believe that you can do a good job 018 073 ndash007 007
54 homehigh parent at home want you to do your best 014 065 002 010
9 Schlpart make class ruleschoose things to do school 017 ndash024 050 003
15 Schlpart do you do things to be helpful at school 017 ndash005 048 015
56 homepart do you help out at home ndash015 026 042 004
56 homepart make rules or choose things to do at home ndash006 013 038 ndash007
50 peerhigh do your best friends get into trouble 005 003 ndash010 057
51 peerhigh do your best friends try to do the right thing ndash006 001 020 073
taBle e78
elementary rydM environmental asset efa results females 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 002 000
13 Schlcare teachers listen when have something to say 067 001 001
11 Schlhigh teachers tell you when you do a good job 069 ndash008 ndash002
14 Schlhigh teachers believe that you can do a good job 069 004 001
52 homecare parent care about your school work ndash013 093 ndash007
55 homecare parent listen when you have something to say 007 065 001
53 homehigh parent believe that you can do a good job 008 077 001
54 homehigh parent at home want you to do your best 010 073 002
9 Schlpart make class ruleschoose things to do school 044 ndash009 ndash007
15 Schlpart do you do things to be helpful at school 045 011 000
56 homepart do you help out at home 009 037 ndash004
56 homepart make rules or choose things to do at home 015 020 ndash011
50 peerhigh do your best friends get into trouble ndash001 ndash003 116
51 peerhigh do your best friends try to do the right thing 016 026 027
136 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e81
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0130 0088 0129 0083 0120 0091 0125 0097
2 factor 0092 0052 0093 0051 0093 0071 0096 0075
3 factor 0071 0034 0071 0033 0069 0040 0071 0042
4 factor 0050 0022 0053 0023 0049 0025 0050 0025
5 factor 0027 0011 0034 0013 0032 0014 0027 0012
6 factor 0019 0007 0022 0008 0023 0010 0013 0007
7 factor 0015 0005 0019 0007 0016 0007 0013 0006
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e80
Secondary rydM internal assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample validation sample main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0113 0078 0116 0076 0134 0094 0136 0095 0145 0106 0143 0104
2 factor 0079 0048 0086 0051 0102 0067 0106 0070 0107 0071 0104 0070
3 factor 0059 0029 0066 0031 0073 0036 0076 0037 0089 0048 0087 0049
4 factor 0041 0019 0043 0020 0054 0024 0058 0025 0071 0034 0070 0036
5 factor 0027 0012 0028 0012 0029 0013 0033 0013 0032 0014 0036 0015
6 factor 0022 0009 0020 0009 0024 0010 0015 0007 0018 0008 0026 0011
7 factor 0016 0006 0010 0005 0022 0008 0018 0007 0010 0006 0021 0009
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 137
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pled
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A =
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t mea
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f app
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ion
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ende
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138 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e83B
Secondary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 031
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 063 018
r30 Selfeff i can do most things if i try 072 014
r32 Selfeff there are many things that i do well 071 009
r33 empathy i feel bad when someone gets their feelings hurt ndash004 084
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think 005 084
r35 probSolv When i need help i find someone to talk with 030 051
r27 probSolv i know where to go for help with a problem 055 026
r28 probSolv i try to work out problems by talking or writing about them 024 055
r39 Selfaware there is a purpose to my life 076 006
r40 Selfaware i understand my moods and feelings 093 ndash015
r41 Selfaware i understand why i do what i do 094 ndash018
r24 goals i have goals and plans for the future 065 013
r25 goals i plan to graduate from high school 073 015
r26 goals i plan to go to college or some other school after high school 065 016
taBle e83a
Secondary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 035
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 062 019
r30 Selfeff i can do most things if i try 071 014
r32 Selfeff there are many things that i do well 066 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash011 100
r38 empathy i try to understand what other people feel and think 005 083
r35 probSolv When i need help i find someone to talk with 027 057
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 024 056
r39 Selfaware there is a purpose to my life 073 008
r40 Selfaware i understand my moods and feelings 090 ndash012
r41 Selfaware i understand why i do what i do 090 ndash015
r24 goals i have goals and plans for the future 069 008
r25 goals i plan to graduate from high school 084 003
r26 goals i plan to go to college or some other school after high school 073 007
appendix e 139
taBle e84B
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 025
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 053 020 014
r30 Selfeff i can do most things if i try 047 042 004
r32 Selfeff there are many things that i do well 047 041 000
r33 empathy i feel bad when someone gets their feelings hurt ndash010 011 081
r34 empathy i try to understand what other people go through ndash015 007 096
r38 empathy i try to understand what other people feel and think 002 006 082
r35 probSolv When i need help i find someone to talk with 042 ndash017 055
r27 probSolv i know where to go for help with a problem 049 013 023
r28 probSolv i try to work out problems by talking or writing about them 032 ndash007 055
r39 Selfaware there is a purpose to my life 060 026 002
r40 Selfaware i understand my moods and feelings 097 ndash010 ndash007
r41 Selfaware i understand why i do what i do 097 ndash008 ndash010
r24 goals i have goals and plans for the future 019 064 002
r25 goals i plan to graduate from high school ndash008 097 004
r26 goals i plan to go to college or some other school after high school ndash008 087 008
taBle e84a
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 027 027 029
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 050 023 013
r30 Selfeff i can do most things if i try 045 043 003
r32 Selfeff there are many things that i do well 039 042 005
r33 empathy i feel bad when someone gets their feelings hurt ndash012 011 083
r34 empathy i try to understand what other people go through ndash014 003 101
r38 empathy i try to understand what other people feel and think 005 ndash001 084
r35 probSolv When i need help i find someone to talk with 036 ndash010 059
r27 probSolv i know where to go for help with a problem 043 020 024
r28 probSolv i try to work out problems by talking or writing about them 028 ndash001 055
r39 Selfaware there is a purpose to my life 056 028 003
r40 Selfaware i understand my moods and feelings 099 ndash012 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash009
r24 goals i have goals and plans for the future 017 067 000
r25 goals i plan to graduate from high school ndash008 100 ndash001
r26 goals i plan to go to college or some other school after high school ndash013 092 006
140 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e85B
Secondary rydM internal asset efa results validation Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 065 ndash006 013 012
r30 Selfeff i can do most things if i try 055 ndash010 010 036
r32 Selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probSolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probSolv i know where to go for help with a problem 066 002 009 007
r28 probSolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 Selfaware there is a purpose to my life 017 005 045 027
r40 Selfaware i understand my moods and feelings ndash002 007 094 ndash007
r41 Selfaware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
taBle e85a
Secondary rydM internal asset efa results Main Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 066 ndash009 015 011
r30 Selfeff i can do most things if i try 050 ndash011 016 035
r32 Selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probSolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probSolv i know where to go for help with a problem 068 ndash001 007 011
r28 probSolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 012 006 046 028
r40 Selfaware i understand my moods and feelings 001 005 091 ndash007
r41 Selfaware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
appendix e 141
taBle e86B
Secondary rydM internal asset efa results validation Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 059 021 005 001 ndash001
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 057 ndash003 028 009 ndash005
r30 Selfeff i can do most things if i try 080 002 ndash003 003 010
r32 Selfeff there are many things that i do well 064 000 ndash002 012 014
r33 empathy i feel bad when someone gets their feelings hurt 003 070 010 ndash004 009
r34 empathy i try to understand what other people go through ndash001 088 003 001 005
r38 empathy i try to understand what other people feel and think 007 074 005 010 001
r35 probSolv When i need help i find someone to talk with ndash010 020 068 015 ndash004
r27 probSolv i know where to go for help with a problem 019 ndash010 056 010 014
r28 probSolv i try to work out problems by talking or writing about them 007 014 078 ndash012 ndash002
r39 Selfaware there is a purpose to my life 012 001 009 045 027
r40 Selfaware i understand my moods and feelings 001 005 ndash002 092 ndash005
r41 Selfaware i understand why i do what i do 009 000 002 078 ndash001
r24 goals i have goals and plans for the future 008 ndash001 008 011 063
r25 goals i plan to graduate from high school 010 008 ndash009 ndash002 089
r26 goals i plan to go to college or some other school after high school ndash003 004 007 ndash006 088
taBle e86a
Secondary rydM internal asset efa results Main Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 023 009 000 002
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 056 ndash007 034 009 ndash005
r30 Selfeff i can do most things if i try 079 ndash002 003 003 008
r32 Selfeff there are many things that i do well 063 009 ndash009 012 013
r33 empathy i feel bad when someone gets their feelings hurt ndash001 073 006 ndash002 012
r34 empathy i try to understand what other people go through 003 093 001 ndash001 002
r38 empathy i try to understand what other people feel and think 006 073 008 010 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 027 063 013 ndash004
r27 probSolv i know where to go for help with a problem 015 ndash010 060 009 017
r28 probSolv i try to work out problems by talking or writing about them 003 017 073 ndash008 ndash001
r39 Selfaware there is a purpose to my life 016 005 003 044 025
r40 Selfaware i understand my moods and feelings 001 002 002 088 ndash003
r41 Selfaware i understand why i do what i do 004 000 001 083 ndash001
r24 goals i have goals and plans for the future 009 ndash002 008 012 062
r25 goals i plan to graduate from high school 006 004 ndash005 001 090
r26 goals i plan to go to college or some other school after high school ndash002 005 006 ndash006 088
142 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e88
Secondary rydM internal asset efa results grade 7 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 029 031
r29 Selfeff i can work out my problems 049 016 019
r30 Selfeff i can do most things if i try 040 040 011
r32 Selfeff there are many things that i do well 032 044 013
r33 empathy i feel bad when someone gets their feelings hurt ndash013 014 084
r34 empathy i try to understand what other people go through ndash008 003 095
r38 empathy i try to understand what other people feel and think 007 ndash003 085
r35 probSolv When i need help i find someone to talk with 035 ndash008 059
r27 probSolv i know where to go for help with a problem 045 015 027
r28 probSolv i try to work out problems by talking or writing about them 032 ndash006 054
r39 Selfaware there is a purpose to my life 059 024 003
r40 Selfaware i understand my moods and feelings 093 ndash005 ndash006
r41 Selfaware i understand why i do what i do 092 ndash006 ndash005
r24 goals i have goals and plans for the future 024 059 ndash002
r25 goals i plan to graduate from high school 000 096 ndash002
r26 goals i plan to go to college or some other school after high school ndash010 092 007
taBle e87
Secondary rydM internal asset efa results grade 7 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 038
r29 Selfeff i can work out my problems 051 030
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 063 022
r33 empathy i feel bad when someone gets their feelings hurt ndash002 084
r34 empathy i try to understand what other people go through ndash010 097
r38 empathy i try to understand what other people feel and think ndash002 090
r35 probSolv When i need help i find someone to talk with 019 066
r27 probSolv i know where to go for help with a problem 048 037
r28 probSolv i try to work out problems by talking or writing about them 018 062
r39 Selfaware there is a purpose to my life 066 016
r40 Selfaware i understand my moods and feelings 071 011
r41 Selfaware i understand why i do what i do 069 012
r24 goals i have goals and plans for the future 074 001
r25 goals i plan to graduate from high school 103 ndash017
r26 goals i plan to go to college or some other school after high school 090 ndash008
appendix e 143
taBle e90
Secondary rydM internal asset efa results grade 7 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 018 019 ndash001 009
r29 Selfeff i can work out my problems 042 ndash003 039 012 ndash004
r30 Selfeff i can do most things if i try 058 000 015 008 013
r32 Selfeff there are many things that i do well 067 012 ndash008 006 016
r33 empathy i feel bad when someone gets their feelings hurt ndash003 074 006 ndash002 017
r34 empathy i try to understand what other people go through 006 082 006 002 002
r38 empathy i try to understand what other people feel and think 013 075 005 011 ndash008
r35 probSolv When i need help i find someone to talk with ndash011 032 059 011 002
r27 probSolv i know where to go for help with a problem 010 ndash003 061 010 015
r28 probSolv i try to work out problems by talking or writing about them 000 021 072 ndash004 ndash004
r39 Selfaware there is a purpose to my life 026 006 002 042 015
r40 Selfaware i understand my moods and feelings 000 004 002 084 002
r41 Selfaware i understand why i do what i do 000 004 006 078 003
r24 goals i have goals and plans for the future 014 ndash005 012 012 053
r25 goals i plan to graduate from high school ndash002 002 ndash001 008 093
r26 goals i plan to go to college or some other school after high school 004 007 003 ndash005 083
taBle e89
Secondary rydM internal asset efa results grade 7 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 027 016 004
r29 Selfeff i can work out my problems 060 011 ndash003 016
r30 Selfeff i can do most things if i try 044 037 ndash003 015
r32 Selfeff there are many things that i do well 027 043 005 016
r33 empathy i feel bad when someone gets their feelings hurt 005 018 072 ndash003
r34 empathy i try to understand what other people go through 007 007 081 004
r38 empathy i try to understand what other people feel and think 010 000 073 014
r35 probSolv When i need help i find someone to talk with 060 ndash011 034 006
r27 probSolv i know where to go for help with a problem 069 010 000 007
r28 probSolv i try to work out problems by talking or writing about them 080 ndash014 023 ndash009
r39 Selfaware there is a purpose to my life 015 025 004 046
r40 Selfaware i understand my moods and feelings ndash001 ndash001 005 087
r41 Selfaware i understand why i do what i do 005 ndash001 005 080
r24 goals i have goals and plans for the future 016 058 ndash004 011
r25 goals i plan to graduate from high school ndash011 098 005 003
r26 goals i plan to go to college or some other school after high school ndash002 091 009 ndash009
144 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e92
Secondary rydM internal asset efa results grade 9 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 021 028
r29 Selfeff i can work out my problems 057 018 010
r30 Selfeff i can do most things if i try 050 041 000
r32 Selfeff there are many things that i do well 044 035 006
r33 empathy i feel bad when someone gets their feelings hurt ndash013 013 081
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 007 001 080
r35 probSolv When i need help i find someone to talk with 039 ndash016 060
r27 probSolv i know where to go for help with a problem 047 017 023
r28 probSolv i try to work out problems by talking or writing about them 028 ndash003 054
r39 Selfaware there is a purpose to my life 058 028 002
r40 Selfaware i understand my moods and feelings 097 ndash012 ndash006
r41 Selfaware i understand why i do what i do 098 ndash012 ndash011
r24 goals i have goals and plans for the future 016 067 005
r25 goals i plan to graduate from high school ndash005 098 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 091 008
taBle e91
Secondary rydM internal asset efa results grade 9 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 033
r29 Selfeff i can work out my problems 064 016
r30 Selfeff i can do most things if i try 074 011
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash012 101
r38 empathy i try to understand what other people feel and think 006 081
r35 probSolv When i need help i find someone to talk with 026 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 023 056
r39 Selfaware there is a purpose to my life 074 008
r40 Selfaware i understand my moods and feelings 088 ndash010
r41 Selfaware i understand why i do what i do 089 ndash015
r24 goals i have goals and plans for the future 069 011
r25 goals i plan to graduate from high school 086 000
r26 goals i plan to go to college or some other school after high school 075 007
appendix e 145
taBle e93
Secondary rydM internal asset efa results grade 9 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 015 013 018
r29 Selfeff i can work out my problems 066 ndash011 019 009
r30 Selfeff i can do most things if i try 053 ndash014 016 035
r32 Selfeff there are many things that i do well 032 000 024 032
r33 empathy i feel bad when someone gets their feelings hurt 003 070 ndash001 017
r34 empathy i try to understand what other people go through ndash002 091 003 009
r38 empathy i try to understand what other people feel and think 015 067 011 004
r35 probSolv When i need help i find someone to talk with 060 037 009 ndash021
r27 probSolv i know where to go for help with a problem 068 000 007 010
r28 probSolv i try to work out problems by talking or writing about them 078 026 ndash016 ndash010
r39 Selfaware there is a purpose to my life 010 006 048 029
r40 Selfaware i understand my moods and feelings 001 006 090 ndash007
r41 Selfaware i understand why i do what i do 002 002 087 ndash006
r24 goals i have goals and plans for the future 013 005 007 065
r25 goals i plan to graduate from high school ndash008 006 ndash001 097
r26 goals i plan to go to college or some other school after high school 003 010 ndash011 089
taBle e94
Secondary rydM internal asset efa results grade 9 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 023 009 002 ndash001
r29 Selfeff i can work out my problems 057 ndash008 031 011 ndash005
r30 Selfeff i can do most things if i try 079 ndash006 005 001 013
r32 Selfeff there are many things that i do well 064 012 ndash011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 073 003 ndash003 012
r34 empathy i try to understand what other people go through ndash003 095 002 ndash001 003
r38 empathy i try to understand what other people feel and think 008 069 011 007 ndash002
r35 probSolv When i need help i find someone to talk with ndash007 030 059 016 ndash007
r27 probSolv i know where to go for help with a problem 017 ndash010 059 011 017
r28 probSolv i try to work out problems by talking or writing about them 004 017 072 ndash010 002
r39 Selfaware there is a purpose to my life 018 007 000 045 026
r40 Selfaware i understand my moods and feelings 005 004 001 085 ndash003
r41 Selfaware i understand why i do what i do 000 ndash003 003 086 ndash001
r24 goals i have goals and plans for the future 007 001 011 011 064
r25 goals i plan to graduate from high school 007 004 ndash006 001 089
r26 goals i plan to go to college or some other school after high school ndash001 006 007 ndash006 088
146 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e96
Secondary rydM internal asset efa results grade 11 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 021 033 027
r29 Selfeff i can work out my problems 044 040 004
r30 Selfeff i can do most things if i try 042 052 ndash004
r32 Selfeff there are many things that i do well 038 050 ndash003
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 083
r34 empathy i try to understand what other people go through ndash012 ndash002 104
r38 empathy i try to understand what other people feel and think 007 ndash002 083
r35 probSolv When i need help i find someone to talk with 029 003 053
r27 probSolv i know where to go for help with a problem 033 036 017
r28 probSolv i try to work out problems by talking or writing about them 021 013 050
r39 Selfaware there is a purpose to my life 051 031 004
r40 Selfaware i understand my moods and feelings 104 ndash020 ndash003
r41 Selfaware i understand why i do what i do 097 ndash013 ndash006
r24 goals i have goals and plans for the future 012 074 ndash003
r25 goals i plan to graduate from high school ndash019 102 002
r26 goals i plan to go to college or some other school after high school ndash022 095 005
taBle e95
Secondary rydM internal asset efa results grade 11 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 037
r29 Selfeff i can work out my problems 067 016
r30 Selfeff i can do most things if i try 073 012
r32 Selfeff there are many things that i do well 068 012
r33 empathy i feel bad when someone gets their feelings hurt ndash009 086
r34 empathy i try to understand what other people go through ndash020 108
r38 empathy i try to understand what other people feel and think 001 084
r35 probSolv When i need help i find someone to talk with 028 053
r27 probSolv i know where to go for help with a problem 055 027
r28 probSolv i try to work out problems by talking or writing about them 026 054
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 099 ndash023
r41 Selfaware i understand why i do what i do 099 ndash027
r24 goals i have goals and plans for the future 061 019
r25 goals i plan to graduate from high school 056 032
r26 goals i plan to go to college or some other school after high school 049 031
appendix e 147
taBle e98
Secondary rydM internal asset efa results grade 11 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 053 027 006 ndash002 001
r29 Selfeff i can work out my problems 059 ndash011 038 006 ndash003
r30 Selfeff i can do most things if i try 090 001 ndash002 001 001
r32 Selfeff there are many things that i do well 065 006 ndash007 011 014
r33 empathy i feel bad when someone gets their feelings hurt ndash001 071 011 ndash003 009
r34 empathy i try to understand what other people go through 005 098 ndash001 ndash003 000
r38 empathy i try to understand what other people feel and think ndash001 072 009 013 004
r35 probSolv When i need help i find someone to talk with ndash008 021 071 010 ndash005
r27 probSolv i know where to go for help with a problem 016 ndash014 059 007 021
r28 probSolv i try to work out problems by talking or writing about them 003 014 077 ndash008 000
r39 Selfaware there is a purpose to my life 011 003 006 043 031
r40 Selfaware i understand my moods and feelings ndash001 000 006 093 ndash007
r41 Selfaware i understand why i do what i do 007 001 ndash004 084 ndash002
r24 goals i have goals and plans for the future 010 ndash002 002 014 066
r25 goals i plan to graduate from high school 008 006 ndash005 ndash005 089
r26 goals i plan to go to college or some other school after high school ndash007 003 008 ndash009 092
taBle e97
Secondary rydM internal asset efa results grade 11 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 036 017 008 024
r29 Selfeff i can work out my problems 070 ndash013 013 015
r30 Selfeff i can do most things if i try 051 ndash013 017 034
r32 Selfeff there are many things that i do well 035 ndash007 021 038
r33 empathy i feel bad when someone gets their feelings hurt 009 070 ndash002 012
r34 empathy i try to understand what other people go through 000 091 002 010
r38 empathy i try to understand what other people feel and think 006 071 014 007
r35 probSolv When i need help i find someone to talk with 071 031 003 ndash020
r27 probSolv i know where to go for help with a problem 066 ndash002 005 015
r28 probSolv i try to work out problems by talking or writing about them 082 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 011 007 045 030
r40 Selfaware i understand my moods and feelings 004 005 093 ndash012
r41 Selfaware i understand why i do what i do ndash003 003 090 ndash003
r24 goals i have goals and plans for the future 006 003 013 068
r25 goals i plan to graduate from high school ndash008 010 ndash007 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash014 087
148 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e100
Secondary rydM internal asset efa results Male 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 026 028 033
r29 Selfeff i can work out my problems 046 023 017
r30 Selfeff i can do most things if i try 037 046 009
r32 Selfeff there are many things that i do well 031 046 013
r33 empathy i feel bad when someone gets their feelings hurt ndash011 013 081
r34 empathy i try to understand what other people go through ndash016 008 099
r38 empathy i try to understand what other people feel and think 003 003 082
r35 probSolv When i need help i find someone to talk with 047 ndash021 055
r27 probSolv i know where to go for help with a problem 046 019 023
r28 probSolv i try to work out problems by talking or writing about them 042 ndash016 052
r39 Selfaware there is a purpose to my life 057 030 001
r40 Selfaware i understand my moods and feelings 090 001 ndash007
r41 Selfaware i understand why i do what i do 091 003 ndash013
r24 goals i have goals and plans for the future 025 060 003
r25 goals i plan to graduate from high school ndash005 101 ndash005
r26 goals i plan to go to college or some other school after high school ndash005 083 009
taBle e99
Secondary rydM internal asset efa results Male 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 039
r29 Selfeff i can work out my problems 055 028
r30 Selfeff i can do most things if i try 069 016
r32 Selfeff there are many things that i do well 065 018
r33 empathy i feel bad when someone gets their feelings hurt ndash002 082
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think ndash001 087
r35 probSolv When i need help i find someone to talk with 017 065
r27 probSolv i know where to go for help with a problem 052 032
r28 probSolv i try to work out problems by talking or writing about them 016 062
r39 Selfaware there is a purpose to my life 070 013
r40 Selfaware i understand my moods and feelings 073 011
r41 Selfaware i understand why i do what i do 074 007
r24 goals i have goals and plans for the future 077 003
r25 goals i plan to graduate from high school 102 ndash021
r26 goals i plan to go to college or some other school after high school 085 ndash007
appendix e 149
taBle e102
Secondary rydM internal asset efa results Male 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 050 018 017 ndash003 006
r29 Selfeff i can work out my problems 054 ndash002 027 011 ndash001
r30 Selfeff i can do most things if i try 076 000 ndash001 006 012
r32 Selfeff there are many things that i do well 054 011 ndash006 012 021
r33 empathy i feel bad when someone gets their feelings hurt ndash001 070 010 ndash003 012
r34 empathy i try to understand what other people go through 005 093 ndash001 000 000
r38 empathy i try to understand what other people feel and think 002 071 011 011 ndash001
r35 probSolv When i need help i find someone to talk with ndash006 022 067 013 ndash007
r27 probSolv i know where to go for help with a problem 015 ndash012 059 008 023
r28 probSolv i try to work out problems by talking or writing about them 002 013 078 ndash005 ndash004
r39 Selfaware there is a purpose to my life 009 006 002 050 026
r40 Selfaware i understand my moods and feelings 002 003 005 083 ndash002
r41 Selfaware i understand why i do what i do 003 000 001 084 000
r24 goals i have goals and plans for the future 009 001 008 018 056
r25 goals i plan to graduate from high school 010 000 ndash009 001 091
r26 goals i plan to go to college or some other school after high school ndash006 005 009 ndash005 088
taBle e101
Secondary rydM internal asset efa results Male 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 029 014 001
r29 Selfeff i can work out my problems 054 023 ndash005 015
r30 Selfeff i can do most things if i try 039 046 ndash007 012
r32 Selfeff there are many things that i do well 025 047 004 015
r33 empathy i feel bad when someone gets their feelings hurt 011 013 068 ndash003
r34 empathy i try to understand what other people go through 003 007 088 001
r38 empathy i try to understand what other people feel and think 014 001 069 011
r35 probSolv When i need help i find someone to talk with 070 ndash020 025 009
r27 probSolv i know where to go for help with a problem 065 021 ndash006 006
r28 probSolv i try to work out problems by talking or writing about them 085 ndash015 016 ndash008
r39 Selfaware there is a purpose to my life 005 030 006 050
r40 Selfaware i understand my moods and feelings 005 ndash002 005 084
r41 Selfaware i understand why i do what i do 001 001 001 085
r24 goals i have goals and plans for the future 009 061 002 016
r25 goals i plan to graduate from high school ndash016 105 003 ndash002
r26 goals i plan to go to college or some other school after high school ndash001 086 009 ndash008
150 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e104
Secondary rydM internal asset efa results female 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 022 025 035
r29 Selfeff i can work out my problems 047 030 010
r30 Selfeff i can do most things if i try 040 044 008
r32 Selfeff there are many things that i do well 036 037 014
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 081
r34 empathy i try to understand what other people go through ndash013 ndash006 105
r38 empathy i try to understand what other people feel and think 009 ndash006 083
r35 probSolv When i need help i find someone to talk with 039 004 041
r27 probSolv i know where to go for help with a problem 043 027 015
r28 probSolv i try to work out problems by talking or writing about them 028 018 034
r39 Selfaware there is a purpose to my life 054 030 002
r40 Selfaware i understand my moods and feelings 104 ndash019 ndash007
r41 Selfaware i understand why i do what i do 102 ndash016 ndash010
r24 goals i have goals and plans for the future 010 075 ndash007
r25 goals i plan to graduate from high school ndash015 101 004
r26 goals i plan to go to college or some other school after high school ndash017 102 ndash004
taBle e103
Secondary rydM internal asset efa results female 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 046 032
r29 Selfeff i can work out my problems 024 059
r30 Selfeff i can do most things if i try 031 058
r32 Selfeff there are many things that i do well 032 051
r33 empathy i feel bad when someone gets their feelings hurt 084 ndash010
r34 empathy i try to understand what other people go through 102 ndash019
r38 empathy i try to understand what other people feel and think 082 001
r35 probSolv When i need help i find someone to talk with 042 040
r27 probSolv i know where to go for help with a problem 028 054
r28 probSolv i try to work out problems by talking or writing about them 041 035
r39 Selfaware there is a purpose to my life 019 063
r40 Selfaware i understand my moods and feelings ndash020 098
r41 Selfaware i understand why i do what i do ndash022 098
r24 goals i have goals and plans for the future 043 032
r25 goals i plan to graduate from high school 079 012
r26 goals i plan to go to college or some other school after high school 069 012
appendix e 151
taBle e106
Secondary rydM internal asset efa results female 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 010 028 001 002
r29 Selfeff i can work out my problems 044 049 ndash008 006 ndash004
r30 Selfeff i can do most things if i try 074 014 ndash002 001 006
r32 Selfeff there are many things that i do well 061 ndash003 011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 001 073 ndash001 011
r34 empathy i try to understand what other people go through ndash003 004 093 ndash003 003
r38 empathy i try to understand what other people feel and think 007 007 072 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash009 060 025 016 ndash003
r27 probSolv i know where to go for help with a problem 004 066 ndash007 011 015
r28 probSolv i try to work out problems by talking or writing about them 003 075 012 ndash010 001
r39 Selfaware there is a purpose to my life 018 007 004 040 026
r40 Selfaware i understand my moods and feelings ndash003 002 002 091 ndash003
r41 Selfaware i understand why i do what i do 004 003 ndash001 082 ndash002
r24 goals i have goals and plans for the future 008 009 ndash005 008 067
r25 goals i plan to graduate from high school ndash004 001 011 000 090
r26 goals i plan to go to college or some other school after high school 003 002 002 ndash007 089
taBle e105
Secondary rydM internal asset efa results female 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 025 008 020
r29 Selfeff i can work out my problems 074 ndash009 010 009
r30 Selfeff i can do most things if i try 049 ndash002 014 032
r32 Selfeff there are many things that i do well 028 009 021 032
r33 empathy i feel bad when someone gets their feelings hurt 001 072 ndash001 013
r34 empathy i try to understand what other people go through 002 092 ndash003 003
r38 empathy i try to understand what other people feel and think 011 071 010 001
r35 probSolv When i need help i find someone to talk with 065 025 010 ndash016
r27 probSolv i know where to go for help with a problem 075 ndash005 007 006
r28 probSolv i try to work out problems by talking or writing about them 085 012 ndash015 ndash008
r39 Selfaware there is a purpose to my life 016 004 042 030
r40 Selfaware i understand my moods and feelings 001 002 092 ndash008
r41 Selfaware i understand why i do what i do 003 ndash001 086 ndash005
r24 goals i have goals and plans for the future 012 ndash005 006 069
r25 goals i plan to graduate from high school ndash006 011 ndash004 094
r26 goals i plan to go to college or some other school after high school 000 002 ndash010 094
152 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e108
Secondary rydM internal asset efa results african american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 018 031 032
r29 Selfeff i can work out my problems 042 023 023
r30 Selfeff i can do most things if i try 029 055 009
r32 Selfeff there are many things that i do well 021 052 016
r33 empathy i feel bad when someone gets their feelings hurt ndash015 007 086
r34 empathy i try to understand what other people go through ndash011 003 095
r38 empathy i try to understand what other people feel and think 000 000 083
r35 probSolv When i need help i find someone to talk with 035 ndash011 057
r27 probSolv i know where to go for help with a problem 034 031 022
r28 probSolv i try to work out problems by talking or writing about them 026 ndash001 052
r39 Selfaware there is a purpose to my life 038 042 011
r40 Selfaware i understand my moods and feelings 092 ndash001 ndash007
r41 Selfaware i understand why i do what i do 090 001 ndash010
r24 goals i have goals and plans for the future 012 076 003
r25 goals i plan to graduate from high school ndash001 098 000
r26 goals i plan to go to college or some other school after high school ndash008 091 007
taBle e107
Secondary rydM internal asset efa results african american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 042 037
r29 Selfeff i can work out my problems 054 030
r30 Selfeff i can do most things if i try 072 016
r32 Selfeff there are many things that i do well 063 021
r33 empathy i feel bad when someone gets their feelings hurt ndash006 084
r34 empathy i try to understand what other people go through ndash007 094
r38 empathy i try to understand what other people feel and think 000 083
r35 probSolv When i need help i find someone to talk with 021 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 020 054
r39 Selfaware there is a purpose to my life 069 017
r40 Selfaware i understand my moods and feelings 080 ndash001
r41 Selfaware i understand why i do what i do 081 ndash004
r24 goals i have goals and plans for the future 083 004
r25 goals i plan to graduate from high school 098 ndash004
r26 goals i plan to go to college or some other school after high school 085 001
appendix e 153
taBle e110
Secondary rydM internal asset efa results african american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 051 018 017 ndash004 005
r29 Selfeff i can work out my problems 046 047 ndash008 010 000
r30 Selfeff i can do most things if i try 057 004 000 009 028
r32 Selfeff there are many things that i do well 044 ndash003 014 009 030
r33 empathy i feel bad when someone gets their feelings hurt ndash001 007 074 ndash005 009
r34 empathy i try to understand what other people go through 001 003 086 001 004
r38 empathy i try to understand what other people feel and think 008 005 074 007 ndash003
r35 probSolv When i need help i find someone to talk with ndash009 059 028 014 ndash002
r27 probSolv i know where to go for help with a problem 009 052 ndash008 009 031
r28 probSolv i try to work out problems by talking or writing about them 006 066 016 ndash007 000
r39 Selfaware there is a purpose to my life 010 ndash003 017 037 037
r40 Selfaware i understand my moods and feelings 006 003 003 084 ndash002
r41 Selfaware i understand why i do what i do ndash003 009 ndash001 079 007
r24 goals i have goals and plans for the future 008 004 004 011 069
r25 goals i plan to graduate from high school 007 002 003 003 088
r26 goals i plan to go to college or some other school after high school ndash005 010 005 ndash005 089
taBle e109
Secondary rydM internal asset efa results african american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 027 012 000
r29 Selfeff i can work out my problems 071 015 ndash009 010
r30 Selfeff i can do most things if i try 034 051 ndash004 012
r32 Selfeff there are many things that i do well 021 049 008 012
r33 empathy i feel bad when someone gets their feelings hurt 006 010 074 ndash005
r34 empathy i try to understand what other people go through 002 007 085 002
r38 empathy i try to understand what other people feel and think 008 003 072 008
r35 probSolv When i need help i find someone to talk with 059 ndash016 030 010
r27 probSolv i know where to go for help with a problem 057 026 ndash004 007
r28 probSolv i try to work out problems by talking or writing about them 075 ndash009 018 ndash009
r39 Selfaware there is a purpose to my life 000 043 016 037
r40 Selfaware i understand my moods and feelings 004 000 003 086
r41 Selfaware i understand why i do what i do 007 006 000 076
r24 goals i have goals and plans for the future 005 074 005 009
r25 goals i plan to graduate from high school ndash002 096 004 000
r26 goals i plan to go to college or some other school after high school 002 088 008 ndash008
154 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e112
Secondary rydM internal asset efa results chinese american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 024 029
r29 Selfeff i can work out my problems 057 006 025
r30 Selfeff i can do most things if i try 053 ndash001 039
r32 Selfeff there are many things that i do well 054 ndash006 038
r33 empathy i feel bad when someone gets their feelings hurt ndash010 075 016
r34 empathy i try to understand what other people go through ndash013 100 004
r38 empathy i try to understand what other people feel and think 009 085 ndash007
r35 probSolv When i need help i find someone to talk with 045 048 ndash012
r27 probSolv i know where to go for help with a problem 054 015 016
r28 probSolv i try to work out problems by talking or writing about them 041 045 ndash004
r39 Selfaware there is a purpose to my life 075 ndash003 009
r40 Selfaware i understand my moods and feelings 101 ndash003 ndash023
r41 Selfaware i understand why i do what i do 099 ndash007 ndash017
r24 goals i have goals and plans for the future 042 000 037
r25 goals i plan to graduate from high school ndash016 004 101
r26 goals i plan to go to college or some other school after high school ndash009 000 096
taBle e111
Secondary rydM internal asset efa results chinese american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 039
r29 Selfeff i can work out my problems 059 026
r30 Selfeff i can do most things if i try 064 022
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash005 080
r34 empathy i try to understand what other people go through ndash019 104
r38 empathy i try to understand what other people feel and think ndash008 091
r35 probSolv When i need help i find someone to talk with 024 057
r27 probSolv i know where to go for help with a problem 052 030
r28 probSolv i try to work out problems by talking or writing about them 025 056
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 080 003
r41 Selfaware i understand why i do what i do 082 000
r24 goals i have goals and plans for the future 060 013
r25 goals i plan to graduate from high school 100 ndash022
r26 goals i plan to go to college or some other school after high school 096 ndash021
appendix e 155
taBle e114
Secondary rydM internal asset efa results chinese american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 058 023 002 ndash001 002
r29 Selfeff i can work out my problems 065 ndash001 022 009 ndash008
r30 Selfeff i can do most things if i try 085 000 ndash002 004 002
r32 Selfeff there are many things that i do well 063 ndash003 ndash002 015 012
r33 empathy i feel bad when someone gets their feelings hurt 004 065 010 ndash007 017
r34 empathy i try to understand what other people go through 000 091 002 001 006
r38 empathy i try to understand what other people feel and think 002 077 005 016 ndash006
r35 probSolv When i need help i find someone to talk with ndash005 020 067 011 ndash007
r27 probSolv i know where to go for help with a problem 021 ndash010 054 011 012
r28 probSolv i try to work out problems by talking or writing about them 007 012 083 ndash009 ndash008
r39 Selfaware there is a purpose to my life 010 ndash002 008 056 018
r40 Selfaware i understand my moods and feelings 002 008 ndash005 093 ndash009
r41 Selfaware i understand why i do what i do 009 002 000 081 ndash003
r24 goals i have goals and plans for the future 006 ndash007 021 023 044
r25 goals i plan to graduate from high school 001 010 ndash011 ndash002 096
r26 goals i plan to go to college or some other school after high school 002 000 002 ndash006 092
taBle e113
Secondary rydM internal asset efa results chinese american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 014 ndash001 020
r29 Selfeff i can work out my problems 074 ndash006 009 007
r30 Selfeff i can do most things if i try 073 ndash011 004 024
r32 Selfeff there are many things that i do well 057 ndash012 013 026
r33 empathy i feel bad when someone gets their feelings hurt 011 066 ndash008 019
r34 empathy i try to understand what other people go through ndash002 090 001 014
r38 empathy i try to understand what other people feel and think 003 076 015 003
r35 probSolv When i need help i find someone to talk with 060 034 009 ndash025
r27 probSolv i know where to go for help with a problem 068 003 011 000
r28 probSolv i try to work out problems by talking or writing about them 079 028 ndash007 ndash025
r39 Selfaware there is a purpose to my life 022 001 054 014
r40 Selfaware i understand my moods and feelings 001 007 090 ndash008
r41 Selfaware i understand why i do what i do 011 001 079 ndash003
r24 goals i have goals and plans for the future 029 001 022 033
r25 goals i plan to graduate from high school ndash010 013 ndash002 098
r26 goals i plan to go to college or some other school after high school 006 006 ndash004 085
156 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e116
Secondary rydM internal asset efa results Mexican american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 025 022
r29 Selfeff i can work out my problems 051 012 019
r30 Selfeff i can do most things if i try 046 009 037
r32 Selfeff there are many things that i do well 045 008 031
r33 empathy i feel bad when someone gets their feelings hurt ndash013 089 005
r34 empathy i try to understand what other people go through ndash013 099 002
r38 empathy i try to understand what other people feel and think 014 075 ndash001
r35 probSolv When i need help i find someone to talk with 034 058 ndash008
r27 probSolv i know where to go for help with a problem 039 029 017
r28 probSolv i try to work out problems by talking or writing about them 028 051 001
r39 Selfaware there is a purpose to my life 052 006 029
r40 Selfaware i understand my moods and feelings 096 ndash005 ndash009
r41 Selfaware i understand why i do what i do 098 ndash010 ndash011
r24 goals i have goals and plans for the future 017 ndash001 071
r25 goals i plan to graduate from high school ndash004 000 096
r26 goals i plan to go to college or some other school after high school ndash012 004 093
taBle e115
Secondary rydM internal asset efa results Mexican american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 034
r29 Selfeff i can work out my problems 055 025
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 061 020
r33 empathy i feel bad when someone gets their feelings hurt ndash010 089
r34 empathy i try to understand what other people go through ndash012 099
r38 empathy i try to understand what other people feel and think 007 080
r35 probSolv When i need help i find someone to talk with 018 065
r27 probSolv i know where to go for help with a problem 044 038
r28 probSolv i try to work out problems by talking or writing about them 020 059
r39 Selfaware there is a purpose to my life 066 017
r40 Selfaware i understand my moods and feelings 071 012
r41 Selfaware i understand why i do what i do 071 008
r24 goals i have goals and plans for the future 081 ndash002
r25 goals i plan to graduate from high school 099 ndash016
r26 goals i plan to go to college or some other school after high school 088 ndash012
appendix e 157
taBle e118
Secondary rydM internal asset efa results Mexican american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 018 006 003 002
r29 Selfeff i can work out my problems 056 ndash008 031 008 ndash003
r30 Selfeff i can do most things if i try 078 001 005 ndash001 010
r32 Selfeff there are many things that i do well 060 009 ndash007 014 011
r33 empathy i feel bad when someone gets their feelings hurt ndash002 079 005 ndash002 007
r34 empathy i try to understand what other people go through 004 091 000 ndash003 003
r38 empathy i try to understand what other people feel and think 010 065 010 012 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 029 059 014 ndash003
r27 probSolv i know where to go for help with a problem 012 ndash007 065 005 015
r28 probSolv i try to work out problems by talking or writing about them 008 016 070 ndash007 ndash002
r39 Selfaware there is a purpose to my life 017 007 005 038 027
r40 Selfaware i understand my moods and feelings ndash003 001 006 087 002
r41 Selfaware i understand why i do what i do 010 000 ndash001 079 ndash002
r24 goals i have goals and plans for the future 016 ndash002 007 008 063
r25 goals i plan to graduate from high school 002 005 ndash003 004 089
r26 goals i plan to go to college or some other school after high school ndash001 003 006 ndash006 088
taBle e117
Secondary rydM internal asset efa results Mexican american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 038 012 017 018
r29 Selfeff i can work out my problems 064 ndash010 018 009
r30 Selfeff i can do most things if i try 050 ndash007 019 030
r32 Selfeff there are many things that i do well 031 001 028 027
r33 empathy i feel bad when someone gets their feelings hurt 005 076 ndash001 009
r34 empathy i try to understand what other people go through 002 086 001 008
r38 empathy i try to understand what other people feel and think 017 062 016 002
r35 probSolv When i need help i find someone to talk with 061 034 006 ndash015
r27 probSolv i know where to go for help with a problem 073 001 000 009
r28 probSolv i try to work out problems by talking or writing about them 082 021 ndash014 ndash010
r39 Selfaware there is a purpose to my life 013 007 042 030
r40 Selfaware i understand my moods and feelings 002 006 085 ndash003
r41 Selfaware i understand why i do what i do ndash002 002 090 ndash005
r24 goals i have goals and plans for the future 013 ndash001 008 068
r25 goals i plan to graduate from high school ndash008 007 001 095
r26 goals i plan to go to college or some other school after high school 002 006 ndash011 090
158 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e120
Secondary rydM internal asset efa results White 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 028 031
r29 Selfeff i can work out my problems 055 021 010
r30 Selfeff i can do most things if i try 046 047 ndash004
r32 Selfeff there are many things that i do well 038 049 000
r33 empathy i feel bad when someone gets their feelings hurt ndash011 017 077
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 000 000 088
r35 probSolv When i need help i find someone to talk with 038 ndash011 060
r27 probSolv i know where to go for help with a problem 049 020 020
r28 probSolv i try to work out problems by talking or writing about them 029 ndash006 058
r39 Selfaware there is a purpose to my life 060 026 001
r40 Selfaware i understand my moods and feelings 101 ndash015 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash008
r24 goals i have goals and plans for the future 015 062 005
r25 goals i plan to graduate from high school ndash012 102 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 088 010
taBle e119
Secondary rydM internal asset efa results White 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 039
r29 Selfeff i can work out my problems 067 014
r30 Selfeff i can do most things if i try 073 010
r32 Selfeff there are many things that i do well 066 014
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash018 106
r38 empathy i try to understand what other people feel and think ndash004 090
r35 probSolv When i need help i find someone to talk with 029 056
r27 probSolv i know where to go for help with a problem 060 023
r28 probSolv i try to work out problems by talking or writing about them 023 057
r39 Selfaware there is a purpose to my life 075 005
r40 Selfaware i understand my moods and feelings 098 ndash022
r41 Selfaware i understand why i do what i do 097 ndash023
r24 goals i have goals and plans for the future 053 024
r25 goals i plan to graduate from high school 055 033
r26 goals i plan to go to college or some other school after high school 048 036
appendix e 159
taBle e122
Secondary rydM internal asset efa results White 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 048 027 012 ndash001 002
r29 Selfeff i can work out my problems 052 ndash007 037 013 ndash007
r30 Selfeff i can do most things if i try 084 ndash003 002 003 006
r32 Selfeff there are many things that i do well 064 010 ndash012 011 016
r33 empathy i feel bad when someone gets their feelings hurt ndash002 069 007 ndash001 018
r34 empathy i try to understand what other people go through 003 095 002 ndash002 ndash001
r38 empathy i try to understand what other people feel and think 002 079 007 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash006 026 066 010 ndash003
r27 probSolv i know where to go for help with a problem 016 ndash013 057 014 019
r28 probSolv i try to work out problems by talking or writing about them ndash001 019 076 ndash008 000
r39 Selfaware there is a purpose to my life 015 004 002 049 024
r40 Selfaware i understand my moods and feelings 004 003 001 090 ndash008
r41 Selfaware i understand why i do what i do ndash002 000 002 086 000
r24 goals i have goals and plans for the future 005 000 009 011 061
r25 goals i plan to graduate from high school 011 002 ndash006 ndash003 090
r26 goals i plan to go to college or some other school after high school ndash005 005 007 ndash005 090
taBle e121
Secondary rydM internal asset efa results White 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 019 010
r29 Selfeff i can work out my problems 059 014 ndash011 022
r30 Selfeff i can do most things if i try 038 043 ndash014 021
r32 Selfeff there are many things that i do well 020 047 ndash003 024
r33 empathy i feel bad when someone gets their feelings hurt 007 020 066 ndash001
r34 empathy i try to understand what other people go through 004 008 088 002
r38 empathy i try to understand what other people feel and think 009 003 075 012
r35 probSolv When i need help i find someone to talk with 071 ndash017 030 004
r27 probSolv i know where to go for help with a problem 063 015 ndash005 013
r28 probSolv i try to work out problems by talking or writing about them 082 ndash012 025 ndash014
r39 Selfaware there is a purpose to my life 006 027 005 052
r40 Selfaware i understand my moods and feelings ndash002 ndash012 006 097
r41 Selfaware i understand why i do what i do ndash002 ndash005 004 089
r24 goals i have goals and plans for the future 008 063 005 008
r25 goals i plan to graduate from high school ndash013 103 006 ndash007
r26 goals i plan to go to college or some other school after high school ndash002 089 012 ndash012
160 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e123
elementary rydM internal assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0068 0082 0104 0129 0066 0092 0070 0090
2 factor 0023 0044 0062 0049 0044 0077 0041 0048
3 factor 0000 0008 0000 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le006)
RMSR = Root Mean Square Error (recommended value le005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e124a
elementary rydM internal asset efa results Main Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 070
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 059
41 goalsasp do you try to do your best 058
42 goalsasp do you have goals and plans for the future 029
16 goalsasp do you plan to go to college after high school 022
taBle e124B
elementary rydM internal asset efa results validation Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 076
39 probSolv do you know where to go to get help with a problem 047
40 probSolv do you try to work out your problems by talkingwriting 052
41 goalsasp do you try to do your best 057
42 goalsasp do you have goals and plans for the future 033
16 goalsasp do you plan to go to college after high school 029
appendix e 161
taBle e125B
elementary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probSolv do you know where to go to get help with a problem 020 042
40 probSolv do you try to work out your problems by talkingwriting 038 022
41 goalsasp do you try to do your best 034 036
42 goalsasp do you have goals and plans for the future ndash017 076
16 goalsasp do you plan to go to college after high school ndash008 056
taBle e125a
elementary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probSolv do you know where to go to get help with a problem ndash006 063
40 probSolv do you try to work out your problems by talkingwriting 031 036
41 goalsasp do you try to do your best 017 052
42 goalsasp do you have goals and plans for the future ndash003 038
16 goalsasp do you plan to go to college after high school ndash007 034
taBle e126
elementary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 077 004 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash009 ndash004
39 probSolv do you know where to go to get help with a problem ndash010 ndash006 082
40 probSolv do you try to work out your problems by talkingwriting 040 006 022
41 goalsasp do you try to do your best 029 008 034
42 goalsasp do you have goals and plans for the future ndash004 082 ndash005
16 goalsasp do you plan to go to college after high school ndash001 043 003
162 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e127
elementary rydM internal asset efa results Males 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072
38 empathy do you feel bad when someone gets their feelings hurt 069
39 probSolv do you know where to go to get help with a problem 045
40 probSolv do you try to work out your problems by talkingwriting 062
41 goalsasp do you try to do your best 061
42 goalsasp do you have goals and plans for the future 032
16 goalsasp do you plan to go to college after high school 027
taBle e128
elementary rydM internal asset efa results Males 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072 006
38 empathy do you feel bad when someone gets their feelings hurt 072 001
39 probSolv do you know where to go to get help with a problem 002 057
40 probSolv do you try to work out your problems by talkingwriting 044 025
41 goalsasp do you try to do your best 019 057
42 goalsasp do you have goals and plans for the future ndash007 048
16 goalsasp do you plan to go to college after high school ndash007 042
taBle e129
elementary rydM internal asset efa results Males 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 006 ndash002
38 empathy do you feel bad when someone gets their feelings hurt 070 ndash005 005
39 probSolv do you know where to go to get help with a problem ndash002 000 058
40 probSolv do you try to work out your problems by talkingwriting 043 001 025
41 goalsasp do you try to do your best 008 ndash009 072
42 goalsasp do you have goals and plans for the future ndash004 025 032
16 goalsasp do you plan to go to college after high school 001 097 ndash006
appendix e 163
taBle e130
elementary rydM internal asset efa results females 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 061
38 empathy do you feel bad when someone gets their feelings hurt 068
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 051
41 goalsasp do you try to do your best 053
42 goalsasp do you have goals and plans for the future 023
16 goalsasp do you plan to go to college after high school 015
taBle e131
elementary rydM internal asset efa results females 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 070 000
39 probSolv do you know where to go to get help with a problem ndash017 082
40 probSolv do you try to work out your problems by talkingwriting 020 040
41 goalsasp do you try to do your best 025 035
42 goalsasp do you have goals and plans for the future 010 016
16 goalsasp do you plan to go to college after high school 007 009
taBle e132
elementary rydM internal asset efa results females 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069 003 ndash010
38 empathy do you feel bad when someone gets their feelings hurt 081 ndash011 ndash007
39 probSolv do you know where to go to get help with a problem ndash010 ndash004 097
40 probSolv do you try to work out your problems by talkingwriting 029 012 025
41 goalsasp do you try to do your best 035 004 022
42 goalsasp do you have goals and plans for the future ndash007 107 ndash003
16 goalsasp do you plan to go to college after high school 004 031 ndash002
164 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Notes
Staff from WestEdrsquos Health and Human 1 Development Program (HHDP) originally developed the resilience and youth develop-ment module between 1998 and 2000 Within WestEd HHDP is a distinct program from REL West The authors of this report were not involved in the development of the module
The secondary school module was origi-2 nally designed to measure 11 environmental and 6 internal resilience assets REL Westrsquos analyses suggested that some of the environ-mental asset measures could be combined to make more general measures reducing the measures assessed from 11 to 8 In addition two of the original six measures of internal resilience assets were dropped because of inadequate psychometric properties
In 2001 a school connectedness scale derived 3 from the National Adolescent Health Survey was added to the module because it was found to be predictive of low risk behavior and positive educational outcomes The admin-istration of the part of the instrument that includes this measure has been required since 2003 This measure was not included in the analysis however because it was not part of the original RYDM framework
See 4 httpwwwwestedorgchkspdfrydm_aggregatepdf for a sample RYDM state-level report (accessed September 19 2007)
Analyses of the secondary school envi-5 ronmental asset items revealed that the instrument measures 8 of the 11 assets that the instrument was originally designed to measure Within the school community and home domains the items designed to measure adult high expectations messages and caring relationships with adults actually measure a single dimensionmdashsupportive relationships Combining the high expectations and caring relationships items reduces the number of constructs assessed from 11 to 8 Moreover of the six internal asset constructs that the
module was designed to measure only four could be measured validly
These numerical discrepancies came about 6 because the school and community asset sections of the RYDM are required while the other sections of the RYDM are not
Mutheacutenrsquos WLSMV estimator was used to 7 obtain model estimates This estimator uses the diagonal of the weight matrix to obtain parameter estimates and the full weight ma-trix to obtain standard errors and measures of model fit (Mutheacuten duToit amp Spisic 1997)
The model assumes invariant-factor load-8 ings measurement intercepts and residual variancescovariance
Please see appendix C for more details on the 9 EFA model selection process
See tables E14 E20 E26 E32 E38 E44 E50 10 E56 and E62 in appendix E
See appendix C for a description of the CFA 11 model selection process
The factor loadings and factor correlations 12 estimated from the main and validation samples were nearly identical
EFA goodness-of-fit information for analyses 13 of demographic subgroups is presented in ap-pendix tables E1ndashE3
See tables E14 E20 E26 E32 E38 E44 E50 14 E56 and E62 in appendix E
The fit indices for models 3a and 3b differ be-15 cause the latter model includes covariates for student grade gender and raceethnicity
The elementary survey does not include ques-16 tions about student raceethnicity nor is it ad-ministered to students in more than one grade
These 40 assets are assessed from 92 of the 17 questions on the inventory
The breadth of domain coverage of the RYDM 18 in combination with its brevity is its weak-ness With few items per scale reliability may be compromised
references 165
RefeReNces
Akey T (2006) School content student attitudes and behavior and academic achievement An exploratory analysis New York Manpower Demonstration Re-search Corporation
Arthur M W Hawkins J D Pollard J A Catalano R F amp Baglioni A J (2002) Measuring risk and protec-tive factors for substance use delinquency and other adolescent problem behaviors Evaluation Review 26(6) 575ndash601
Battistich V (2003) Effects of a school-based program to enhance prosocial development on childrenrsquos peer relations and social adjustment Journal of Research in Character Education 1(1) 1ndash17
Battistich V Schaps E amp Wilson N (2004) Effects of an elementary school intervention on studentsrsquo ldquocon-nectednessrdquo to school and social adjustment during middle school Journal of Primary Prevention 24(3) 243ndash261
Battistich V Schaps E Watson M Solomon D amp Lewis C (2000) Effects of the child development project on studentsrsquo drug use and other problem behaviors Jour-nal of Primary Prevention 21(1) 75ndash99
Bedrisk E J amp Breslin F C (1996) Estimating the polyserial correlation coefficient Psychometrika 61(3) 427ndash443
Benard B (1991) Protective factors in the family school and community Portland OR Western Center for Drug-Free Schools and Communities
Benard B (1995) Fostering resilience in children (Report No EDO-PS-95-9) Champaign IL ERIC Clearing-house on Elementary and Childhood Education
Benard B (2004) Resiliency What have we learned San Francisco WestEd
Bensen P L (1990) The troubled journey A portrait of 6thndash12th grade youth Minneapolis MN Search Institute
Beyers J M Toumbourou J W Catalano R F Arthur M W amp Hawkins J D (2004) A cross-national com-parison of risk and protective factors for adolescent substance use The United States and Australia Journal of Adolescent Health 35 3ndash16
Cohen J (1988) Statistical power analysis for the behavioral sciences Hillsdale NJ Lawrence Erlbaum Associates
Colarossi L amp Eccles J S (2000) A prospective study of adolescentsrsquo peer support Gender differences and the influence on parental relationships Journal of Youth and Adolescence 29 661ndash678
Constantine N Benard B amp Diaz M (1999 June) Mea-suring protective factors and resilience traits in youth The healthy kids resilience assessment Paper presented at the Seventh Annual Meeting of the Society for Pre-vention Research New Orleans LA
Covell K MacIntrye P amp Wall J (1999) Implications of social supports for adolescentsrsquo education and career aspirations Canadian Journal of Behavioural Science 31(2) 63ndash72
Crosnoe R Johnson M K amp Elder G H (2004) Inter-generational bonding in school The behavior and contextual correlates of student-teacher relationships Sociology of Education 77 60ndash81
Eisenberg N amp Lennon R (1983) Sex differences in empathy and related capacities Psychological Bulletin 94 100ndash131
Frey C U amp Roumlthlisberger C (1996) Social support in healthy adolescents Journal of Youth and Adolescence 25 17ndash31
Gresham F M amp Elliott S N (1990) Social Skills Rat-ing System (SSRS) Bloomington MN Pearson Assessments
Hawkins J D Catalano R F amp Miller J Y (1992) Risk and protective factors for alcohol and other drug prob-lems in adolescent and early adulthood Implications for substance abuse prevention Psychological Bulletin 112(1) 64ndash105
166 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Hjemda O Friborg O Stiles T C Martinussen M amp Rosenvinge J H (2006) A new scale for adolescent resilience Grasping the central protective resources behind healthy development Measurement and Evalu-ation in Counseling and Development 39 84ndash96
Hu L amp Bentler P M (1999) Cutoff criteria for fit indexes in covariance structure analysis Conventional criteria versus new alternatives Structural Equation Modeling 6(1) 1ndash55
Klein J D Sabaratnam P Auerbach M M Smith S M Kodjo C Lewis C Ryan S amp Dandino C (2006) Development and factor structure of a brief instrument to assess the impact of community programs on posi-tive youth development The Rochester evaluation of asset development for youth (READY) tool Journal of Adolescent Health 39 252ndash260
Little R J amp Rubin D B (2002) Statistical analysis with missing data (2nd ed) New York John Wiley amp Sons
Long S (1983) Covariance structure models An introduc-tion to LISREL Newbury Park Sage
MacCallum R C (1995) Model specification Procedures strategies and related issues In R H Hoyle (Ed) Structural equation modeling Concepts issues and ap-plications (pp 16ndash36) Thousand Oaks CA Sage
Masten A (2001) Ordinary magic Resilience processes in development American Psychologist 56 227ndash238
Masten A amp Coatsworth D (1998) The development of competence in favorable and unfavorable environ-ments Lessons from research on successful children American Psychologist 53 205ndash220
Mutheacuten B O (1984) A general structural equation model with dichotomous ordered categorical and con-tinuous latent variable indicators Psychometrica 49 115ndash132
Mutheacuten B O (1987) Liscomp An analysis of linear struc-tural relations using a comprehensive measurement model Mooresville IN Scientific Software
Mutheacuten B O du Toit S H C amp Spisic D (1997) Robust inference using weighted least squares and quadratic estimating equations in latent variable modeling with categorical and continuous outcomes Unpublished manuscript University of California Los Angeles
Mutheacuten L K amp Mutheacuten B O (2006) Mplus userrsquos guide Fourth edition Los Angeles Mutheacuten amp Mutheacuten
Nunnally J C (1978) Psychometric theory New York McGraw-Hill
Oman R F Vesely S K McLeroy K R Harris-Wyatt V Aspy C B Rodin S amp Marshall L (2002) Reliability and validity of the Youth Asset Survey (YAS) Journal of Adolescent Health 31 247ndash55
Price J H Dake J A amp Kucharewski R (2002) Assessing assets in racially diverse inner-city youths Psycho-metric properties of the Search Institute asset ques-tionnaire Family and Community Health 25 1ndash9
Resnick M Bearman P Blum R Bauman K Harris K Jones J Tabor J Beuring T Sieving R Shew M Ireland M Bearinger L amp Udry J (1997) Protecting adolescents from harm Findings from the National Longitudinal Study on Adolescent Health Journal of the American Medical Association 278 823ndash832
Rutter M (1987) Psychosocial resilience and protective mechanisms American Journal of Orthopsychiatry 57 316ndash331
Satorra A (2000) Scaled and adjusted restricted tests in multi-sample analysis of moment structures In R D H Heijmans D S G Pollock amp A Satorra (Eds) Innovations in multivariate statistical analysis A Festschrift for Heinz Neudecker (pp 233ndash247) London Kluwer Academic Publishers
Satorra A amp Bentler P M (1999) A scaled difference chi-square test statistics for moment structure analysis (Technical report) Los Angeles University of Califor-nia Los Angeles
references 167
Springer J F amp Philips J L (1995) Individual protective factors index A measure of adolescent resiliency Fol-som CA EMT Associates
Wagnild G M amp Young H M (1993) Development and psychometric evaluation of the Resilience Scale Jour-nal of Nursing Measurement 1 165ndash178
Werner E amp Smith R (1982) Vulnerable but invincible A longitudinal study of resilient children and youth New York McGraw Hill
Werner E amp Smith R (1992) Overcoming the odds High-risk children from birth to adulthood New York Cornell University Press
WestEd (2002) Resilience and youth development module Aggregated California datamdashfall 1999 to spring 2002 Los Alamitos CA Author
Yu C Y amp Mutheacuten B O (2001) Evaluation of model fit indices for latent variable models with categorical and continuous outcomes (Technical report) Los Angeles University of California Los Angeles Graduate School of Education and Information Studies
- Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
- Summary
- Table of contents
- Why this study
- Developing a risk and resilience assessment tool
- The Healthy Kids Surveymdashassessing risk and protective factors
- Box 1 Specifications of the Healthy Kids Survey
- The resilience and youth development modulemdashassessing the other side of risk
- Figure 1 Conceptual model for the resilience and youth development module
- Table 1 Items on the secondary school resilience and youth development module by construct 200607
- Table 2 Elementary school resilience and youth development module items by construct 200607
- Evaluating the psychometric properties of the resilience and youth development module
- Box 2 Data and analytic strategies
- Results of the analysis of the secondary school module
- Results of the analysis of the elementary school module
- Recommendations
- Table 3 Recommended measures of environmental resilience assets among secondary school students
- Table 4 Recommended measures of internal resilience assets among secondary school students
- Table 5 Recommended measures of environmental and internal resilience assets among elementary school students
- Secondary school environmental resilience assets
- Secondary school internal resilience assets
- Elementary school environmental and internal assets
- Appendix A Analytic strategy
- Table A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module
- Figure A1 Hypothetical example of MIMIC approach for testing for measurement equivalence
- Appendix B Results
- Table B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
- Table B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
- Table B3 Final secondary school environmental assets model main sample
- Table B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model
- Table B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
- Table B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
- Table B7 Final elementary school environmental resilience assets model main sample
- Table B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
- Table B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
- Table B10 Final secondary school internal resilience assets model main sample
- Table B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
- Table B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
- Table B13 Final elementary school internal resilience asset model main sample
- Table B14 Secondary school internal consistency reliability coefficients by demographic subgroup
- Table B15 Elementary school internal consistency reliability coefficients by gender
- Table B16 Test-retest reliability of secondary school environmental resilience asset constructs and items
- Table B17 Test-retest reliability of secondary school internal resilience asset constructs and items
- Table B18 Test-retest reliability of elementary school resilience asset constructs and items
- Table B19 Secondary school subscale means by demographic subgroup
- Table B20 Elementary school subscale means by gender
- Table B21 Correlations between secondary school environmental resilience assets and criterion variables
- Table B22 Correlations between secondary school internal resilience assets and criterion variables
- Table B23 Correlations between elementary school resilience assets and criterion variables
- Table B24 Current and recommended measures of environmental resilience assets among secondary school students
- Table B25 Current and recommended measures of internal resilience assets among secondary school students
- Table B26 Current and recommended measures of environmental resilience assets among elementary school students
- Table B27 Current and recommended measurement of internal resilience assets among elementary school students
- Appendix C Results and model selection details
- Table C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Figure C1 Secondary environmental resilience asset scree plot total analytic samples
- Table C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Figure C2 Elementary school environmental resilience asset scree plot total analytic samples
- Table C3 Measurement intercept differences for environmental resilience assets secondary school sample
- Table C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C6 Gender measurement intercept differences for environmental resilience assets elementary school sample
- Figure C3 Secondary school internal resilience asset scree plot total analytic samples
- Table C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C9 Measurement intercept differences for internal resilience assets secondary school sample
- Figure C4 Elementary school internal resilience asset scree plot total analytic samples
- Table C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Appendix D Other assessments of resilience and related factors
- Appendix E Detailed tables
- Table E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E3 Environmental Assets African American Chinese American Mexican American and White
- Table E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution
- Table E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution
- Table E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution
- Table E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution
- Table E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution
- Table E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution
- Table E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution
- Table E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution
- Table E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution
- Table E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution
- Table E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution
- Table E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution
- Table E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution
- Table E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution
- Table E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution
- Table E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution
- Table E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution
- Table E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution
- Table E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution
- Table E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution
- Table E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution
- Table E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution
- Table E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution
- Table E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution
- Table E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution
- Table E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution
- Table E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution
- Table E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution
- Table E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution
- Table E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution
- Table E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution
- Table E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution
- Table E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution
- Table E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution
- Table E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution
- Table E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution
- Table E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution
- Table E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution
- Table E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution
- Table E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution
- Table E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution
- Table E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution
- Table E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution
- Table E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution
- Table E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution
- Table E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution
- Table E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution
- Table E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution
- Table E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution
- Table E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution
- Table E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution
- Table E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution
- Table E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution
- Table E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution
- Table E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution
- Table E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution
- Table E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution
- Table E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution
- Table E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution
- Table E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution
- Table E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution
- Table E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution
- Table E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information
- Table E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution
- Table E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution
- Table E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution
- Table E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution
- Table E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution
- Table E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution
- Table E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution
- Table E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution
- Table E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution
- Table E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E82 Environmental Assets African American Chinese American Mexican American and White
- Table E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model
- Table E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model
- Table E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model
- Table E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model
- Table E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model
- Table E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model
- Table E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model
- Table E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model
- Table E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model
- Table E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model
- Table E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model
- Table E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model
- Table E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model
- Table E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model
- Table E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model
- Table E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model
- Table E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model
- Table E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model
- Table E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model
- Table E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model
- Table E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model
- Table E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model
- Table E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model
- Table E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model
- Table E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model
- Table E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model
- Table E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model
- Table E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model
- Table E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model
- Table E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model
- Table E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model
- Table E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model
- Table E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model
- Table E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model
- Table E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model
- Table E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model
- Table E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model
- Table E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model
- Table E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model
- Table E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model
- Table E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models
- Table E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model
- Table E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model
- Table E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model
- Table E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model
- Table E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model
- Table E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model
- Table E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model
- Table E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model
- Notes
- References
iii
Summary
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school envi-ronment to promote academic resilience
The Healthy Kids Survey (HKS) is a compre-hensive student self-report tool for monitoring the school environment and student health risks This report focuses on one module of the survey the resilience and youth development module (RYDM) which assesses environmen-tal and internal assets associated with posi-tive youth development and school success Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills
A part of the resilience and youth development module is administered to 600000 students in California every year School districts and schools which receive both single-year prevalence data and trend data gathered by the module use the data to evaluate their local programs and guide decisionmaking The Healthy Kids Survey and the resilience and youth development module were designed as an
epidemiological surveillance tool to track ag-gregate levels of health risk and resilience The module increasingly is being used in evaluation work to assess student-level changes over time
However widespread use of the module particularly for evaluation may be premature The psychometric properties of specific scales assessed by the elementary school module have yet to be established The secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since undergone several modifications however and must be re-validated Moreover measurement equivalence across different grades males and females and racial and ethnic groups has never been exam-ined Given Californiarsquos diversity demonstrat-ing the cultural appropriateness of the module for different racial and ethnic groups is critical
Using HKS data processed for school districts by WestEdrsquos Health and Human Development Program Regional Educational Laboratory West analyzed the modulersquos psychometric properties This report describes the results of this analysis provides recommendations on the proper use of the instrument and suggests modifications to the module
For the secondary school module the results are consistent with the instrumentrsquos current
Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
iv Summary
use as an epidemiological tool and with its conceptual foundation It provides compre-hensive and balanced coverage of eight envi-ronmental resilience assets and four internal resilience assets its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The secondary school RYDM scales ex-hibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary
school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reliably assess only two environmental as-sets and one internal asset Most of the scales measured by the elementary school instru-ment have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
September 2007
v
Table of conTenTS
Why this study 1
Developing a risk and resilience assessment tool 2The Healthy Kids Surveymdashassessing risk and protective factors 2The resilience and youth development modulemdashassessing the other side of risk 4
Evaluating the psychometric properties of the resilience and youth development module 8Results of the analysis of the secondary school module 10Results of the analysis of the elementary school module 11
Recommendations 12Secondary school environmental resilience assets 12Secondary school internal resilience assets 12Elementary school environmental and internal assets 13
Appendix A Analytic strategy 15
Appendix B Results 21
Appendix C Results and model selection details 44
Appendix D Other assessments of resilience and related factors 53
Appendix E Detailed tables 55
Notes 164
References 165
Boxes
1 Specifications of the Healthy Kids Survey 3
2 Data and analytic strategies 9
Figures
1 Conceptual model for the resilience and youth development module 5
A1 Hypothetical example of MIMIC approach for testing for measurement equivalence 18
C1 Secondary environmental resilience asset scree plot total analytic samples 44
C2 Elementary school environmental resilience asset scree plot total analytic samples 46
C3 Secondary school internal resilience asset scree plot total analytic samples 50
C4 Elementary school internal resilience asset scree plot total analytic samples 52
Tables
1 Items on the secondary school resilience and youth development module by construct 200607 6
2 Elementary school resilience and youth development module items by construct 200607 8
3 Recommended measures of environmental resilience assets among secondary school students 13
4 Recommended measures of internal resilience assets among secondary school students 14
vi
5 Recommended measures of environmental and internal resilience assets among elementary school students 14
A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module 16
B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution 22
B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution 23
B3 Final secondary school environmental assets model main sample 24
B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model 25
B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution 25
B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution 26
B7 Final elementary school environmental resilience assets model main sample 27
B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model 28
B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model 29
B10 Final secondary school internal resilience assets model main sample 30
B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model 30
B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model 31
B13 Final elementary school internal resilience asset model main sample 31
B14 Secondary school internal consistency reliability coefficients by demographic subgroup 32
B15 Elementary school internal consistency reliability coefficients by gender 32
B16 Test-retest reliability of secondary school environmental resilience asset constructs and items 33
B17 Test-retest reliability of secondary school internal resilience asset constructs and items 34
B18 Test-retest reliability of elementary school resilience asset constructs and items 35
B19 Secondary school subscale means by demographic subgroup 36
B20 Elementary school subscale means by gender 37
B21 Correlations between secondary school environmental resilience assets and criterion variables 38
B22 Correlations between secondary school internal resilience assets and criterion variables 39
vii
B23 Correlations between elementary school resilience assets and criterion variables 40
B24 Current and recommended measures of environmental resilience assets among secondary school students 41
B25 Current and recommended measures of internal resilience assets among secondary school students 42
B26 Current and recommended measures of environmental resilience assets among elementary school students 43
B27 Current and recommended measurement of internal resilience assets among elementary school students 43
C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 44
C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 46
C3 Measurement intercept differences for environmental resilience assets secondary school sample 47
C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 48
C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models 49
C6 Gender measurement intercept differences for environmental resilience assets elementary school sample 49
C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models 50
C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 51
C9 Measurement intercept differences for internal resilience assets secondary school sample 51
C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models 52
Why thiS Study 1
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module a key component of the Healthy Kids Survey The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience
WHy THiS STudy
As improvements to curriculum and instruction raise academic standards researchers are look-ing more and more at what factors account for the varied influence of these improvements Most have focused on risk factors for academic failure such as poverty or racial and cultural minority status But researchers are beginning to look at the other side of riskmdashresiliencemdashand have identi-fied several traits common to resilient youth that enable the youth to overcome barriers to academic success There is little research however on how to measure these traits within the general student population and how to determine the role of the school environment in promoting these traits
The Healthy Kids Survey (HKS) is one of the few large-scale surveys to assess both risk and resil-ience The surveyrsquos resilience and youth develop-ment module (RYDM) is based on the premise that youth who experience high levels of environ-mental assets in three areasmdashhigh expectations from adults caring relationships with adults and opportunities for meaningful participationmdashwill develop the resilience traits the connection to school and motivation to learn that lead to positive academic social and health outcomes (Constantine Benard amp Diaz 1999)
The resilience and youth development modulemdashwhich has both elementary and secondary school versionsmdashwas designed as an epidemiological surveillance tool to track aggregate levels of pro-tective factors In California an average of about 600000 students take the Healthy Kids Survey and a part of the resilience and youth development module every year School districts and schools use the resulting prevalence and trend data to guide programmatic decisionmaking With such widespread administration school districts and independent evaluators are increasingly using the survey data to evaluate local programs by examin-ing student-level changes over time Capitalizing on the mandated administration of a standard instrument for local evaluation has the benefit of reducing the survey burden for students and
2 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
provides comparable outcome data across different program evaluations
Widespread use of the module for research and local evaluation may be premature however The psychometric properties of specific scales assessed by the elementary school module have yet to be established And the secondary school module has not been validated since 2000 when the instrument was first tested in the field The instrument has since been modified several times making validation of the current secondary school resilience and youth development module neces-sary In addition measurement equivalence across racial and ethnic groups males and females and different grades has never been systematically examined The stakes are thus high to ensure that all parts of the module are valid and reliable
To guide further improvements of this important assessment tool Regional Educational Labora-tory West conducted psychometric analyses of the properties of the resilience and youth development module using a large set of recent survey data1 This report describes the results of these analyses makes recommendations on the proper use of the module and suggests modifications to improve the instrument
For the secondary school module the results are consistent with the instrumentrsquos current use as an epidemiological tool and with its concep-tual foundation It provides comprehensive and balanced coverage of eight environmental resil-ience assets and four internal resilience assets2 its subscales exhibit good internal consistency and are associated with student risk factors in expected ways And if certain items are dropped
the module also demonstrates measurement equivalence across racialethnic groups males and females and grades The second-ary school RYDM scales exhibit low test-retest reliability however which suggests that the module is not well suited for examining student-level changes over time
The instrument was not designed to examine individual differences across students and should not be used this way Moreover two of the six internal assets that the secondary school module was designed to measuremdashcooperation and goalsaspirationsmdashcould not be assessed validly Several measures would benefit if additional items were included in derived scales to increase domain coverage
The elementary school module was designed to assess seven environmental resilience assets and three internal resilience assets but it can reli-ably assess only two environmental assets and one internal asset Most of the scales measured by the elementary school instrument have poor psychometric properties The elementary school instrument should thus be modified considerably to make it suitable for research
developing a riSK and reSilience aSSeSSMenT Tool
The Healthy Kids Survey is a comprehensive health risk and resilience data collection system that relies on student self-reporting The surveyrsquos core module tracks health risks and problem behaviors that are significant barriers to learning among students The resilience and youth development module assesses individual and environmental assets associated with positive youth development and school success This section provides a brief background on how the survey and the resilience and youth development module were developed and are now used in California
The Healthy Kids Surveymdashassessing risk and protective factors
The Healthy Kids Survey is the largest effort in the nation to require school districts to assess student resilience and risk behaviors (box 1) The Califor-nia Department of Education requires all school districts with federal Title IV funding or with state Tobacco Use Prevention and Education grants to administer the survey every two yearsmdashthe case
The resilience and youth
development module
assesses individual and
environmental assets
associated with positive
youth development
and school success
developing a riSK and reSilience aSSeSSment tool 3
for 85 percent of California school districts In mandating the survey the California Department of Education aims to promote accountability and data-driven decisionmaking and to improve health and prevention programs in schools
The survey was developed in 1997 by WestEdrsquos Health and Human Development Program in col-laboration with Duerr Evaluation Resources and an advisory committee of researchers teachers prevention and health program practitioners and public agency representatives The California Department of Education funded the develop-ment of the survey in response to federal require-ments that schools implement the Principles of Effectivenessmdashto collect and use data to assess student needs justify program funding guide program development and monitor progress in achieving program goals The immediate impetus for mandating the biennial administration of the
survey however was meeting the requirements of the No Child Left Behind Act (Title IVmdashSafe and Drug-Free Schools and Communities Act)
The Healthy Kids Survey consists of a general core module the resilience and youth development module and four optional modules on specific risk behaviors It can be customized to meet local needs
The required core module assesses demo-bullgraphic information and health risks relat-ing to school violence harassment physical health mental health school-related behavior (such as truancy) and alcohol tobacco and other drug use
The resilience and youth development module bullassesses environmental factors (environmental assets) and individual traits (internal assets)
Box 1
Specifications of the Healthy Kids Survey
MandateMandated (since fall 2003) by the California Department of Educa-tion for compliance with No Child Left Behind and state Tobacco Use Prevention and Education (TUPE) grants
Survey typeComprehensive health risk and bullresilience surveyStudent self-reportbullAnonymous voluntary bullconfidentialModular secondary school bullinstrument single elementary school version
Grade levelsGrades 5 7 9 11 and students in continuation schools
SamplingRepresentative district sample school-level surveys optional
Required modules (secondary school)
Core (required)A Resilience and youth develop-B ment (school and community asset scales required)
Optional modules (secondary school)
Resilience and youth develop-B ment (home peer and internal asset scales)Safety (violence and suicide) C and alcohol and other drug useTobaccoD Physical healthE Sexual behavior (pregnancy and F HIVAIDS risk)Custom module (for adding G questions)
SourcesItems based on the California Student Survey Youth Risk Behavior Survey and California Student Tobacco Use and Evaluation Survey
RequirementsBiennial administrationbullModule A and school amp commu-bullnity asset scales in module BModule D by state TUPE granteesbullWritten parental consent passive bullconsent optional since fall 2004Representative district samplesbull
AdministrationBy school following detailed bullinstructionsProcessing and reporting by bullWestEdrsquos Health amp Human De-velopment Program
ProductLocal reports and aggregated state database
4 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
associated with academic performance posi-tive youth development and protection from risky behaviors The California Department of Education mandates that the sections on school and community assets be administered to all students who take the Healthy Kids Survey
Four optional topical modules (and one bullcustomizable module) collect further detail on subjects covered by the core module such as violence and alcohol and other drug use (module C) tobacco use and tobacco educa-tion (module D) physical activity and diet (module E) and sexual behavior pregnancy and HIV risk (module F)
A custom module that allows schools to incor-bullporate their own items
The survey was designed as a district surveillance tool to provide prevalence estimates representative of students in the school districts that administer the survey rather than of students in the state as a whole It was not designed to evaluate student-level changes over time or individual differences across students The California Department of Education requires that districts administer the survey to 900 randomly selected students from each targeted grade (5 7 9 and 11) In districts with fewer than 900 students per grade (the case for 85 percent of California districts) all students in the targeted grades are surveyed If a district has more than 10 schools per grade at least 50 percent of schools are randomly sampled (Los Angeles Unified School District has different requirements because of its size)
WestEdrsquos Health and Human Development Program provides school districts administering the survey with technical as-sistance and with a report on the district-level data collected in each module
Although several adolescent behavior surveys such as the Youth Risk Behavior Surveillance
System assess student risk factors and problem behavior the Healthy Kids Surveyrsquos assessment of student supports strengths and competencies sets it apart While some surveys incorporate protec-tive factors the resilience and youth development module is one of the few assessments that specifi-cally addresses this dimension and does so with a strong theoretical foundation
The resilience and youth development modulemdashassessing the other side of risk
Secondary school module In early 1998 the HKS Advisory Committee asked WestEd to develop a survey module to assess middle and high school student strengths competencies and positive so-cial and health attitudes feeling that the HKS core module did not give practitioners enough informa-tion about the factors behind positive development and school success (Constantine et al 1999)
WestEd formed a Resilience Assessment Expert Panel to develop and validate a new survey module on youth resilience The assessment needed to be brief enough to be widely administered along with the HKS core module have a strong theoretical foundation demonstrate reliability validity and cultural and developmental appropriateness when administered in California school settings and provide a comprehensive research-based assess-ment of environmental factors (environmental assets) and resilience traits (internal assets) Environmental assets refer to meaningful and pro-social bonding to community school family and peers Internal assets are personal resilience traits such as self-efficacy and problem-solving skills (Benard 1991 1995 2004)
Failing to find a survey that met its theoreti-cal and psychometric criteria the panel built on research on resilience and healthy human development systemsmdashparticularly the work of Benard (1991 1995 2004)mdashto develop a theoreti-cal framework that describes resilience factors and their interrelationships (figure 1) The result-ing module for secondary school students was designed to measure 11 environmental assets
failing to find a survey
that met its theoretical
and psychometric
criteria the panel built
on research to develop
a theoretical framework
that describes resilience
factors and their
interrelationships
developing a riSK and reSilience aSSeSSment tool 5
asking students their perception of adult high expectations their perceptions of caring rela-tionships with adults and their opportunities for meaningful participation in school home and community environments The module also assesses caring relationships and high expecta-tions in the peer domain These external sup-ports promote positive outcomes discouraging risky behavior and stimulating academic success (Benard 2004 Constantine et al 1999 Hawkins Catalano amp Miller 1992 Masten amp Coatsworth 1998 Resnick et al 2000 Rutter 1987 Werner amp Smith 1982 1992)
Internal resilience assetsmdashthe personal strengths of a resilient childmdashinclude social competence problem solving autonomy and sense of pur-pose which can each be broken down further (Benard 1991 2004) Social competence for ex-ample entails social communication skills em-pathy and caring and the ability to elicit positive responses from others (responsiveness) (Benard 2004 Masten 2001) Problem solving involves planning flexibility and resourcefulness
autonomy entails self-efficacy self-awareness and mindfulness and sense of purpose in-cludes goal direction achievement motivation optimism and hope (Benard 2004) Internal resilience assets develop both naturally and in response to environmental resilience assets The resilience and youth development module was designed to measure six internal assets empathy problem solving self-efficacy self-awareness cooperation and communication and goals and aspirations
A pool of 128 potential items was piloted in one middle and one high school in fall 1998 Re-searchers classroom teachers and other school practitioners helped select and modify items from the pool and revise the format and instruc-tions The first field test of the resilience and youth development module with 92 resilience items was administered to 1000 high school students in three school districts in winter 1999 Cognitive processing interviews with students were also conducted to find out studentsrsquo inter-pretation of the items Based on analysis of the
Improved
health
social and
academic
outcomes
Internal resilience assets
Environmental resilience assets Youth needs
School
Home
Community
Peers
figure 1
conceptual model for the resilience and youth development module
6 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle 1
items on the secondary school resilience and youth development module by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare r6
r8r10
at my school there is a teacher or some other adult who really cares about menotices when irsquom not therelistens to me when i have something to say
high expectations at school SchlHigh r7
r9r11
at my school there is a teacher or some other adult who tells me when i do a good jobalways wants me to do my bestbelieves that i will be a success
meaningful participation at school SchlPart r12
r13r14
at school i do interesting activitiesi help decide things like class activities or rulesi do things that make a difference
Home assets
caring relationships at home HomeCare r49
r51r53
in my home there is a parent or some other adult who is interested in my schoolworkwho talks with me about my problemswho listens to me when i have something to say
high expectations at home HomeHigh r48
r50r52
in my home there is a parent or some other adult who expects me to follow the ruleswho believes that i will be a successwho always wants me to do my best
meaningful participation at home HomePart r54
r55r56
at home i do fun things or go fun places with my parents or other adultsi do things that make a differencei help make decisions with my family
community assets
caring relationships in community ComCare r15
r17r20
outside of my home and school there is an adult who really cares about mewho notices when i am upset about somethingwhom i trust
high expectations in community ComHigh r16
r18r19
outside of my home and school there is an adult who tells me when i do a good jobwho believes that i will be a successwho always wants me to do my best
meaningful participation in community ComPart r21
r22r23
outside of my home and school i do these things i am part of clubs sports teams churchtemple or other group activitiesi am involved in music art literature sports or a hobbyi help other people
peer assets
caring relationships with peers PeerCare r42
r43r44
i have a friend about my own age who really cares about mewho talks with me about my problemswho helps me when irsquom having a hard time
pro-social peers PeerHigh r45
r46r47
my friends get into a lot of troubletry to do what is rightdo well in school
developing a riSK and reSilience aSSeSSment tool 7
cognitive interview data frequency distributions and estimated Cronbachrsquos alpha coefficients the number of resilience items was reduced from 92 to 51 (table 1) In 2001 the resilience instru-ment was modified again based on the results of grade- gender- and raceethnic-specific explor-atory factor analyses of data collected during the 19992000 academic year The constructed resilience scales based on the 19992000 field test data form the basis of the current RYDM reports provided to school districts even though the module has since been modified further
Since 2003 all districts administering the Healthy Kids Survey must also administer the school and community asset parts of the module3 Thirty-five percent of districts choose to administer the full resilience and youth development module reflect-ing widespread interest in assessing resilience WestEd provides districts with the data for each
scale and a report on the meaning and use of the datamdashand on how schools can create supportive learning environments that promote school con-nectedness and achievement WestEd also pro-vides state-level data to researchers and evaluators who apply for it4
Elementary school module Pools of resilience items were not independently developed for the elementary school module They were selected from the secondary school module after focus groups with elementary school students Initially the elementary school module used the same constructs as the secondary school module but with two items per construct instead of three Analysis of the 1999 field test data and cognitive processing interviews with students suggested item deletions and changes in item wordings and response options The final version has 21 items (table 2)
construct item description
Internal resilience assets
cooperation and communication Coop r31
r36r37
how true do you feel these statements are about you personallyi can work with someone who has different opinions than minei enjoy working together with other students my agei stand up for myself without putting others down
Self-efficacy SelfEff r29
r30r32
how true do you feel these statements are about you personallyi can work out my problemsi can do most things i trythere are many things i do well
empathy Empathy r33
r34r38
how true do you feel these statements are about you personallyi feel bad when someone gets their feelings hurti try to understand what other people go throughi try to understand what other people feel and think
problem-solving ProbSolv r35
r27r28
how true do you feel these statements are about you personallyWhen i need help i find someone to talk withi know where to go for help with a problemi try to work out my problems by talking or writing about them
Self-awareness SelfAware r39
r40r41
how true do you feel these statements are about you personallythere is a purpose to my lifei understand my moods and feelingsi understand why i do what i do
goals and aspirations Goals r24
r25r26
how true do you feel these statements are about you personallyi have goals and plans for the futurei plan to graduate from high schooli plan to go to college or some other school after high school
Note Possible responses include (1) not at all true (2) a little true (3) pretty much true (4) very much true
8 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
evaluaTing THe pSycHoMeTric properTieS of THe reSilience and youTH developMenT Module
To better understand and improve the psychomet-ric properties of the resilience and youth develop-ment module this report analyzes local HKS data processed between 1998 and spring 2005 asking the following questions
How should school districts and local evalu-bullators best use the module Should the instru-ment be used exclusively to assess prevalence of environmental and internal assets or should it also be used to assess student-level changes across time
What are the psychometric properties of bullspecific scales assessed by the secondary and elementary school resilience and youth devel-opment modules (including the dimensional-ity of scales scale reliability and construct validity)
Does the module exhibit measurement bullequivalence across racial and ethnic groups In other words is it culturally appropriate for different racial and ethnic groups Does it exhibit measurement equivalence for males and females Across different grades
What modifications should be made to im-bullprove the module
taBle 2
elementary school resilience and youth development module items by construct 200607
construct item description
Environmental resilience assets
School assets
caring relationships at school SchlCare
1013
do the teachers and other grown-ups at school care about youdo the teachers and other grown-ups at school listen when you have something to say
high expectations at school SchlHigh
1114
do the teachers and other grown-ups at school tell you when you do a good jobdo the teachers and other grown-ups at school believe that you can do a good job
meaningful participation at school SchlPart
915
do you help make class rules or choose things to do at schooldo you do things to be helpful at school
Home assets
caring relationships at home HomeCare
5255
does a parent or some other grown-up at home care about your schoolworkdoes a parent or some other grown-up at home listen to you when you have something to say
high expectations at home HomeHigh
5354
does a parent or some other grown-up at home believe that you can do a good jobdoes a parent or some other grown-up at home want you to do your best
meaningful participation at home HomePart
5657
do you help out at homedo you get to make rules or choose things to do at home
peer assets
high expectations with peers PeerHigh
5051
do your best friends get into troubledo your best friends try to do the right thing
Internal resilience assets
empathy Empathy
3738
do you try to understand how other people feeldo you feel bad when someone gets their feelings hurt
problem-solving ProbSolv
3940
do you know where to go to get help with a problemdo you try to work out your problems by talking or writing about them
goals and aspirations Goals
414216
do you try to do your bestdo you have goals and plans for the futuredo you plan to go to college or some other school after high school
Note Possible responses include (1) no never (2) yes some of the time (3) yes most of the time (4) yes all of the time
evaluating the pSychometric propertieS of the reSilience and youth development module 9
Box 2
Data and analytic strategies
The authors used the following data and analytic strategies to analyze the psychometric properties of the secondary and elementary school resilience and youth development modules
DataTwo mutually exclusive analytic samplesmdasha main sample and a validation samplemdashwere drawn from an aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the second-ary school analysis separate samples were drawn for each grade (7 9 and 11) gender and ethnicity (Chinese American African American Mexi-can American and white European American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be af-fected by genderethnic differences in the sample
For the elementary school analysis random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differences in measurement structure were exam-ined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data
maximum likelihood estimation with missing at random (MAR) assump-tions were used which assumes that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006)
Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in Southern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and re-silience and youth development mod-ule were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405 from students in a large county in Southern California were used to examine the relation-ship between the RYDM constructs and standardized test scores
Exploratory and confirmatory factor analysesAnalyses were conducted to test em-pirically whether the factor structure of the resilience instrument is con-sistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the measurement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Exploratory factor analysis (EFA) models were estimated to determine roughly the number of factors underlying the data and the measurement structure of the latent
factors A combination of criteria was used to determine the number of fac-tors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 concep-tual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis models were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit cor-relations among the latent constructs (factors) and factor-loading patterns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confir-matory factor analysis with ordinal indicators was used
Confirmatory factor analysis models with covariatesMeasurement equivalence across de-mographic subgroups was examined by estimating confirmatory factor analysis models with covariates MIMIC modelingmdashmultiple indica-tor multiple cause structural equa-tion modelsmdashwas used to test for differential item functioning across school grade gender and ethnic-ity An applied strategy was used to
(continued)
10 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
This report finds that both the secondary school and elementary school modules are used pri-marily to report aggregate data on prevalence and district-level changes across time Although several modifications should be made the RYDM scales are generally consistent with current use of the instruments and with the conceptual founda-tion of the module (See box 2 and appendixes A and B for a discussion of the analytic strategy and the results of the analysis)
Results of the analysis of the secondary school module
The secondary school module is a short instru-ment (51 items) suitable for widespread adminis-tration It provides comprehensive and balanced
coverage of both environmental (eight dimen-sions) and internal (four dimensions) resilience assets5 Its subscales exhibit good internal consis-tency and are associated with student risk factors in expected ways If certain items are dropped the module also demonstrates measurement equivalence across racialethnic groups males and females and grades
The secondary school instrument is appropriate as an epidemiological tool but is not well suited for evaluating student-level changes over time or individual differences across students The instru-ment exhibits low test-retest reliability suggesting that the RYDM constructs are temporally specific Estimates of student-level changes across time are
ascertain whether group differences in measurement intercepts have implications for evaluation research Recommendations for item changes are made only when the measure-ment intercepts are substantively dif-ferent across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Additional reliability and validity analysesInternal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consistency reliability for the second-ary school survey Because of the no-toriously low internal consistency evi-dent in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary
school module To examine test-retest reliability RYDM survey data col-lected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
Differences in resilience scale scores across the demographic subgroups were also examined To make demo-graphic differences in the resilience scales more interpretable effect sizes were calculated to represent the mag-nitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standardized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated
for two groups when the number of observations in each cell is equal (Cohen 1988)
Construct validity was assessed by examining the relationship of the derived resilience scales to other theo-retically related constructsmdashinclud-ing substance use school violence school-related behavior and stan-dardized test scores To examine these relationships using a common metric correlations between resilience con-structs and criterion variables from confirmatory factor analysis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus polyse-rial correlations are presented which represent the correlation between a continuous variable and a dichoto-mous or ordinal variable that reflects an under lying continuous variable (Bedrick amp Breslin 1996)
Box 2 (continued)
Data and analytic strategies
evaluating the pSychometric propertieS of the reSilience and youth development module 11
likely to be imprecise because of the instability of the resilience measures Even with low student-level stability however the module is valuable for tracking school and district prevalence estimates of resilience assets Student-level errors in mea-surement likely cancel each other out when the data are aggregated at the school district and state levels
The secondary school module contains eight in-ternally consistent and valid measures of environ-mental resilience assets
Three measures representing supportive rela-bulltionships in the school community and home environments These supportive relationships include both caring relationships with and high expectations messages from adults Only the measure for supportive relationships in the home environment however demon-strates sufficient test-retest reliability for use in research
Three measures of meaningful participation bullor involvement in relevant engaging and interesting activities with opportunities for responsibility and contribution in school in the community and at home
Two measures of environmental assets in the bullcontext of peersmdashcaring relationships and high expectations (affiliation with pro-social peers)
That the scales for caring relationships and high expectations in the school environment turn out to measure the same factor is consistent with knowledge that has emerged since the resilience and youth development module was developed in the late 1990s In focus groups conducted by HKS staff when students were asked what they consider to be actions that reflect that a teacher ldquocares about yourdquo they most often mentioned that the adult is a good listener sets high standards expects responsibility from the student praises successes and encourages the student through setbacks Akey (2006) found that supportive teachers and
clear high expectations for behavior are key to developing both stu-dent engagement and perceived competence Teachers whom students see as supportive and who set clear expecta-tions for behavior create an atmosphere where students feel in control and confident about their ability to succeed in school Akeyrsquos findings suggest that supportive teacher relationships high academic expectations and high-quality pedagogy combine to enhance student engagement and academic competence which lead to higher achievement consistent with the RYDM conceptual framework The school and home supportive relationships measures however exhibit better psychometric qualities than many other instruments designed to measure similar constructs
Scores on four of the internal asset scalesmdashself-efficacy empathy problem solving and self- awarenessmdashare internally consistent and adequate for general research purposes But the RYDM items designed to measure cooperation and goalsaspirations do not however provide valid assess-ments of these constructs
Although the consistency of the associations of environmental and internal resilience assets to other related constructsmdashsuch as substance use school violence school-related behavior and stan-dardized test scoresmdashsuggests that the measures demonstrate construct validity the associations are weak Thus the constructs exhibit only moder-ate construct validity
Results of the analysis of the elementary school module
The elementary school resilience and youth devel-opment module uses 21 items to assess seven en-vironmental assets and three internal assets Reli-ably assessing so many factors with so few items is difficult however especially with a student
The secondary
school instrument
is appropriate as an
epidemiological tool
but is not well suited for
evaluating student-level
changes over time or
individual differences
across students
12 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
self-report instrument Not surprisingly the module reliably assesses only two environmental asset measures and one internal asset measure leaving consider-able room for improvement
The elementary school module measures meaningful participa-
tion pro-social peers and supportive relationships in the school and home environments but only the school supportive relationships and home support-ive relationships scales exhibit sufficiently high in-ternal consistency for further use Only one reliable internal resilience asset measure was detected for elementary school studentsmdashempathy The second factor detected goalsaspirations was not reliable enough to be recommended for further use The third factor problem solving was not identified
recoMMendaTionS
This report recommends that neither the second-ary school nor the elementary school resilience and youth development module be used to evaluate student-level changes over time or individual dif-ferences across students Estimates of student-level changes across time are likely to be imprecise be-cause of the instability of the resilience measures Other longer companion instruments should be developed to assess student-level changes The resilience and youth development module is still useful as an epidemiological surveillance tool for reporting aggregate district-level data however
The following sections provide recommendations to drop or revise specific items in the module Tables 3 4 and 5 present the recommended mea-sures (See appendix tables B24 B25 B26 and B27 for a side-by-side comparison of the current and recommended measures)
Secondary school environmental resilience assets
Recommendation 1mdashCombine the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items To maximize
construct validity and reduce redundancy across scales the ldquocaring relationshipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupportive relationshipsrdquo Caring relationships and high expectations are indistinguishable as currently measured by the module The new supportive relationships scale should continue to be assessed separately for school community and home environments
Recommendation 2mdashDrop Item R23 (ldquoI help other peoplerdquo) This item should not be used to indicate community meaningful participation because the item functions differently and thus has a differ-ent meaning for females and Mexican American youth A new item that taps involvement in activi-ties in the community should be developed
Recommendation 3mdashDrop Item R54 (ldquoI do fun things or go fun places with my parents or other adultsrdquo) The item is not developmentally appro-priate for older adolescents because 11th graders report substantially lower participation in such activities for a given level of home meaningful participation This item distorts developmental trends on the home meaningful participation scale and should be dropped A different item should be developed to replace it
Recommendation 4mdashDrop item R45 (ldquoMy friends get into a lot of troublerdquo) Because it is a biased in-dicator of pro-social peers for females and Chinese American students an alternative item should be developed to measure this construct
Secondary school internal resilience assets
Recommendation 5mdashDrop the cooperationcom-munication construct Two of the items used to measure cooperationcommunication measure more than one construct Items R36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without put-ting others downrdquo) Item R31 (ldquoI can work with someone who has different opinions than minerdquo) should be moved to the self-efficacy scale The measurement models suggest that this item
The elementary school
module reliably assesses
only two environmental
asset measures and one
internal asset measure
leaving considerable
room for improvement
recommendationS 13
measures self-efficacy better than it does coopera-tion and communication
Recommendation 6mdashDrop the goals and aspira-tions construct Two of the three items used to measure this constructmdashR24 (ldquoGoals and plans for the futurerdquo) and R26 (ldquoI plan to go to college or some other school after high schoolrdquo)mdashfunction differently across racialethnic groups
Recommendation 7mdashDrop item R27 (ldquoI know where to go for help with a problemrdquo) As an
indicator of problem solving this item should be dropped because it functions differently for males and females An alternative item should be devel-oped to assess problem solving
Elementary school environmental and internal assets
Recommendation 8mdashDevelop more elementary resilience items The elementary school resilience and youth development module tries to assess too many factors with too few items Because having an elementary school resilience assessment that
taBle 3
recommended measures of environmental resilience assets among secondary school students
construct item
School support
adult who really cares about me
adult who notices when irsquom not there
adult who listens to me when i have something
adult who tells me when i do a good job
adult who always wants me to do my best
adult who believes that i will be a success
School meaningful participation
i do interesting activities
i help decide things like class activities or rules
i do things that make a difference
community support
adult who really cares about me
adult who notices when i am upset about
adult whom i trust
adult who tells me when i do a good job
adult who believes that i will be a success
adult who always wants me to do my best
community meaningful participationi am part of clubs sports teams churchtemple or other
i am involved in taking lessons in music art literature
home support
adult who is interested in my school work
adult who talks with me about my problems
adult who listens to me when i have something
adult who expects me to follow the rules
adult who believes that i will be a success
adult who always wants me to do my best
home meaningful participationi do things at home that make a difference
i help make decisions with my family
peer caring relationships
a friend who really cares about me
a friend who talks with me about my problems
a friend who helps me when irsquom having a hard time
pro-social peersmy friends try to do what is right
my friends do well in school
14 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
is aligned with the secondary school module is important additional resilience items should be developed for the elementary school survey Each of the elementary school RYDM scales demon-strates inadequate domain coverage and marginal internal consistency at least one additional item should be developed for each of the school sup-portive relationships home supportive relation-ships and empathy subscales Two additional items should be developed for the meaningful participation at school and at home scales if it is retained in the survey
Recommendation 9mdashCombine the ldquocaring rela-tionshipsrdquo and ldquohigh expectationsrdquo items As with the secondary school module the ldquocaring relation-shipsrdquo and ldquohigh expectationsrdquo items should be combined to form one scale representing ldquosupport-ive relationshipsrdquo in both the school environment and the home environment
Recommendation 10mdashDrop meaningful participa-tion The meaningful participation scale should either be dropped or redeveloped because of low
internal consistency Moreover item R15 (ldquoDo you do things to be helpful at schoolrdquo) should not be used to indicate meaningful participation because the item functions differently for males and females
Recommendation 11mdashDrop pro-social peers The pro-social peers scale should be dropped because one of the two items used to measure it functions differently for males and females Perhaps items from other instruments that assess this construct should be used instead
Recommendation 12mdashDrop goals and aspirations The goals and aspirations scale should be dropped or modified because of its low internal consistency
Recommendation 13mdashDevelop a self-efficacy measure Items should be developed to assess self-efficacy because this important construct is currently not assessed
taBle 4
recommended measures of internal resilience assets among secondary school students
construct item
Self-efficacy
i can work with someone who has different opinions than mine
i can work out my problems
i can do most things if i try
there are many things that i do well
empathy
i feel bad when someone gets their feelings hurt
i try to understand what other people go through
i try to understand what other people feel and think
problem solving
When i need help i find someone to talk with
i try to work out problems by talking or writing about them
Self-awareness
there is a purpose to my life
i understand my moods and feelings
i understand why i do what i do
taBle 5
recommended measures of environmental and internal resilience assets among elementary school students
construct item
Environmental resilience assets
School support
do the teachers at school care about you
teachers listen when have something to say
teachers tell you when you do a good job
teachers believe that you can do a good job
home support
parent care about your school work
parent listen when you have something to say
parent believe that you can do a good job
parent at home want you to do your best
Internal resilience assets
empathy
do you try to understand how other people feel
do you feel bad when someone gets their feelings hurt
Appendix A 15
Appendix A AnAlytic strAtegy
To describe the psychometric properties of the secondary and elementary school resilience and youth development modules this report examines
The dimensionality of scales by using explor-bullatory and confirmatory factor analysis models
Measurement equivalence across demo-bullgraphic subgroups by estimating confirma-tory factor analysis models with covariates (such as multiple indicator multiple cause structural equation models)
Scale reliability by estimating internal consis-bulltency and test-retest reliability coefficients
Construct validity by examining the relation-bullship of scales to other theoretically related constructs and mean differences across demo-graphic subgroups
Data
Statewide data from the local administration of the Healthy Kids Survey The data for the analyses in this report are from local administration of the Healthy Kids Survey (HKS) in elementary middle and high schools These data were drawn from a database of all local HKS data processed between 1998 and spring 2005 by WestEdrsquos Health and Human Development Program (approximately 21 million observations) Analyzing such a large sample size would however make almost every parameter estimate statistically significant would inflate chi-square values of model fit and would make assessing substantive significance more difficult Thus two mutually exclusive analytic samples were used in the analyses a main sample and a validation sample The samples were drawn from the aggregate data file that included all HKS data processed between the spring 2003 and the spring 2005 administrations of the Healthy Kids Survey For the secondary school analysis separate samples were drawn for each grade (7 9 and 11)
gender and ethnicity (Chinese American African American Mexican American and white Euro-pean American)mdashwith 500 respondents randomly sampled per cell (12000 total) Equal numbers were used for each gender and ethnic group so that models that do not adjust for gender andor ethnicity would not be affected by genderethnic differences in the sample
The elementary school Healthy Kids Survey is ad-ministered only to fifth graders and does not ask students about their ethnicracial group Random samples of 1000 males and 1000 females (2000 total) were drawn from the aggregated HKS data file Thus for the elementary school resilience and youth development module only gender differ-ences in measurement structure were examined Respondents with missing data on more than half the resilience items were excluded from the analysis For estimating models with missing data maximum likelihood estimation with missing at random (MAR) assumptions were used which assume that values are missing at random con-ditional on the other observed items in the data (Little amp Rubin 2002 Mutheacuten amp Mutheacuten 2006) (See section on missing data patterns)
The same procedures were used to draw the validation samples for both the secondary school and elementary school samplesmdashexcept that respondents included in the main sample were ex-cluded from the validation sample The data were weighted by grade raceethnicity and gender to represent the characteristics of HKS respondents surveyed from spring 2003 to spring 2005
Local evaluation HKS data Statewide data was supplemented with two sets of HKS data originally collected for local evaluation Data collected in 2006 from a large urban school district in South-ern California were used to describe the temporal stability of the derived scales (test-retest reliability) The elementary school Healthy Kids Survey and the secondary school core module and resilience and youth development module were administered two times in two weeks to 132 fifth-grade students and 90 ninth-grade students Data collected in 200405
16 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
from students in a large county in Southern Cali-fornia were used to examine the relationship be-tween the RYDM constructs and standardized test scores Standardized test score and schoolcom-munity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students6 English Language Arts and Mathematics California Standards Test scale scores were used as criterion variables
Missing data patterns Approximately 05 percent of respondents in the elementary and secondary modules were excluded from the sampling pool because of missing data on more than half the resilience items (table A1) In the secondary school samples approximately 65 percent of respondents provided answers to all the survey items in the resilience and youth development module an ad-ditional 18 percent had missing values on one or two items 8 percent had missing values on 3 to 10 items and 8 percent had missing values on 11 or more items Respondents with missing values on 11 or more items had lower scores on about one-quarter of the secondary RYDM itemsmdashscoring approximately 9ndash12 percent of a standard devia-tion lower on these items These results held for both the main and validation samples Differences in item means were diminished significantly after controlling for one or two of the remaining items
suggesting that the missing at random assumption is reasonable
Approximately 81 percent of elementary students provided valid answers to all the RYDM items and 15 percent answered all but one or two items Respondents with missing values on two or more items had lower scores on seven of the elementary RYDM items (averaging 024 standard deviations) These differences were no longer apparent after controlling for any two of the remaining items again suggesting that maximum likelihood esti-mation with missing at random assumptions will yield unbiased parameter estimates
Exploratory and confirmatory factor analyses
Analyses were conducted to test empirically whether the factor structure of the resilience in-strument is consistent with current usage and with its underlying conceptual model For each sample and subsample (grade gender ethnicity) the mea-surement structure of the resilience instrument was established by fitting a series of exploratory and confirmatory factor analysis models Explor-atory factor analysis (EFA) models were estimated to determine roughly the number of factors under-lying the data and the measurement structure of the latent factors A combination of factors was
tAble A1
Missing data patterns for secondary and elementary samples from the resilience and youth development module
number of missing items
secondary elementary
Main sample validation sample Main sample validation sample
number of respondents percent
number of respondents percent
number of respondents percent
number of respondents percent
0 7819 652 7865 655 1627 814 1622 811
1 1634 136 1615 135 266 133 249 125
2 585 49 545 45 55 28 59 30
3ndash5 497 41 539 45 33 17 45 23
6ndash10 445 37 437 36 15 08 14 07
11 or more 1020 85 999 83 4 02 11 06
total 12000 100 12000 100 2000 100 2000 100
Note Analytic samples randomly drawn from students surveyed between spring 2003 and spring 2005 Secondary school resilience and youth development module has 51 survey items The elementary school module has 21 survey items
Appendix A 17
used to determine the number of factors to retain in the EFAs including fit indices scree plots the number of eigenvalues greater than 1 conceptual clarity and simplicity Models with the fewest possible factors and models with no cross-loadings were favored over more complex models
The results of the exploratory factor analysis mod-els were then used as a starting point for a series of nested confirmatory factor analysis (CFA) models Measures of model fit correlations among the latent constructs (factors) and factor-loading pat-terns were used to make decisions about models This process was replicated for each grade gender and ethnic group and for the main sample and the validation sample
To derive estimates for the EFA and CFA models Mutheacuten and Mutheacutenrsquos (2006) Mplus statistical modeling program was used Because all the items used to measure resilience assets are ordinal Mutheacutenrsquos (1984) approach to exploratory and confirmatory factor analysis with ordinal indica-tors was used
In the general factor analysis model the relation-ship between the indicators (y) and the under-lying constructs (η) can be represented by
(A1) y = ν + Λη + ε
where ν is a vector of measurement intercepts Λ is a matrix of measurement slopes (factor loadings) and ε is a matrix of residuals assumed to be inde-pendent of η and with zero expectation The model implies the following covariance matrix of y
(A2) Σ = Λ Ψ Λʹ + Θ
where Ψ is the covariance matrix of η and Θ is the covariance matrix of ε (see Long 1983)
In general the indicators y are assumed to be normally distributed latent continuous variables A personrsquos observed score on item y depends on herhis position on y If the observed item is con-tinuous y is directly observed (y = y) However
if the observed item is dichotomous or ordinal the observed categorical variable (y) is linked to the latent continuous variable (y) in a nonlinear way through a model of thresholds (see Mutheacuten 1984) The relationships between an observed ordinal or dichotomous item y with c categories to y can be expressed as
(A3) y = c if τc lt y le τc+1
for c = 0 1 2 cndash1 The τs represent threshold parameters Mutheacutenrsquos (1987) approach models the relationships among these more fundamental latent y variables With ordinal items polychoric correlations represent the correlations of the underlying continuous y variables
The measurement model is estimated by mini-mizing the weighted least squares (WLS) fitting function
(A4) WLS = 12 (s ndash σ)ʹ W ndash1 (s ndash σ)
where s is a matrix of sample statistics (probit thresholds and polychoric correlations) σ is a matrix of the population counterparts to s implied by equation [A2] and W is the covariance matrix for the vector or sample statistics7
Confirmatory factor analysis models with covariates
MIMIC modelingmdashmultiple indicator multiple cause structural equation modelsmdashwas used to test for differential item functioning across school grade gender and ethnicity A simple graphical example of this approach is presented in figure A1 Panel A shows a classic MIMIC model that assumes there are no femalemale differences in measurement intercepts The three arrows connecting school meaningful participation to items R12 R13 and R14 are factor loadings and represent the strength of the relationships between the underlying constructs and the items used to measure them The arrows pointing from right to left toward the items (R12 R13 R14) are residuals and represent true measurement error and item-specific variation Finally the arrow pointing from
18 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
female to school meaningful participation indi-cates that the means of the underlying construct are allowed to be different for males and females The factor loadings are not allowed to be differ-ent for males and females and there is no direct effect of female on the individual items The model assumes that the items function identically for males and females in measuring school meaning-ful participation8
The measurement model in panel B allows for femalemale nonequivalence in the measurement intercept for item R14 That is it allows for a direct effect of female on R14 that is not ldquodependentrdquo on the underlying construct This is indicated by the arrow going directly from female to R14 A sig-nificant femalemale difference in measurement
intercept indicates that the item functions dif-ferently for females and males in measuring the underlying construct For example if the measure-ment intercept for R14 is 25 percent of a standard deviation (female rarr R14) lower for females than males then for a given level of school meaningful participation females score 25 percent of a standard deviation lower on R14 In this example a given score on item R14 does not mean the same thing for males and femalesmdashat least not with reference to the school meaningful participation construct
An applied strategy was used to ascertain whether group differences in measurement intercepts have implications for evaluation research Recommen-dations for item changes are made only when the measurement intercepts are substantively different across groups (plusmn 020 standard deviations) in both the main sample and the validation sample
Fit indices
A mean- and variance-adjusted χ2 test of model fit is obtained by multiplying the minimum func-tion by twice the total sample size and dividing by a scaling correction factor (for more details see Mutheacuten 1984 1987 Mutheacuten amp Mutheacuten 2006) After adjusting for the scaling correction fac-tor (see Satorra 2000 Satorra amp Bentler 1999 Mutheacuten amp Mutheacuten 2006) the difference in χ2 tests for two nested models follows a χ2 distribution and can be used to test whether a model results in a statistically significant improvement in fit However χ2 difference tests are sensitive to sample size and can be influenced by substantively mean-ingless parameter differences in large samples For this reason the analysis also relied on several other indices of model fit
For EFA models root mean square residual (RMSR) and root mean square error of approxi-mation (RMSEA) values were used to assess model fit (Hu amp Bentler 1999) RMSR is the square root of the mean of the squared residuals and indexes the difference between the sample variancecovari-ance matrix and the variancecovariance matrix predicted by the model Hu and Bentler (1999)
R12
R13
R14
Schoolmeaningful
participation
Panel A MIMIC modelingmdashno measurement invariance
Female
R12
R13
R14
Schoolmeaningful
participation
Panel B MIMIC modelingmdashhypothetical gender measurement intercept invariance (differential item functioning for R14)
Female
figure A1
Hypothetical example of MiMic approach for testing for measurement equivalence
Note MIMIC refers to multiple indicators multiple causes structural equation models
Appendix A 19
suggest that RMSR values less than 005 indicate good fit The RMSEA is also based on differences between the observed and predicted variancecovariance matrices but penalizes for model com-plexity RMSEA is computed by
(A5) RMSEA = χ2ndash(ndf) 1 ( )n
where χ2 is the model chi-square value n is the total sample size and df is the degrees of free-dom RMSEA penalizes for model complexity by dividing χ2 by (ndf ) Hu and Bentler (1999) recommend RMSEA values of 006 or less as the cut-off for good model fit Based on Hu and Bentlerrsquos recommendations more emphasis is placed on RMSEA than on RMSR in EFA model selection
In addition to RMSEA several additional fit indices were used to assess CFA models includ-ing Bentlerrsquos comparative fit index (CFI) the Tucker-Lewis index (TLI) and Mutheacuten and Mutheacutenrsquos (2006) weighted root mean square residual (WRMR) As implemented in Mplus both the CFI and TLI compare estimated CFA models to baseline models with uncorrelated variables (independence model) CFI and TLI are calculated as follows
(A6) CFI =1ndashmax χ2
HondashdfHo 0
max χ2HondashdfHo χ
2BndashdfB 0
(A7) TLI =
χ2B
dfB
χ2Ho
dfHo
ndash
χ2B
dfB
ndash1
where χ2Ηο and dfHo denote the chi-squared value
and degrees of freedom of the estimated model and χ2
Β and dfB denote the same for the baseline model Both CFI and TLI are not appreciably influenced by sample size By convention CFI and TLI values greater than 095 indicate good fit (Hu amp Bentler 1999)
Yu and Mutheacuten (2001) recently developed WRMR to identify good-fitting models with categorical outcomes It is defined as follows
(A8) WRMR =e
(sr ndash σr)vr
sume
r
where sr is an element in the sample variancecovariance (or probit thresholdpolychoric cor-relation) matrix σr is the element in the variancecovariance matrix predicted by the model νr is an estimate of the variance of sr and e is the number of elements in the variancecovariance matrix According to Mutheacuten WRMR is suitable for models where sample statistics have widely varying variances when sample statistics are on different scales and in models with categorical outcomes Yu and Mutheacuten (2001) suggest WRMR values less than or equal to 100 for good models with categorical outcomes Because WRMR has been tested for models with categorical outcomes greater weight is placed on this index in CFA model selection
Modification indices and χ2 difference testing were also used to compare nested confirmatory factor analyses models particularly for testing measurement intercept invariance
Additional reliability and validity analyses
Internal consistency estimates of reliability of the derived scales were calculated using Cronbachrsquos alpha for each grade gender and ethnic group in both the main sample and the validation sample Nunnalyrsquos (1978) criterion of 070 was used as the cutoff for determining acceptable internal consis-tency reliability for the secondary school survey Because of the notoriously low internal consis-tency evident in surveys of elementary school students this criterion was relaxed slightly to 060 for the elementary school resilience and youth development module To examine test-retest reli-ability RYDM survey data collected from a small sample of fifth and ninth graders who took the resilience and youth development module twice in two weeks was used
20 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Differences in resilience scale scores across the demographic subgroups were also examined To make demographic differences in the resil-ience scales more interpretable effect sizes were calculated to represent the magnitude of such differences (Cohen 1988) With two groups (malefemale) the difference in scale means between each group was divided by the pooled standard deviation (Cohenrsquos d) Thus the standardized difference represents the difference between each group in standard deviation units With more than two groups (raceethnicity) the standard-ized differences were represented by multiplying Cohenrsquos f by 2mdashwhich is roughly equivalent to the standardized difference calculated for two groups when the number of observations in each cell is equal (Cohen 1988) Cohenrsquos f was calculated by
(A9) f =σ
(mi ndash m)2
ksumk
i=1
where mi represents the mean for each subgroup i m represents the population mean k the number of subgroups and σ the pooled standard deviation
Construct validity was assessed by examining the relationship of the derived resilience scales to other theoretically related constructsmdashincluding substance use school violence school-related behavior and standardized test scores To exam-ine these relationships using a common metric correlations between resilience constructs and criterion variables from confirmatory factor analy-sis models were estimated using the main and validation samples Latent constructs represent continuous variables while the criterion variables are either dichotomous or ordinal Thus poly-serial correlations are presented which represent the correlation between a continuous variable and a dichotomous or ordinal variable that reflects an underlying continuous variable (Bedrick amp Breslin 1996)
Appendix b 21
Appendix B results
This appendix presents the results of the analyses conducted to evaluate the psychometric properties of the resilience and youth development module
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items The EFA models suggested that the environmental resilience assets items measure eight factors9 The factor pattern and loadings for the main sample and cross-validation sample are displayed in tables B1 and B2 respec-tively The 8-factor EFA solutions show conceptu-ally clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instrument The pattern of fac-tor loadings across all the demographic subgroups is consistent with those displayed in tables B1 and B210 Distinct factors are apparent for support and meaningful participation in the school community and home environments as well as caring and pro-social relationships in the peer environment
However the factor pattern evident in the 8-factor solution is inconsistent with how the instrument currently is being used in California because the results suggest that caring relationships and high expectations at school in the home and in the community are not distinct factors
Confirmatory factor analysis results A CFA model equivalent to the 8-factor EFA models in tables B1 and B2 was estimatedmdashexcept that all but the highest magnitude loadings from the EFA model were constrained to be zero11 That is each item was forced to load on only one factor As with the EFA models the results were consistent across each sample The CFA models indicated that item R45 (ldquoMy friends get into a lot of troublerdquo) has a relatively small factor loadingmdashsuggesting that an association with peers who get into a lot of trouble is a less sensitive indicator of pro-social peers
than the other two items assessing this construct Moreover there was a relatively high correlation between home support and home meaningful participation (078 and 079) which suggests that these two constructs may not be distinct
The CFA models were re-estimated to include covari-ates to detect differences in measurement intercepts across demographic subgroups Several measure-ment intercepts differed by demographic subgroup
The results for R23 (ldquoI help other peoplerdquo) bullsuggest that for a given level of community meaningful participation female and Mexi-can American youth report between one-fifth and one-third of a standard deviation higher for ldquohelping other peoplerdquo The item thus has a different meaning for these two populations
For R54 (ldquoI do fun things or go fun places bullwith my parentsrdquo) 11th graders report substantially lower levels of participation in fun activities with parents for a given level of home meaningful participation than do sev-enth and ninth graders (029 to 033 standard deviations) This represents a developmental difference in the appropriateness of this item
Female and Chinese American youth report bulllower frequencies on R45 (ldquoMy friends get into a lot of troublerdquo) for a given level of pro-social peersmdashreflecting the different meaning at-tached to this item by these populations
Each of these measurement intercept differences is substantively significant That is these particular items assess the underlying constructs differently for demographic subgroups and thus should not be used as indicators Dropping these items however leaves three subscales with only two items which is far from ideal Table B3 presents revised CFA mod-els after dropping the items with non-invariant measurement intercepts Table B4 reports latent factor correlations12 Note that the correlations between home support and home meaningful par-ticipation remain relatively high (073) indicating a high degree of overlap between these two factors
22 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b1
secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 schlcare schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 schlcare schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 schlhigh schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 schlhigh schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 schlpart schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 schlpart schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 schlpart schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare A friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare A friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare A friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh My friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh My friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh My friends do well in school 002 003 ndash001 001 005 005 ndash002 068
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
Appendix b 23
tAble b2
secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
original construct
factors
item item description 1 2 3 4 5 6 7 8
r6 schlcare schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 schlcare schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 schlcare schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 schlhigh schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 schlhigh schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 schlhigh schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 schlpart schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 schlpart schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 schlpart schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare A friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare A friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare A friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh My friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh My friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh My friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
24 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b3
Final secondary school environmental assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
r6 schlcare schoolmdashadult who really cares about me 1 080
r8 schlcare schoolmdashadult who notices when irsquom not there 098 079
r10 schlcare schoolmdashadult who listens to me when i have something 108 086
r7 schlhigh schoolmdashadult who tells me when i do a good job 105 084
r9 schlhigh schoolmdashadult who always wants me to do my best 109 087
r11 schlhigh schoolmdashadult who believes that i will be a success 110 088
School meaningful participation
r12 schlpart schoolmdashi do interesting activities 1 078
r13 schlpart schoolmdashi help decide things like class activities or rules 098 077
r14 schlpart schoolmdashi do things that make a difference 112 088
Community support
r15 comcare communitymdashadult who really cares about me 1 092
r17 comcare communitymdashadult who notices when i am upset about 099 091
r20 comcare communitymdashadult whom i trust 097 088
r16 comhigh communitymdashadult who tells me when i do a good job 103 094
r18 comhigh communitymdashadult who believes that i will be a success 104 095
r19 comhigh communitymdashadult who always wants me to do my best 104 095
Community meaningful participation
r21 compart i am part of clubs sports teams churchtemple or other 1 088
r22 compart i am involved in taking lessons in music art literature 097 086
Home support
r49 homecare homemdashadult who is interested in my schoolwork 1 084
r51 homecare homemdashadult who talks with me about my problems 103 087
r53 homecare homemdashadult who listens to me when i have something 105 089
r48 homehigh homemdashadult who expects me to follow the rules 093 078
r50 homehigh homemdashadult who believes that i will be a success 110 092
r52 homehigh homemdashadult who always wants me to do my best 110 092
Home meaningful participation
r55 homepart i do things at home that make a difference 1 085
r56 homepart i help make decisions with my family 102 086
Peer caring relationships
r42 peercare A friend who really cares about me 1 092
r43 peercare A friend who talks with me about my problems 101 092
r44 peercare A friend who helps me when irsquom having a hard time 103 094
Pro-social peers
r46 peerhigh My friends try to do what is right 1 086
r47 peerhigh My friends do well in school 091 078
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 25
Elementary school environmental resilience assets
Exploratory factor analysis results An identi-cal strategy was used to analyze the elementary school RYDM environmental resilience items EFA models suggested that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (car-ing relationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers (tables B5 and B6) These results were found for both the main sample and the validation sample and for both boys and girls
tAble b4
correlations among secondary school environmental resilience assets final confirmatory factor analysis model
factors
Main sample (1) (2) (3) (4) (5) (6) (7) (8)
(1) school support 100
(2) school meaningful participation 059 100
(3) community support 054 042 100
(4) community meaningful participation 042 058 046 100
(5) home support 047 037 059 044 100
(6) home meaningful participation 048 059 051 038 073 100
(7) peer caring relationships 041 035 046 034 046 044 100
(8) pro-social peers 042 040 038 039 049 050 054 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b5
elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 074 005 001 ndash001
13 schlcare teachers listen when have something to say 062 007 000 005
11 schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 schlpart do you make class ruleschoose things to do at school 014 ndash016 048 ndash005
15 schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart do you make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Loadings with largest absolute values bolded
26 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Confirmatory factor analysis results The CFA results also supported the 4-factor model The analyses of differential item functioning suggested that the measurement intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls For a given level of meaning ful participation females report between 20 and 36 percent of a standard deviation higher frequen-cies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because of the magnitude of these measurement intercept differences these items should not be used to measure the underlying constructs Because dropping item 51 means that only one item is left to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should also be dropped The elementary school module thus would not assess pro-social peer assets
After dropping the pro-social peer items a 3-factor model is leftmdashwith factors for school support home support and meaningful participation
Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statistically significant im-provement in model fit (see ∆χ2 values for Model 4 versus Model 3 in appendix C) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicates that these meaningful participation items are only weakly related to underlying school and home factors (026 037 and 024 respectively) Thus the 3-factor model has the most support
Table B7 presents the results for the final CFA model A look at the standardized factor loadings reveals that the relationships between meaning-ful participation and its items are still weak (040 053 and 030 for items 9 56 and 57 respectively) suggesting that the items are insensitive indicators of meaningful participation Overall however the results are consistent with those reported for the secondary school resilience and youth development
tAble b6
elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
itemoriginal construct item description 1 2 3 4
10 schlcare do the teachers at school care about you 073 003 003 ndash001
13 schlcare teachers listen when have something to say 065 002 003 ndash001
11 schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 schlpart do you make class ruleschoose things to do at school 005 ndash020 062 ndash006
15 schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart do you make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 27
modulemdashwith the exception that meaningful par-ticipation is global rather than domain-specific for the elementary school items and that pro-social peers cannot be measured adequately
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicated that two of the three items used to assess cooperation and communicationmdashR36 (ldquoI enjoy working together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor For simplicity these items were dropped from the analysis and EFA and CFA models were estimated on the remaining set of items The EFA results suggested that five factors underlie the observed itemsmdashself-efficacy empathy problem solving self-awareness and goalsaspirations (tables B8
and B9) The 5-factor solution is conceptually clear and is consistent with how the instrument is cur-rently used in California
Confirmatory factor analysis results CFA models consistent with the 5-factor EFA model were esti-mated with all but the highest loadings from the EFA models constrained to be zero Several consis-tent substantively significant differences in mea-surement intercepts across racialethnic groups were evident when covariates were included
Female youth are between 022 and 034 of a bullstandard deviation less likely to endorse item R27 (ldquoI know where to go for help with a prob-lemrdquo) for a given level of problem solving
African American and Mexican American bullyouth report higher levels of ldquohaving goals and plans for the futurerdquo (R24) than white
tAble b7
Final elementary school environmental resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
School support
10 schlcare do the teachers at school care about you 1 076
13 schlcare teachers listen when you have something to say 090 068
11 schlhigh do the teachers tell you when you do a good job 079 060
14 schlhigh do the teachers believe that you can do a good job 095 072
Home support
52 homecare does a parent care about your school work 1 078
55 homecare does a parent listen when you have something to say 089 069
53 homehigh does a parent believe that you can do a good job 111 086
54 homehigh does a parent at home want you to do your best 101 079
Meaningful participation
9 schlpart do you make class rules or choose things to do at school 1 040
56 homepart do you help out at home 136 053
57 homepart do you get to make rules or choose things to do at home 077 030
latent factor correlations
(1) (2) (3)
(1) school support 100
(2) home support 064 100
(3) Meaningful participation 048 062 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
28 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
European American and Chinese American youth even after accounting for ethnic group differences in the latent construct
Chinese American youth report substantially bulllower levels of ldquohaving goals and plans for the futurerdquo than the other ethnic groups for a given score on the underlying construct In addition Chinese American youth also are about 25ndash30 percent of a standard deviation less likely to report that they plan to go to college after high school (R26) for a given level on goals
With such pronounced racialethnic group mea-surement intercept differences items R24 and R26 should be dropped and so goals would not be as-sessed on the secondary school module Item R27 should not be used to assess problem solving
Table B10 shows the final recommended CFA model for the secondary school internal resilience
items after dropping items R24 R25 R26 and R27 from the analysis Overall the latent constructs are consistent with current usage of the RYDM except that the communication and cooperation construct is dropped because two of the items for this scale did not uniquely load on one factor the goals construct is dropped because of measure-ment slope invariance and the problem-solving construct is measured with just two items
Elementary school internal resilience assets
Exploratory factor analysis results The elementary school resilience and youth development module was designed to measure three internal resilience traitsmdashempathy problem solving and goals and aspirationsmdashwith seven items Although explor-atory factor analyses of these items suggest that a 2-factor solution was appropriate for both the main and validation samples the factor patterns were different for the two samples as well as for
tAble b8
secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 066 ndash009 015 011
r30 selfeff i can do most things if i try 050 ndash011 016 035
r32 selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probsolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probsolv i know where to go for help with a problem 068 ndash001 007 011
r28 probsolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 selfAware there is a purpose to my life 012 006 046 028
r40 selfAware i understand my moods and feelings 001 005 091 ndash007
r41 selfAware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 29
males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample (see tables E124andashE132) The EFA factor patterns were still ambiguous after drop-ping item 40 most likely because so few items re-mained to be analyzed (tables B11 and B12) After moving to a CFA framework two nested models were estimatedmdasha 1-factor model measuring over-all internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results The 2-factor CFA modelmdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model Table B13 presents the factor load-ings and factor correlations for this CFA model based on the main sample An examination of the
standardized item loadings for goalsaspirations indicates that two of the four items are weakly as-sociated with the underlying construct Although goalsaspirations is poorly measured by the in-cluded items this scale should be retained so that its reliability and relationship to other constructs can be further investigated
Reliability of the secondary and elementary school scales
Internal consistency The internal consistency of the RYDM scales was estimated using Cronbachrsquos alpha coefficient for the main sample the valida-tion sample and each demographic subsample (tables B14 and B15) The secondary school RYDM scales (table B14) demonstrate acceptable levels of reliability with all scales exhibiting reliabilities greater than 070 and 11 of 13 scales demonstrat-ing reliabilities greater than 075 The school support community support and peer caring relationships scales exhibit the highest internal
tAble b9
secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
itemoriginal construct item description
factors
1 2 3 4
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my ageitems dropped because of cross-loadings
r37 coop i stand up for myself without putting others down
r29 selfeff i can work out my problems 065 ndash006 013 012
r30 selfeff i can do most things if i try 055 ndash010 010 036
r32 selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probsolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probsolv i know where to go for help with a problem 066 002 009 007
r28 probsolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 selfAware there is a purpose to my life 017 005 045 027
r40 selfAware i understand my moods and feelings ndash002 007 094 ndash007
r41 selfAware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
30 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
consistency with alphas all exceeding 090 The problem-solving (alpha = 073) and pro-social peers (alpha = 074) scales exhibit moderate but acceptable levels of internal consistency especially
considering that the scales have only two items Internal consistency does not differ markedly by student grade gender or raceethnicity However the problem-solving scale shows lower reliability
tAble b10
Final secondary school internal resilience assets model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Self-efficacy
r31 coop i can work with someone who has different opinions 100 077
r29 selfeff i can work out my problems 104 080
r30 selfeff i can do most things if i try 109 084
r32 selfeff there are many things that i do well 104 080
Empathy
r33 empathy i feel bad when someone gets their feelings hurt 100 082
r34 empathy i try to understand what other people go through 111 091
r38 empathy i try to understand what other people feel and think 109 090
Problem solving
r35 probsolv When i need help i find someone to talk with 100 085
r28 probsolv i try to work out problems by talkingwriting about them 094 080
Self-awareness
r39 selfAware there is a purpose to my life 100 084
r40 selfAware i understand my moods and feelings 102 086
r41 selfAware i understand why i do what i do 099 083
latent factor correlations
(1) (2) (3) (4)
(1) self-efficacy 100
(2) empathy 073 100
(3) problem solving 078 082 100
(4) self-awareness 082 069 062 100
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b11
elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probsolv do you know where to go to get help with a problem ndash006 063
40 probsolv do you try to work out your problems by talkingwriting 031 036
41 goalsAsp do you try to do your best 017 052
42 goalsAsp do you have goals and plans for the future ndash003 038
16 goalsAsp do you plan to go to college after high school ndash007 034
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 31
for African American students than for other ethnic groups
Internal consistency reliabilities for the elemen-tary school RYDM scales are noticeably lower than those for the secondary school instrument (see table B15) These low reliabilities are typical of instruments administered to elementary school students The school support home support and empathy subscales demonstrate adequate reliabil-itymdashwith alphas ranging from 063 to 065 for em-pathy to 070 to 072 for school and home support The elementary school meaningful participation
and goalsaspirations scales exhibit low levels of reliability These scales should not be used in research or local evaluation activities requiring precise measurement
Stability Tables B16 and B17 show construct- and item-level test-retest stability coefficients for the secondary school RYDM asset measures Unlike the internal consistency estimates the resilience scales evidence fairly low levels of stability with 8 of the 12 scales exhibiting pre-post correlations of less than 060 Only the community meaningful participa-tion home support peer caring relationships and
tAble b13
Final elementary school internal resilience asset model main sample
itemoriginal construct construct and associated items
estimated loadings
standard loadings
Empathy
37 empathy do you try to understand how other people feel 1 071
38 empathy do you feel bad when someone gets their feelings hurt 107 076
Goalsaspirations
39 probsolv do you know where to go to get help with a problem 1 050
41 goalsAsp do you try to do your best 156 078
42 goalsAsp do you have goals and plans for the future 069 035
16 goalsAsp do you plan to go to college after high school 050 025
latent factor correlations
(1) (2)
(1) empathy 100
(2) goalsaspirations 064 100
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble b12
elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
itemoriginal construct item description
factors
1 2
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probsolv do you know where to go to get help with a problem 020 042
40 probsolv do you try to work out your problems by talkingwriting 038 022
41 goalsAsp do you try to do your best 034 036
42 goalsAsp do you have goals and plans for the future ndash017 076
16 goalsAsp do you plan to go to college after high school ndash008 056
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
32 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
self-awareness scales demonstrate adequate stabil-ity In the context of relatively high levels of internal consistency these comparatively low levels of stabil-ity suggest that the resilience assets assessed by the secondary school module demonstrate adequate reliability at a single point in time
A look at the item-specific stability coefficients in tables B16 and B17 shows the variation across
items Although several are particularly unstable the individual item test-retest reliabilities have a negligible impact on the total scale test-retest reliabilities For example the pre-post correlation of item R8 (ldquoThere is a teacher or some other adult who notices when I am not thererdquo) is only 029 However dropping this item from the school sup-port scale does not markedly improve the stability of the scale score (054 versus 055)
tAble b14
secondary school internal consistency reliability coefficients by demographic subgroup
grade gender raceethnicity
All 7 9 11 Male femaleAfrican
Americanchinese
AmericanMexican
American White
Environmental resilience assets
school support 090 089 091 092 090 091 089 090 090 091
school meaningful participation 078 076 077 080 077 078 074 079 078 079
community support 095 094 095 095 095 095 095 095 095 095
community meaningful participation 075 073 076 077 076 075 076 072 077 073
home support 089 089 089 088 089 088 090 086 090 088
home meaningful participation 078 076 078 079 078 078 075 079 077 079
peer caring relationships 090 088 090 092 089 090 089 090 091 089
pro-social peers 074 073 075 074 072 074 072 071 075 073
Internal resilience assets
self-efficacy 082 081 082 082 083 080 082 082 082 081
empathy 085 086 085 085 085 083 084 085 085 086
problem solving 073 073 073 072 073 069 068 074 073 076
self-awareness 081 080 081 082 082 080 081 082 080 081
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Results are based on main sample Cronbachrsquos alpha coefficients were almost identical in the validation sample
tAble b15
elementary school internal consistency reliability coefficients by gender
Main sample validation sample
All Male female All Male female
Environmental resilience assets
school support 071 070 072 070 071 069
home support 071 070 071 072 071 073
Meaningful participation 034 032 035 032 030 034
Internal resilience assets
empathy 063 064 057 065 063 064
goalsaspirations 036 041 027 039 043 033
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 33
tAble b16
test-retest reliability of secondary school environmental resilience asset constructs and items
itemoriginal construct construct and associated items
stabilitycoefficient (r)
School support 054
r6 schlcare schoolmdashadult who really cares about me 050
r8 schlcare schoolmdashadult who notices when irsquom not there 029
r10 schlcare schoolmdashadult who listens to me when i have something 051
r7 schlhigh schoolmdashadult who tells me when i do a good job 043
r9 schlhigh schoolmdashadult who always wants me to do my best 047
r11 schlhigh schoolmdashadult who believes that i will be a success 046
School meaningful participation 053
r12 schlpart schoolmdashi do interesting activities 033
r13 schlpart schoolmdashi help decide things like class activities or rules 056
r14 schlpart schoolmdashi do things that make a difference 037
Community support 044
r15 comcare communitymdashadult who really cares about me 033
r17 comcare communitymdashadult who notices when i am upset about 041
r20 comcare communitymdashadult whom i trust 053
r16 comhigh communitymdashadult who tells me when i do a good job 044
r18 comhigh communitymdashadult who believes that i will be a success 039
r19 comhigh communitymdashadult who always wants me to do my best 046
Community meaningful participation 082
r21 compart i am part of clubs sports teams churchtemple or other 083
r22 compart i am involved in taking lessons in music art literature 064
Home support 068
r49 homecare homemdashadult who is interested in my schoolwork 057
r51 homecare homemdashadult who talks with me about my problems 062
r53 homecare homemdashadult who listens to me when i have something 060
r48 homehigh homemdashadult who expects me to follow the rules 053
r50 homehigh homemdashadult who believes that i will be a success 052
r52 homehigh homemdashadult who always wants me to do my best 063
Home meaningful participation 049
r55 homepart i do things at home that make a difference 052
r56 homepart i help make decisions with my family 043
Peer caring relationships 073
r42 peercare A friend who really cares about me 052
r43 peercare A friend who talks with me about my problems 062
r44 peercare A friend who helps me when irsquom having a hard time 076
Pro-social peers 051
r46 peerhigh My friends try to do what is right 051
r47 peerhigh My friends do well in school 046
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
34 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
The elementary school RYDM scales exhibit higher stability than the secondary school scales (table B18) Only two of the five elementary school scales exhibit pre-post correlations below 060 The stability coefficients in table B18 are similar or higher than the internal consistency reliability estimates presented in table B15 for elementary school students
Validity of the secondary and elementary school scales
Scale means To assess construct validity demo-graphic differences in resilience scale scores were examined across grade gender and racialethnic groups Secondary school RYDM scale means standard deviations and standardized differences across groups are presented in table B19 With the exception of caring relationships with peers 9th and 11th graders report marginally lower environmen-tal resilience assets than seventh graders Caring relationships with peers increases with school grade consistent with the notion that adolescents become more involved with peers (although not necessar-ily pro-social ones) as they age Student internal
resilience asset scores do not differ markedly by grade although empathy increases with school grade and self-awareness declines with grade
Gender differences in resilience assets gener-ally favor females who report marginally higher school and community support and substantially higher peer caring relationships and exposure to pro-social peers Females also report considerably higher levels of empathy and problem solving These differences are consistent with expecta-tionsmdashgirls often have more extensive social support resources than boys (Colarossi amp Eccles 2000 Crosnoe Johnson amp Elder 2004 Frey amp Roumlthlisberger 1996) and evidence higher empathy (Eisenberg amp Lennon 1983)
White students generally report the highest envi-ronmental assets in each area except for pro-social peers Chinese American students report the highest affiliation with pro-social peers Mexican American students report the lowest environmental resilience assets in the school and peer domains and the low-est meaningful participation in the community
tAble b17
test-retest reliability of secondary school internal resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Self-efficacy 058
r31 i can work with someone who has different opinions 036
r29 i can work out my problems 058
r30 i can do most things if i try 037
r32 there are many things that i do well 050
Empathy 057
r33 i feel bad when someone gets their feelings hurt 044
r34 i try to understand what other people go through 045
r38 i try to understand what other people feel and think 045
Problem solving 052
r35 When i need help i find someone to talk with 048
r28 i try to work out problems by talkingwriting about them 066
Self-awareness 071
r39 there is a purpose to my life 059
r40 i understand my moods and feelings 048
r41 i understand why i do what i do 066
Note Results are based on a sample of 90 ninth-grade respondents from seven classrooms in two schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
Appendix b 35
Chinese American students exhibit the lowest envi-ronmental resilience assets in the home domain and the lowest reported community support
White students also report the highest level of internal assets in self-efficacy empathy and problem solving Mexican American and Chinese American students report the lowest self-efficacy African American students exhibit the lowest empathy scores
Table B20 presents elementary school RYDM scale means for males and females Overall the gender differences for elementary school students are
consistent with those for secondary school students Compared with boys girls report marginally higher school support meaningful participation and goalsaspirations and substantially higher empathy
Relationships with other constructs To further assess construct validity the relationship of each resilience asset construct to other theoretically related constructs assessed on the Healthy Kids Survey was examinedmdashincluding substance use violence harassment depression and self-reported school grades and truancy The relation-ships of resilience assets to California Standard-ized English Language Arts and Mathematics
tAble b18
test-retest reliability of elementary school resilience asset constructs and items
item construct and associated itemsstability
coefficient (r)
Environmental resilience assets
School support
10 do the teachers at school care about you 053
13 do the teachers listen when you have something to say 052
11 do the teachers tell you when you do a good job 038
14 do the teachers believe that you can do a good job 039
Home support 070
52 does a parent care about your school work 056
55 does a parent listen when you have something to say 065
53 does a parent believe that you can do a good job 053
54 does a parent at home want you to do your best 029
Meaningful participation 057
9 do you make class rules or choose things to do at school 039
56 do you help out at home 034
57 do you get to make rules or choose things to do at home 044
Internal resilience assets
Empathy 070
37 do you try to understand how other people feel 055
38 do you feel bad when someone gets their feelings hurt 056
Goalsaspirations 041
39 do you know where to go to get help with a problem 030
41 do you try to do your best 049
42 do you have goals and plans for the future ndash004
16 do you plan to go to college after high school ndash003
Note Results are based on a sample of 136 fifth-grade respondents from eight classrooms in three schools in a large urban school district Two weeks sepa-rated the first and second administrations of the survey instruments
36 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
test scores were examined using data previously collected by WestEd
Table B21 shows the relationships between envi-ronmental resilience assets and theoretically re-lated constructs for secondary school students All but one of the assessed dimensions of environmen-tal assets are correlated with student substance use Students who report high environmental resilience
assets are less likely to report that they engage in substance use The exception is peer caring rela-tionships which is weakly correlated with most of the substance use indicators except substance use on school property
Environmental resilience assets are also nega-tively associated with student depression and truancy and positively associated with studentsrsquo
tAble b19
secondary school subscale means by demographic subgroup
Grade Standard ized differencea Male Female
Standard ized differencea
African American
Chinese American
Mexican American White
Standard ized differencea7 9 11
Environmental resilience assets
school support 291(080)
274(082)
283(081)
017 277(083)
289(080)
014 284(085)
279(076)
274(082)
296(080)
020
school meaningful participation
232(086)
220(084)
221(087)
012 224(085)
226(085)
002 228(088)
222(081)
213(084)
236(086)
020
community support
324(092)
315(094)
317(095)
008 311(096)
326(090)
016 319(097)
300(096)
312(095)
344(081)
034
community meaningful participation
293(110)
281(112)
281(112)
011 286(111)
282(112)
ndash005 284(113)
289(105)
251(116)
316(101)
042
home support 345(071)
336(074)
333(074)
014 335(076)
340(071)
007 335(080)
327(070)
334(075)
355(064)
028
home meaningful participation
288(094)
272(094)
271(094)
017 273(096)
281(093)
009 276(098)
265(093)
272(095)
294(091)
023
peer caring relationships
310(093)
317(091)
326(089)
015 292(096)
344(078)
058 313(095)
315(087)
307(096)
337(084)
025
pro-social peers 305(085)
295(082)
296(078)
011 284(083)
313(077)
035 289(085)
318(073)
283(084)
304(079)
033
Internal resilience assets
self-efficacy 324(072)
318(072)
322(072)
008 319(074)
323(067)
006 322(076)
315(068)
312(073)
336(064)
025
empathy 310(087)
317(082)
323(078)
013 297(088)
336(071)
046 303(090)
322(074)
310(085)
331(077)
026
problem solving 287(099)
285(096)
287(095)
002ns 264(100)
308(088)
045 282(100)
282(093)
281(099)
299(094)
015
self-awareness 331(078)
321(080)
321(079)
012 322(082)
327(076)
006 327(083)
316(078)
323(079)
332(076)
014
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d) With more than two groups the standardized difference is represented by multiplying Cohenrsquos f by 2mdashwhich is generally equivalent to the standardized difference calculated for two groups (see appendix A)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005
Appendix b 37
self-reported school connectedness and grades The environmental resilience asset scales are less consistently related to indicators of violence ha-rassment and perceptions of school safety
The criterion variablesmdashCalifornia Standards Test (CST) English Language Arts and Mathematics test scoresmdashare associated with school and community assets as well as home support The associations are weak however with school support showing the strongest relationship to test scores Test scores are not significantly associated with meaningful participation in the home environment peer car-ing relationships and pro-social peers
Table B21 suggests that the secondary school RYDM instrument provides a valid assessment of environ-mental resilience assets because these constructs are associated with student substance use depres-sion self-reported grades truancy and test scores in expected ways Although the correlations with school connectedness and self-reported grades are moderate and have medium effect sizes the correla-tions for most of the criterion variables are small
Table B22 shows correlations between internal resilience assets and the criterion variables for
secondary school students The results are similar to those for environmental assets With the excep-tion of standardized test scores each dimension of internal resiliencemdashself-efficacy empathy problem solving and self-awarenessmdashis correlated with most of the considered criterion variables which supports construct validity
Table B23 presents correlations between the el-ementary school resilience assets and the criterion variables of substance use aggression perceived safety and self-reported academic performance Both the environmental resilience and internal resilience scales are positively associated with most of the criterion variables which supports construct validity Although the criterion variables are differ-ent in the two samples the correlations are stron-ger for the elementary school resilience instrument than for the secondary school instrument
Comparison of current and recommended measures of resilience assets
Tables B24ndashB27 compare the current use of items to measure resilience assets among secondary and elementary students with this studyrsquos recom-mended use
tAble b20
elementary school subscale means by gender
All Male femalestandardized
differencea
Environmental resilience assets
school support 332(061)
328(062)
337(059)
015
home support 372(044)
370(046)
374(042)
007ns
Meaningful participation 250(060)
246(060)
254(060)
012
Internal resilience assets
empathy 301(079)
284(084)
318(071)
042
goalsaspirations 224(035)
221(039)
226(031)
015
a Standardized difference represents the difference between groups divided by the pooled standard deviation (Cohenrsquos d)
ns = not statistically significant from 0 (p lt 05)
Note Standard deviations in parentheses Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
38 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b21
correlations between secondary school environmental resilience assets and criterion variables
school support
school meaningful
participationcommunity
support
community meaningful
participationhome
support
home meaningful
participationpeer caring
relationshipspro-social
peers
Substance use
lifetime tobacco use ndash017 ndash020 ndash014 ndash025 ndash021 ndash020 ndash002ns ndash030
30-day tobacco use ndash017 ndash018 ndash015 ndash027 ndash024 ndash023 ndash002ns ndash033
tobacco use at school ndash018 ndash023 ndash025 ndash026 ndash033 ndash029 ndash016 ndash037
lifetime alcohol use ndash016 ndash015 ndash007 ndash016 ndash020 ndash020 003ns ndash028
30-day alcohol use ndash016 ndash014 ndash006 ndash017 ndash020 ndash020 003ns ndash028
30-day binge drinking ndash013 ndash014 ndash005 ndash016 ndash019 ndash018 003ns ndash029
Alcohol use at school ndash016 ndash010 ndash014 ndash018 ndash023 ndash021 ndash011 ndash027
lifetime marijuana use ndash016 ndash016 ndash008 ndash019 ndash018 ndash019 000ns ndash029
30-day marijuana use ndash020 ndash019 ndash010 ndash022 ndash020 ndash020 ndash004ns ndash032
Marijuana use at school ndash019 ndash018 ndash013 ndash022 ndash020 ndash024 ndash014 ndash033
Violence
been pushed shoved etc ndash010 ndash006 ndash008 ndash004ns ndash009 ndash008 ndash014 ndash015
Afraid of being beat up ndash008 ndash008 ndash006 ndash008 ndash010 ndash008 ndash007 ndash008
physical fight ndash014 ndash007 ndash010 ndash009 ndash014 ndash012 ndash016 ndash026
Mean rumors about you ndash004ns 000ns 002ns 000ns ndash010 ndash009 006 ndash011
sexual jokes comments ndash004ns ndash003ns 001ns 000ns ndash010 ndash011 009 ndash014
had property stolen ndash006 ndash002ns ndash006 002ns ndash009 ndash007 ndash007 ndash011
offered drugs ndash012 ndash010 ndash005 ndash010 ndash016 ndash017 000ns ndash033
damaged school property ndash018 ndash008 ndash014 ndash009 ndash022 ndash017 ndash012 ndash029
feel unsafe at school ndash012 000ns ndash009 ndash001ns ndash015 ndash012 ndash009 ndash021
Psychological well-being
depressed ndash016 ndash016 ndash010 ndash015 ndash021 ndash023 ndash005 ndash017
School-related factors
school connectedness 049 038 030 026 032 029 028 030
school grades (self-report) 024 026 013 029 020 019 013 029
truancy ndash015 ndash015 ndash008 ndash015 ndash023 ndash022 001ns ndash027
Standardized test scoresa
cst english language Arts 015 004 012 012 012 000ns 002ns 002ns
cst Mathematics 011 004 009 010 009 ndash003ns ndash002ns 001ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
Appendix b 39
tAble b22
correlations between secondary school internal resilience assets and criterion variables
self-efficacy empathy problem solving self-awareness
Substance use
lifetime tobacco use ndash022 ndash014 ndash017 ndash024
30-day tobacco use ndash019 ndash011 ndash014 ndash022
tobacco use at school ndash020 ndash013 ndash017 ndash021
lifetime alcohol use ndash020 ndash014 ndash016 ndash022
30-day alcohol use ndash020 ndash013 ndash012 ndash020
30-day binge drinking ndash017 ndash017 ndash014 ndash018
Alcohol use at school ndash022 ndash020 ndash022 ndash025
lifetime marijuana use ndash029 ndash023 ndash014 ndash019
30-day marijuana use ndash020 ndash016 ndash008 ndash014
Marijuana use at school ndash025 ndash023 ndash020 ndash021
Violence
been pushed shoved etc ndash013 ndash014 ndash012 ndash011
Afraid of being beat up ndash012 001ns ndash002ns ndash010
physical fight ndash016 ndash025 ndash022 ndash013
Mean rumors about you ndash011 003ns 002ns ndash012
sexual jokes comments ndash009 004 001ns ndash015
had property stolen ndash011 ndash005 ndash008 ndash015
offered drugs ndash019 ndash014 ndash016 ndash022
damaged school property ndash023 ndash026 ndash026 ndash023
feel unsafe at school ndash025 ndash017 ndash021 ndash024
Psychological well-being
depressed ndash026 002 ndash011 ndash030
School-related factors
school connectedness 033 029 028 032
school grades (self-report) 029 022 021 ndash020
truancy ndash020 ndash015 ndash017 ndash019
Standardized test scoresa
cst english language Arts 005ns 009 ndash003ns 002ns
cst Mathematics 005ns 005ns ndash005ns 002ns
a Analytic sample for standardized test score results based on local evaluation data obtained from a large county in Southern California Standardized test score and schoolcommunity asset data were available for 2898 students while test score and home and internal asset data were available for 651 students
CST = California Standards Test
ns = not statistically significant from 0 (p lt 05)
Note Analytic sample for substance use violence psychological well-being and school-related factors based on 12000 7th- 9th- and 11th-grade respon-dents sampled from HKS surveys administered between spring 2003 and spring 2005
40 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble b23
correlations between elementary school resilience assets and criterion variables
environmental assets internal assets
schoolsupport home support
Meaningful participation empathy
goals and aspirations
Substance use
lifetime tobacco use ndash025 ndash031 ndash020 ndash020 ndash028
lifetime alcohol use ndash026 ndash021 ndash023 ndash018 ndash028
lifetime marijuana use ndash012 ndash015 ndash013 ndash001ns ndash014
Aggression victimization
been pushed shoved etc ndash017 ndash012 ndash007 ndash007 ndash014
Mean rumors about you ndash010 ndash013 ndash012 005ns ndash014
been teased about body ndash010 ndash013 ndash012 002ns ndash006 ns
Aggression perpetration
pushed shoved hit ndash028 ndash023 ndash022 ndash033 ndash034
spread mean rumors ndash022 ndash021 ndash012 ndash022 ndash031
Perceived safety
feel unsafe at school ndash048 ndash030 ndash014 ndash019 ndash041
feel unsafe at other places ndash020 ndash020 ndash011 ndash001ns ndash025
Academic performance
school performance 017 020 014 009 025
ns = not statistically significant from 0 (p lt 05)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix b 41tA
ble
b24
cu
rren
t an
d r
eco
mm
end
ed m
easu
res
of e
nvi
ron
men
tal r
esili
ence
ass
ets
amo
ng
sec
on
dar
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tud
ents
Curr
ent u
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choo
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Reco
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ende
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e of
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choo
l ite
ms
Cons
truc
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nstr
uct
Item
Scho
ol c
arin
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latio
nshi
ps
Adul
t who
real
ly c
ares
abo
ut m
e
Scho
ol su
ppor
t
Adul
t who
real
ly c
ares
abo
ut m
e
Adul
t who
not
ices
whe
n Irsquom
not
ther
eAd
ult w
ho n
otic
es w
hen
Irsquom n
ot th
ere
Adul
t who
list
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hips
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42 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAbl
e b2
5
cu
rren
t an
d r
eco
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end
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easu
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nte
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Appendix b 43tA
ble
b26
cu
rren
t an
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est
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tAbl
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7
cu
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t an
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not
use
d in
the
reco
mm
ende
d m
odel
s bec
ause
the
cons
truc
ts e
xhib
it lo
w in
tern
al c
onsi
sten
cy re
liabi
lity
44 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Appendix c results And Model selection detAils
Secondary school environmental resilience assets
Exploratory factor analysis results EFA models were estimated for each subpopulation and for the main and validation samples to determine the number of factors underlying the items Figure C1 shows scree plots for the main and validation samples based on the total sample of secondary students In both cases seven eigenvalues are greater than 10 Focusing on the number of fac-tors indicated on the x-axis before the plotted line turns sharply right the plots are consistent with solutions ranging from 6 to 10 extracted factors
An examination of the goodness-of-fit information for the EFA results produces ambiguous results (table C1)13 Using the RMSEA cut-off value of 006 a 7-factor solution is supported while the RMSR cut-off value of 005 supports a 5-factor solution What is clear from table C1 (and figure C1) is that the 4-factor solution is not supported by the pat-tern of fit indices
To adjudicate between these different solutions the factor loadings for solutions ranging from
four to nine extracted factors were examined The factor pattern and loadings for these models are presented in appendix tables E4andashE10b Appendix tables E11ndashE63 show EFA factor loadings for each demographic subgroup (main sample only) The
2 4 6 8 10 20 30 330
1
2
3
5
10
15
Eigenvalue
Main sample Validation sample
Factors2 4 6 8 10 20 30 33
0
1
2
3
5
10
15
Eigenvalue
Factors
figure c1
secondary environmental resilience asset scree plot total analytic samples
tAble c1
secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0187 0163 0186 0158
2 factor 0159 0129 0156 0123
3 factor 0131 0092 0133 0092
4 factor 0108 0064 0111 0066
5 factor 0081 0042 0084 0045
6 factor 0064 0033 0067 0034
7 factor 0044 0021 0047 0021
8 factor 0030 0012 0033 0013
9 factor 0024 0012 0025 0010
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 45
patterns of loadings for 4-factor solutions (tables E4a and E4b) suggest that global 9-item school- 6-item community- and 9-item home asset constructs can be assessed by the RYDM items There is also some support for a 5-item peer asset construct although the loadings for the peer high expectations items (R46 and R47) are quite low However several of the items do not consistently load on any of the underlying constructs More-over the factor patterns differ for 7th graders 11th graders and males (see tables E10 E22 and E28 respectively)
The 5-factor solutions presented in tables E5a and E5b produce a more general meaningful participa-tion factor based on the school and community meaningful participation items However item R55 (ldquoI do things at home that make a differencerdquo) cross-loads on two factors and item R45 (ldquoMy friends get into a lot of troublerdquo) does not load on any factor Item cross-loadings and inconsistency across the main and validation samples are also apparent for the 6-factor and 7-factor solutions in tables E6andashE7b
The 8-factor solutions in tables E8a and E8b show conceptually clear factor-loading patterns that are mostly consistent with the underlying theory guiding the development of the instru-ment The pattern of factor loadings across all the demographic subgroups was consistent with those displayed in tables E8a and E8b14 Distinct factors are apparent for support and meaningful participation in the school community and home environments and caring and pro-social relation-ships in the peer environment The factor pattern evident in the 8-factor solution is inconsistent with how the instrument is currently being used in California because the results suggest that caring relationships and high expectations at school in the home and the community are not distinct factors
Confirmatory factor analysis results CFA mod-els were estimated based on the EFA results Table C2 shows CFA goodness-of-fit information
for 4-factor 7-factor and 8-factor CFA models These models are equivalent to the EFA models shown in the appendix tables E4a E4b E7a E7b E8a E8b except that all but the highest magnitude loadings from the EFA models were constrained to be zero An examination of the fit indices shows that the 4-factor solution has relatively poor fit as demonstrated by the CFI RMSEA and WRMR values (model 1) The 7-fac-tor model (model 2)mdashwhich includes a global home environmental assets factor peer caring relations and peer high expectations factors and distinct factors for support and meaningful participation in the school and community en-vironments (4 factors)mdashprovided a significantly better fit to the observed data than the 4-factor model This is evident by the significant χ2 dif-ference between the 7- and 4-factor models and the RMSEA values of 053 and 055 for the main and validation samples respectively The 8-factor model (model 3a) was an improvement in fit over the 7-factor model with a highly significant χ2 difference test and CFI TLI and RMSEA values all within the thresholds for acceptable fit The 8-factor solution is thus the most suitable model
To test for differential item functioning across demographic subgroups the CFA models were re-estimated with covariates to detect differences in measurement intercepts An inspection of the measurement intercept modification indices revealed that several measurement intercepts dif-fered by demographic subgroup Models 3b and 3c in table C2 show fit indices for models with and without restrictions on the measurement intercepts identified15 A comparison of model 3b and model 3c suggests that relaxing the assump-tion of equal measurement intercepts improves model fit Table C3 presents estimates of these measurement intercept differences for model 3c for both the main and the validation sample Items R23 (ldquoI help other peoplerdquo) R54 (ldquoI do fun things or go fun places with my parentsrdquo) and R45 (ldquoMy friends get into a lot of troublerdquo) assess the underlying constructs differently for demographic subgroups
46 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
tAble c2
secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factorsmdashschool community home peers 0878 0968 0091 6678
(2) 7 factorsmdashone home factor 0944 0989 0053 3514 414452 12
(3a) 8 factorsmdashsee preferred efA model (table b1) 0961 0993 0042 2869 104500 6
(3b) 8 factorsmdashinvariant measurement intercepts 0959 0991 0038 2453
(3c) 8 factorsmdash5 variant measurement intercepts 0962 0992 0037 2380 41798 5
(4) 8 factorsmdash3 items deleted 0969 0993 0035 2168a
Validation sample
(1) 4 factorsmdashschool community home peers 0857 0966 0094 6896
(2) 7 factorsmdashone home factor 0935 0988 0055 3641 447126 12
(3a) 8 factorsmdashsee preferred efA model (table b2) 0956 0993 0043 2761 116009 6
(3b) 8 factorsmdashinvariant measurement intercepts 0954 0991 0040 2555
(3c) 8 factorsmdash5 variant measurement intercepts 0956 0991 0039 2497 34433 5
(4) 8 factorsmdash3 items deleted 0965 0993 0037 2253a
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le 100)
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
0
1
2
3
4
5
0
1
2
3
4
5
Eigenvalue
Main sample Validation sample
Factors
Eigenvalue
Factors2 4 6 8 10 12 14 2 4 6 8 10 12 14
figure c2
elementary school environmental resilience asset scree plot total analytic samples
Appendix c 47
Elementary school environmental resilience assets
Exploratory factor analysis results Figure C2 shows scree plots for the main and validation samples based on the total sample of elementary students In both cases four eigenvalues are greater than 10mdashsuggesting that a 4-factor solu-tion is most appropriate for the data The fit indi-ces in table C4 and the factor loadings for solutions ranging from 2 to 5 extracted factors (see appen-dix tables E65ndashE72) suggest that a 4-factor model best represents the environmental resilience items
with distinct factors for school support (caring re-lationships and high expectations) home support meaningful participation (in the school and home domains) and pro-social peers These results were found for both the main and the validation sample and for both boys and girls
Confirmatory factor analysis results Based on the EFA results table C5 presents goodness-of-fit information for 3- and 4-factor CFA models One 3-factor model (model 1) was fitted with distinct global factors for assets in the school home and
tAble c3
Measurement intercept differences for environmental resilience assets secondary school sample
item female grade 9 grade 11African
Americanchinese
AmericanMexican
American
Main sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemp 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 032 000 000 000 000 020
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash029 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 022 000 000 000 024 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Validation sample
Community meaningful participation
r21 i am part of clubs sports teams churchtemple 000 000 000 000 000 000
r22 i am involved in taking lessons in music art 000 000 000 000 000 000
r23 i help other people 028 000 000 000 000 018
Home meaningful participation
r54 i do fun things or go fun places with parents 000 000 ndash033 000 000 000
r55 i do things at home that make a difference 000 000 000 000 000 000
r56 i help make decisions with my family 000 000 000 000 000 000
Pro-social peers
r45 My friends get into a lot of trouble 020 000 000 000 018 000
r46 My friends try to do what is right 000 000 000 000 000 000
r47 My friends do well in school 000 000 000 000 000 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
48 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
peer environments This model fit the data less well than the 4-factor model with distinct factors for school support home support meaningful participation and pro-social peers (model 2a)
To test for differences in measurement intercepts model 2a was re-estimated with a covariate for student gender (model 2b)16 The measurement intercept modification indices suggest that the intercepts for item 15 (ldquoDo you do things to be helpful at schoolrdquo) and item 51 (ldquoDo your best friends try to do the right thingrdquo) differ for boys and girls Allowing these measurement intercepts to vary by gender significantly improves the fit of the model (see table C5 models 2b versus 2c) For a given level of meaningful participation females report between 20 and 36 percent of a standard deviation higher frequencies of ldquodoing things to be helpful at schoolrdquo for a given level of meaningful participation (table C6) In addition females are substantially less likely to report that their ldquobest friends try to do the right thingrdquo (043 standard deviations) Because these measurement intercept differences are so large these items should not be used to measure the underlying constructs
Because dropping item 51 leaves only one item to measure pro-social peers item 50 (ldquoDo your best friends get into troublerdquo) should be dropped as well and pro-social peer assets not be assessed on the elementary module
After the pro-social peer items are dropped the 3-factor model is leftmdashwith factors for school support home support and meaningful participa-tion (model 4 in table C6) Because meaningful participation is measured with only three items a 2-factor model was also estimated by forcing the relevant meaningful participation items to load on the school and home factors The fit of the 2-factor model is relatively close to that of the 3-factor model although the latter resulted in a statisti-cally significant improvement in model fit (see ∆χ2 values for model 4) Moreover an inspection of the standardized loadings in the 2-factor model for items 9 56 and 57 indicated that these meaning-ful participation items are weakly related to the underlying school and home factors (026 037 and 024 respectively) Therefore the most support is found for the 3-factor model
Secondary school internal resilience assets
Exploratory factor analysis results The EFA models indicate that two of the three items used to assess cooperation and communication among middle and high school studentsmdashR36 (ldquoI enjoy work-ing together with other students my agerdquo) and R37 (ldquoI stand up for myself without putting others downrdquo)mdasheither load on more than one factor or do not load significantly on any factor These items were therefore dropped from the analysis Figure C3 presents scree plots for the main and validation samples The plot shows that four eigenvalues are greater than one and the plots are consistent with solutions ranging from three to six extracted fac-tors Using conventional cut-off levels the RMSEA and RMSR values presented in table C7 are consis-tent with 4- and 3-factor solutions respectively A comparison of the factor pattern and loadings for the 3-factor and 4-factor models (see tables E84a E84b E85a and E85b) suggests that the 4-factor solution has a simpler and more conceptually clear
tAble c4
elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0093 0087 0092 0089
2 factor 0079 0063 0079 0063
3 factor 0067 0048 0063 0042
4 factor 0046 0032 0048 0030
5 factor 0033 0020 0043 0023
6 factor 0021 0014 mdash mdash
7 factor 0007 0008 mdash mdash
mdash indicates solution could not be obtained due to over-factoring (Heywood case)
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 49
factor structure In the 3-factor solution two items load on more than one factor (see table E84a) The 5-factor solution (table E86a)mdashwith distinct factors
identified for self-efficacy empathy problem solv-ing self- awareness and goalsaspirationsmdashis also conceptually clear and is consistent with how the
tAble c5
elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 3 factorsmdashschool home peers 0908 0951 0058 1911
(2a) 4 factorsmdashsee preferred efA model 0938 0966 0048 1578 8239 3
(2b) 4 factorsmdashinvariant measurement intercepts 0932 0960 0049 1598
(2c) 4 factorsmdash2 variant measurement intercepts 0943 0966 0045 1480 4631 2
(3) 2 factorsmdashschool and home (3 items deleted) 0943 0966 0053 1729
(4) 3 factorsmdashschool support home support meaningful participation 0944 0966 0053 1663 1071 2
Validation sample
(1) 3 factorsmdashschool home peers 0898 0932 0065 2148
(2a) 4 factorsmdashsee preferred efA model 0943 0963 0048 1601 12524 3
(2b) 4 factorsmdashinvariant measurement intercepts 0942 0960 0046 1556
(2c) 4 factorsmdash2 variant measurement intercepts 0948 0962 0045 1495 2379 2
(3) 2 factorsmdashschool and home 0948 0962 0053 1785
(4) 3 factorsmdashschool support home support meaningful participation (3 items deleted) 0948 0961 0049 1731a 807 2
a Preferred model
CFI = Comparative fit index (recommended value ge 095)
TLI = Tucker Lewis index (recommended value ge 095)
RMSEA = Root mean square error of approximation (recommended value le 006)
WRMR = Weighted root mean square residual (recommended value le100)
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data All ∆χ2 values are statistically significant (p lt 05)
tAble c6
gender measurement intercept differences for environmental resilience assets elementary school sample
item construct Main sample validation sample
Meaningful participation
9 make class rules or choose things to do at school 0000 0000
15 do you do things to be helpful at school 0363 0201
56 do you help out at home 0000 0000
57 do you get to make ruleschoose things to do at home 0000 0000
Pro-social peers
50 do your best friends get into trouble 0000 0000
51 do your best friends try to do the right thing ndash0425 ndash0431
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
50 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
instrument is currently being used in California CFA models were estimated to help adjudicate between the 4- and 5-factor solutions
Confirmatory factor analysis results CFA models were estimated consistent with the 4- and 5-factor EFA models with all but the highest loadings from the EFA models constrained to be zero As shown
in table C8 estimation of the 5-factor model resulted in an improvement in fit over the 4-factor model The CFA models confirmed the pattern of factor loadings in table E86a
Several consistent substantively significant dif-ferences in measurement intercepts across racialethnic groups were evident when covariates were included in the CFA models These differences are presented in table C9 Items R27 (ldquoI know where to go for help with a problemrdquo) R24 (ldquohaving goals and plans for the futurerdquo) and R26 (ldquoplan to go to college after high schoolrdquo) function differently across demographic subgroups
Elementary school internal resilience assets
Exploratory factor analysis results Exploratory factor analyses of the elementary school internal resilience asset items suggested that a 2-factor so-lution was appropriate for both the main and vali-dation samples However the factor patterns were different for the two samples and for males and females The items measure empathy and goalsaspirations but item 40 (ldquoDo you try to work out your problems by talking or writing about themrdquo) either cross-loads or does not load significantly on the two factors depending on the analytic sample
0
1
2
4
6
8
10Eigenvalue
Main sample Validation sample
Factors
0
1
2
4
6
8
10Eigenvalue
Factors2 4 6 8 10 12 14 16 2 4 6 8 10 12 14 16
figure c3
secondary school internal resilience asset scree plot total analytic samples
tAble c7
secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
Main sample validation sample
Model rMseA rMsr rMseA rMsr
1 factor 0130 0091 0132 0090
2 factor 0097 0062 0099 0064
3 factor 0072 0036 0075 0037
4 factor 0054 0024 0056 0025
5 factor 0028 0011 0029 0011
6 factor 0021 0008 0017 0007
7 factor 0016 0005 0017 0006
RMSEA = Root mean square error of approximation
RMSR = Root mean square residual
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix c 51
tAble c8
secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 4 factors 0891 0979 0079 4841
(2a) 5 factors 0915 0984 0068 3988 77099 4
(2b) 5 factorsmdashinvariant measurement intercepts 0923 0980 0055 3200
(2c) 5 factorsmdash5 variant measurement intercepts 0931 0982 0053 3007 28845 3
(3) 4 factorsmdash4 items deleted 0955 0988 0067 3731
Validation sample
(1) 4 factors 0881 0980 0077 4702
(2a) 5 factors 0910 0985 0066 3827 76137 4
(2b) 5 factorsmdashinvariant measurement intercepts 0919 0981 0054 3123
(2c) 5 factorsmdash5 variant measurement intercepts 0926 0982 0052 2955 25152 3
(3) 4 factorsmdash4 items deleted 0948 0988 0066 3623
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
tAble c9
Measurement intercept differences for internal resilience assets secondary school sample
item construct femaleAfrican
Americanchinese
AmericanMexican
American
Main sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash034 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 034 ndash051 023
r26 i plan to go to college or some other school after high school 000 000 ndash025 000
Validation sample
Problem solving
r35 When i need help i find someone to talk with 000 000 000 000
r27 i know where to go for help with a problem ndash022 000 000 000
r28 i try to work out problems by talking or writing about them 000 000 000 000
Goals
r24 i have goals and plans for the future 000 000 000 000
r25 i plan to graduate from high school 000 032 ndash052 020
r26 i plan to go to college or some other school after high school 000 000 ndash030 000
Note Analytic samples consist of 12000 7th- 9th- and 11th-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data Non-bolded intercepts were constrained to be zero
52 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
(see tables E124andashE132) The EFA factor patterns continued to be ambiguous after dropping item 40mdashmost likely because so few items remained to be analyzed Thus a CFA framework was estimated with two nested modelsmdasha 1-factor model mea-suring overall internal assets and a 2-factor model measuring empathy and goalsaspirations
Confirmatory factor analysis results Table C10 shows goodness-of-fit information for the 1-factor and 2-factor CFA models The 2-factor model (model 2)mdashwhich includes distinct factors for empathy and goalsaspirationsmdashexhibited a sig-nificantly better fit to the observed data than the 1-factor model
0
1
2
3
Eigenvalue
Main sample Validation sample
Factors
0
1
2
3
Eigenvalue
Factors1 2 3 4 5 6 7 1 2 3 4 5 6 7
figure c4
elementary school internal resilience asset scree plot total analytic samples
tAble c10
elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
Model cfi tli rMseA WrMr ∆χ2 df
Main sample
(1) 1 factormdashitem 40 dropped 0919 0898 0079 2198
(2) 2 factormdashempathy amp goalsaspirations 0987 0982 0033 1014 6957 1
Validation sample
(1) 1 factormdashitem 40 deleted 0877 0846 0103 2777
(2) 2 factormdashempathy and goalsaspirations 0959 0942 0063 1649 7992 1
CFI = Comparative fit index
TLI = Tucker Lewis index
RMSEA = Root mean square error of approximation
WRMR = Weighted root mean square residual
df = degrees of freedom
Note Analytic samples consist of 2000 fifth-grade respondents sampled from surveys administered between spring 2003 and spring 2005 Weighted data
Appendix d 53
Appendix d otHer AssessMents oF resilience And relAted FActors
This appendix describes the quality and psycho-metric properties of other elementary and sec-ondary school assessments of environmental and internal resilience assets
The Search Institutersquos Attitude and Behavior Questionnaire (ABQ) the most commonly used asset assessment in the United States is a 152-item questionnaire designed to assess 40 developmental assets17 among students in grades 6ndash12mdashincluding social competence self-esteem and social sup-port in the school and home environments (Price Dake amp Kucharewski 2002) The instrument averages 23 items per subscale (asset) with 13 of the 40 Search Institute assets measured by just one item Price et alrsquos psychometric analyses of the ABQ indicated that the items assess eight develop-mental assetsmdashwith average internal consistency of 050 and stability reliabilities of 045 (Price et al 2002) Thus the ABQ has relatively poor psychometric properties In addition the ABQ is not built upon a strong theoretical approach and assesses only one environmental asset in the school domain (caring school climate)
The Communities That Care Youth Survey (CTC) was designed to assess an array of risk and protec-tive factors among adolescents aged 11 to 18 in-cluding family attachment peer pro-social involve-ment and opportunities for pro-social involvement and recognition of pro-social involvement in the school family and community domains (Arthur Hawkins Pollard Catalano amp Baglioni 2002) The instrument contains an average of 33 items per protective factor measured with a mean alpha of 075 (Arthur et al 1996) The protective fac-tor scales have demonstrated respectable internal consistency on large national samples (Beyers Toumbourou Catalano Arthur amp Hawkins 2004) Although the content of the CTC survey overlaps with the resilience and youth development module its coverage of environmental and internal as-sets is more limited Just two are used to measure
opportunities for pro-social involvement and just three for recognition of pro-social involvement in the school domain These constructs exhibited internal consistency reliabilities of 055 and 060 No test-retest reliabilities have been reported
Several environmental and internal asset scales also have been developed for the Child Develop-ment Project (CDP) (Battistich 2003 Battistich Schaps Watson Solomon amp Lewis 2000 Battis-tich Schaps amp Wilson 2004) The items designed for students in grades 3ndash6 assess sense of school community (18 items alpha=081) trust and respect for teachers (6 items alpha=079) positive teacher-student relations (3 items alpha=063) and peersrsquo positive involvement in school (5 items alpha=078) The CDP instrument also assesses personal and social attitudes consistent with resilience theory including concern for others (10 items alpha=080) efficacy (9 items alpha=081) and global self-esteem (3 items alpha=079) The domains covered by CDP are consistent with Benardrsquos (2004) resiliency framework and the protective factor scales demonstrate respectable internal consistency reliability particularly given that the instrument targets elementary school students However with 147 items the instrument is too lengthy for widespread administration in California school settings
The Social Skills Rating System (SSRS) Student Form (Gresham amp Elliot 1990) another more widely used and respected assessment assesses several personal strengths characteristic of re-silience The instrument includes 10-item scales measuring cooperation (alpha=068) assertion (alpha=059) empathy (alpha=075) and self-con-trol (alpha=066) Stability reliabilities for these scales average 058 (Gresham amp Elliot 1990) Thus both internal consistency and stability reliabilities for the SSRS student form are below conventional levels of adequacy
Numerous other resilience-related assessments exist including the Resilience Scale (Wagnild amp Young 1993) the Rochester Evaluation of Asset Development for Youth (Klein et al 2006) the
54 MeAsuring resilience And youth developMent the psychoMetric properties of the heAlthy Kids survey
Youth Asset Survey (Oman et al 2002) the Individual Protective Factors Index (Springer amp Philips 1995) and the Resilience Scale for Ado-lescents (Hjemda Friborg Stiles Martinussen amp Rosenvinge 2006) However no other instrument
when compared with the resilience and youth de-velopment module provides as comprehensive and balanced coverage of environmental and internal assets and is short enough for widespread admin-istration in classroom settings18
appendix e 55
E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 60
E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 60
E3 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 61
E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 62
E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 63
E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 64
E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 65
E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution 66
E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution 67
E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution 68
E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution 69
E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution 70
E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution 71
E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution 72
E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution 73
E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution 74
E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution 75
E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution 76
E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution 77
E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution 78
E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution 79
E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution 80
E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution 81
E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution 82
E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution 83
E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution 84
E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution 85
E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution 86
E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution 87
appendix e deTailed TableS
56 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution 88
E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution 89
E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution 90
E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution 91
E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution 92
E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution 93
E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution 94
E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution 95
E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution 96
E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution 97
E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution 98
E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution 99
E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution 100
E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution 101
E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution 102
E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution 103
E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution 104
E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution 105
E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution 106
E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution 107
E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution 108
E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution 109
E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution 110
E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution 111
E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution 112
E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution 113
E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution 114
E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution 115
E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution 116
E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution 117
E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution 118
appendix e 57
E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution 119
E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution 120
E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution 121
E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution 122
E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution 123
E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution 124
E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution 125
E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution 126
E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution 127
E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information for EFA Models 128
E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution 128
E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution 129
E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution 129
E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution 130
E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution 130
E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution 131
E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution 131
E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution 132
E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution 132
E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution 133
E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution 134
E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution 134
E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution 135
E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution 135
E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models 136
E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models 136
E82 Environmental Assets African American Chinese American Mexican American and White Goodness of Fit Information for EFA Models 137
E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 138
E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 138
58 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 139
E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model 140
E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model 140
E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model 141
E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model 141
E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model 142
E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model 142
E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model 143
E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model 143
E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model 144
E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model 144
E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model 145
E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model 145
E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model 146
E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model 146
E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model 147
E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model 147
E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model 148
E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model 148
E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model 149
E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model 149
E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model 150
E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model 150
E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model 151
E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model 151
E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model 152
E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model 152
E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model 153
E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model 153
E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model 154
appendix e 59
E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model 154
E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model 155
E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model 155
E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model 156
E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model 156
E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model 157
E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model 157
E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model 158
E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model 158
E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model 159
E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model 159
E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models 160
E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model 160
E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model 160
E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model 161
E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model 161
E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model 161
E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model 162
E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model 162
E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model 162
E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model 163
E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model 163
E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model 163
60 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e1
Secondary rydM environmental assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample
validation sample
main sample
validation sample
main sample
validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0165 0143 0167 0141 0194 0168 0194 0165 0202 0182 0199 0174
2 factor 0140 0113 0142 0112 0164 0132 0163 0129 0169 0139 0164 0131
3 factor 0113 0079 0121 0083 0136 0096 0138 0095 0143 0103 0140 0098
4 factor 0091 0058 0103 0065 0111 0064 0113 0068 0120 0075 0114 0067
5 factor 0074 0041 0077 0045 0083 0043 0087 0046 0086 0045 0088 0046
6 factor 0055 0031 0061 0034 0067 0034 0070 0035 0070 0035 0072 0035
7 factor 0037 0019 0041 0021 0049 0023 0049 0022 0050 0023 0053 0023
8 factor 0028 0014 0030 0014 0032 0014 0033 0014 0036 0014 0039 0016
9 factor 0024 0012 0024 0012 0025 0011 0025 0010 0028 0011 0029 0012
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e2
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0183 0153 0185 0150 0186 0170 0182 0164
2 factor 0156 0120 0156 0115 0156 0134 0153 0131
3 factor 0124 0082 0131 0085 0131 0097 0129 0095
4 factor 0104 0059 0111 0062 0108 0070 0106 0069
5 factor 0078 0041 0086 0044 0082 0046 0082 0046
6 factor 0062 0032 0068 0034 0065 0034 0067 0036
7 factor 0043 0021 0046 0021 0046 0022 0048 0023
8 factor 0029 0012 0031 0012 0032 0014 0036 0015
9 factor 0023 0010 0024 0010 0026 0011 0027 0011
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 61
taBl
e e3
envi
ron
men
tal a
sset
s a
fric
an a
mer
ican
ch
ines
e a
mer
ican
Mex
ican
am
eric
an a
nd
Wh
ite
go
od
nes
s o
f fit
info
rmat
ion
for
efa
Mo
del
s
afr
ican
am
eric
anc
hine
se a
mer
ican
mex
ican
am
eric
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hite
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mai
n sa
mp
leva
lidat
ion
sam
ple
mod
elrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Srrm
Sea
rmSr
rmSe
arm
Sr
1 fa
ctor
022
20
154
022
50
157
023
10
149
024
30
155
024
60
174
023
90
165
022
80
164
023
10
160
2 fa
ctor
018
70
119
018
90
123
018
60
111
019
90
117
020
80
136
020
00
129
019
10
130
019
40
124
3 fa
ctor
015
10
083
015
80
089
015
60
084
016
90
090
017
10
096
017
10
097
016
10
095
016
30
091
4 fa
ctor
012
40
083
013
20
064
012
70
058
014
00
066
013
70
067
013
90
071
013
10
065
013
50
064
5 fa
ctor
009
00
039
009
20
040
009
50
040
010
10
042
010
40
045
010
60
047
009
90
042
010
40
045
6 fa
ctor
007
10
029
007
30
030
007
60
031
008
10
032
008
20
034
008
70
037
007
70
033
008
30
034
7 fa
ctor
004
70
019
005
50
022
006
10
023
006
10
022
005
90
023
006
10
024
005
50
021
005
80
021
8 fa
ctor
003
30
013
003
80
014
004
60
016
004
80
016
004
10
014
004
20
015
003
70
013
004
10
014
9 fa
ctor
002
60
010
003
10
011
003
70
013
003
80
012
003
30
012
003
20
011
003
10
011
003
20
011
Not
e A
naly
tic s
ampl
es c
onsi
st o
f 30
00 re
spon
dent
s per
raci
ale
thni
c gr
oup
sam
pled
from
surv
eys a
dmin
iste
red
betw
een
sprin
g 20
03 a
nd s
prin
g 20
05
Wei
ghte
d da
ta
RMSE
A =
Roo
t mea
n sq
uare
err
or o
f app
roxi
mat
ion
(rec
omm
ende
d va
lue
le 0
06)
RMSR
= R
oot m
ean
squa
re re
sidu
al (r
ecom
men
ded
valu
e le
00
5)
62 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e4a
Secondary rydM environmental asset efa results Main Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 012 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 012 ndash008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash004 ndash014
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 013 ndash007 ndash010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 014 ndash007 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash003 ndash013
r12 Schlpart Schoolmdashi do interesting activities 051 ndash011 010 016
r13 Schlpart Schoolmdashi help decide things like class activities or rules 064 ndash026 004 018
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash020 009 020
r15 comcare communitymdashadult who really cares about me 010 084 000 010
r17 comcare communitymdashadult who notices when i am upset about 007 078 011 009
r20 comcare communitymdashadult whom i trust 009 072 016 007
r16 comhigh communitymdashadult who tells me when i do a good job 011 079 012 008
r18 comhigh communitymdashadult who believes that i will be a success 011 080 013 008
r19 comhigh communitymdashadult who always wants me to do my best 012 084 006 008
r21 compart i am part of clubs sports teams churchtemple or other 029 ndash005 017 034
r22 compart i am involved in taking lessons in music art literature 028 ndash005 016 035
r23 compart i help other people 029 003 018 029
r49 homecare homemdashadult who is interested in my school work ndash008 008 086 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash006 007 093 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash004 008 096 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash009 013 068 008
r50 homehigh homemdashadult who believes that i will be a success ndash007 017 088 ndash003
r52 homehigh homemdashadult who always wants me to do my best ndash011 017 090 ndash001
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 078 ndash003
r55 homepart i do things at home that make a difference 018 ndash012 068 005
r56 homepart i help make decisions with my family 010 ndash009 078 ndash001
r42 peercare a friend who really cares about me ndash011 018 ndash011 093
r43 peercare a friend who talks with me about my problems ndash016 014 ndash018 105
r44 peercare a friend who helps me when irsquom having a hard time ndash015 014 ndash013 102
r45 peerhigh my friends get into a lot of trouble ndash002 006 ndash006 ndash024
r46 peerhigh my friends try to do what is right 004 ndash008 019 054
r47 peerhigh my friends do well in school 007 ndash010 021 046
appendix e 63
taBle e4B
Secondary rydM environmental asset efa results validation Sample 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 081 010 ndash001 ndash012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 010 ndash007 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 089 009 ndash011 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 012 ndash007 ndash006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 013 ndash013 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 010 ndash009 ndash005
r12 Schlpart Schoolmdashi do interesting activities 045 ndash013 020 015
r13 Schlpart Schoolmdashi help decide things like class activities or rules 052 ndash026 020 016
r14 Schlpart Schoolmdashi do things that make a difference 049 ndash020 022 020
r15 comcare communitymdashadult who really cares about me 008 084 013 002
r17 comcare communitymdashadult who notices when i am upset about 005 077 009 015
r20 comcare communitymdashadult whom i trust 006 072 009 018
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 009 015
r18 comhigh communitymdashadult who believes that i will be a success 012 079 009 014
r19 comhigh communitymdashadult who always wants me to do my best 012 085 008 007
r21 compart i am part of clubs sports teams churchtemple or other 012 ndash008 049 019
r22 compart i am involved in taking lessons in music art literature 012 ndash007 049 020
r23 compart i help other people 021 002 036 020
r49 homecare homemdashadult who is interested in my school work ndash009 010 ndash008 087
r51 homecare homemdashadult who talks with me about my problems ndash009 011 ndash013 094
r53 homecare homemdashadult who listens to me when i have something ndash005 013 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash007 013 006 067
r50 homehigh homemdashadult who believes that i will be a success ndash002 018 ndash008 087
r52 homehigh homemdashadult who always wants me to do my best ndash004 019 ndash006 086
r54 homepart i do fun things or go fun places with my parents or other 002 ndash004 ndash005 080
r55 homepart i do things at home that make a difference 009 ndash011 011 072
r56 homepart i help make decisions with my family 002 ndash006 000 082
r42 peercare a friend who really cares about me ndash009 019 094 ndash015
r43 peercare a friend who talks with me about my problems ndash015 015 107 ndash021
r44 peercare a friend who helps me when irsquom having a hard time ndash013 017 104 ndash018
r45 peerhigh my friends get into a lot of trouble ndash005 006 ndash013 ndash015
r46 peerhigh my friends try to do what is right 002 ndash008 049 024
r47 peerhigh my friends do well in school 003 ndash007 044 023
64 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e5a
Secondary rydM environmental asset efa results Main Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 003 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 003 003 000 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 003 005 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 003 002 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 003 006 005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 061 000 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 022 076 ndash010 ndash014 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 021 076 ndash004 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 090 ndash003 005
r17 comcare communitymdashadult who notices when i am upset about 000 005 084 007 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 008 085 008 000
r18 comhigh communitymdashadult who believes that i will be a success 005 004 085 009 002
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash017 080 017 ndash002 001
r22 compart i am involved in taking lessons in music art literature ndash016 077 016 ndash003 004
r23 compart i help other people 001 054 013 005 013
r49 homecare homemdashadult who is interested in my school work 003 ndash008 003 084 002
r51 homecare homemdashadult who talks with me about my problems 000 ndash001 003 090 ndash008
r53 homecare homemdashadult who listens to me when i have something 002 ndash003 004 093 ndash011
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash011 008 067 014
r50 homehigh homemdashadult who believes that i will be a success 006 ndash013 012 085 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash017 012 087 008
r54 homepart i do fun things or go fun places with my parents or other ndash005 025 ndash006 071 ndash007
r55 homepart i do things at home that make a difference ndash004 046 ndash008 057 ndash005
r56 homepart i help make decisions with my family ndash003 032 ndash008 070 ndash006
r42 peercare a friend who really cares about me 000 ndash003 011 ndash004 088
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash004 006 ndash005 096
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash008 ndash027
r46 peerhigh my friends try to do what is right 005 015 ndash016 019 054
r47 peerhigh my friends do well in school 005 016 ndash017 021 046
appendix e 65
taBle e5B
Secondary rydM environmental asset efa results validation Sample 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 005 ndash006 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 004 ndash002 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 001 001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 004 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash004 004 003 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 003 000
r12 Schlpart Schoolmdashi do interesting activities 024 060 ndash002 ndash003 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 024 072 ndash011 ndash007 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 022 072 ndash005 ndash004 ndash003
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash003 006
r17 comcare communitymdashadult who notices when i am upset about 000 004 083 010 002
r20 comcare communitymdashadult whom i trust 001 006 078 013 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 007 084 010 001
r18 comhigh communitymdashadult who believes that i will be a success 007 005 084 009 002
r19 comhigh communitymdashadult who always wants me to do my best 007 001 090 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 081 015 ndash006 005
r22 compart i am involved in taking lessons in music art literature ndash016 079 015 ndash004 005
r23 compart i help other people 002 055 012 003 014
r49 homecare homemdashadult who is interested in my school work 001 ndash007 004 084 000
r51 homecare homemdashadult who talks with me about my problems ndash004 002 006 089 ndash008
r53 homecare homemdashadult who listens to me when i have something 001 000 008 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash012 006 066 016
r50 homehigh homemdashadult who believes that i will be a success 008 ndash011 012 084 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash016 012 084 007
r54 homepart i do fun things or go fun places with my parents or other ndash005 029 ndash004 070 ndash011
r55 homepart i do things at home that make a difference ndash007 050 ndash008 056 ndash002
r56 homepart i help make decisions with my family ndash007 035 ndash005 070 ndash007
r42 peercare a friend who really cares about me 001 000 011 ndash006 087
r43 peercare a friend who talks with me about my problems ndash005 002 005 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash002 000 007 ndash007 095
r45 peerhigh my friends get into a lot of trouble ndash008 001 012 ndash017 ndash017
r46 peerhigh my friends try to do what is right 007 008 ndash019 027 052
r47 peerhigh my friends do well in school 007 009 ndash017 025 046
66 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e6a
Secondary rydM environmental asset efa results Main Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 003 ndash002 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 002 ndash005 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 002 000 004 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 002 001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash001 001 005 001 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 005 005 004 003 ndash005
r12 Schlpart Schoolmdashi do interesting activities 016 058 001 013 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 077 ndash008 ndash006 ndash007 008
r14 Schlpart Schoolmdashi do things that make a difference 015 075 ndash001 000 ndash003 007
r15 comcare communitymdashadult who really cares about me 004 ndash003 093 ndash001 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 087 ndash010 007 008
r20 comcare communitymdashadult whom i trust 002 003 080 ndash002 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 088 ndash003 007 002
r18 comhigh communitymdashadult who believes that i will be a success 005 001 088 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash012 054 015 060 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash010 050 013 063 ndash008 ndash018
r23 compart i help other people 001 044 013 032 003 005
r49 homecare homemdashadult who is interested in my school work 003 ndash008 002 014 079 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash001 002 003 ndash006 089 ndash002
r53 homecare homemdashadult who listens to me when i have something 002 000 004 ndash006 092 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash015 007 029 058 001
r50 homehigh homemdashadult who believes that i will be a success 007 ndash013 011 018 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 007 ndash020 010 027 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash007 028 ndash005 ndash004 071 003
r55 homepart i do things at home that make a difference ndash008 048 ndash006 ndash002 058 007
r56 homepart i help make decisions with my family ndash006 036 ndash007 ndash009 071 007
r42 peercare a friend who really cares about me ndash001 ndash001 011 015 ndash002 080
r43 peercare a friend who talks with me about my problems ndash004 004 006 006 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 089
r45 peerhigh my friends get into a lot of trouble ndash008 007 012 ndash033 ndash001 ndash011
r46 peerhigh my friends try to do what is right 006 002 ndash015 063 007 029
r47 peerhigh my friends do well in school 007 004 ndash016 060 010 019
appendix e 67
taBle e6B
Secondary rydM environmental asset efa results validation Sample 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 012 004 ndash003 ndash005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 003 ndash005 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 005 000 ndash002 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 003 002 001 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash001 003 004 000 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 006 002 001 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 020 058 ndash001 015 ndash001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 019 073 ndash009 ndash005 000 006
r14 Schlpart Schoolmdashi do things that make a difference 016 072 ndash002 001 002 007
r15 comcare communitymdashadult who really cares about me 002 ndash002 093 ndash001 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 085 ndash008 011 006
r20 comcare communitymdashadult whom i trust 000 002 080 000 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 086 ndash003 009 003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 000 008 002
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash004 093 002 001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash012 056 014 064 ndash011 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 053 014 067 ndash009 ndash017
r23 compart i help other people 001 047 012 033 001 006
r49 homecare homemdashadult who is interested in my school work 002 ndash006 002 019 077 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash003 004 006 ndash003 088 ndash003
r53 homecare homemdashadult who listens to me when i have something 002 002 007 ndash003 088 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash015 005 033 054 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 020 076 ndash005
r52 homehigh homemdashadult who always wants me to do my best 011 ndash016 010 026 073 ndash004
r54 homepart i do fun things or go fun places with my parents or other ndash006 031 ndash004 ndash004 071 000
r55 homepart i do things at home that make a difference ndash009 051 ndash006 ndash002 058 009
r56 homepart i help make decisions with my family ndash009 037 ndash004 ndash011 072 007
r42 peercare a friend who really cares about me 001 ndash001 010 011 ndash004 082
r43 peercare a friend who talks with me about my problems ndash005 003 005 004 ndash005 094
r44 peercare a friend who helps me when irsquom having a hard time ndash002 001 007 006 ndash002 090
r45 peerhigh my friends get into a lot of trouble ndash009 004 012 ndash030 ndash009 ndash003
r46 peerhigh my friends try to do what is right 006 002 ndash018 060 011 030
r47 peerhigh my friends do well in school 006 003 ndash015 056 010 023
68 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e7a
Secondary rydM environmental asset efa results Main Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 013 002 ndash004 ndash003 005 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 008 001 ndash006 002 004 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 006 ndash003 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 000 ndash001 004 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash003 ndash001 000 004 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash002 004 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash001 029 ndash003 001 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 077 ndash003 011 ndash015 003 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 013 073 002 016 ndash011 002 001
r15 comcare communitymdashadult who really cares about me 003 ndash005 094 002 ndash006 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 007 089 ndash006 005 005 ndash004
r20 comcare communitymdashadult whom i trust 001 003 082 000 009 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 001 005 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 001 006 ndash002 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 094 002 000 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash007 019 002 080 004 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 012 ndash002 087 004 ndash002 ndash003
r23 compart i help other people 001 029 009 040 004 007 009
r49 homecare homemdashadult who is interested in my school work 005 ndash008 ndash004 011 084 003 ndash004
r51 homecare homemdashadult who talks with me about my problems 000 010 001 ndash007 091 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 008 003 ndash010 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 000 023 063 007 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 006 011 082 001 002
r52 homehigh homemdashadult who always wants me to do my best 008 ndash025 005 018 083 001 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 035 001 ndash011 067 ndash004 007
r55 homepart i do things at home that make a difference ndash010 054 001 ndash005 050 ndash003 010
r56 homepart i help make decisions with my family ndash007 045 ndash001 ndash015 065 ndash001 005
r42 peercare a friend who really cares about me 002 ndash003 005 004 002 083 006
r43 peercare a friend who talks with me about my problems ndash002 005 ndash001 ndash004 000 096 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 000 ndash004 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash005 006 003 003 004 002 ndash046
r46 peerhigh my friends try to do what is right ndash001 002 002 ndash005 ndash006 005 093
r47 peerhigh my friends do well in school 003 004 ndash001 003 003 ndash002 070
appendix e 69
taBle e7B
Secondary rydM environmental asset efa results validation Sample 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 003 ndash003 ndash004 005 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash006 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 006 ndash001 ndash006 008 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 003 002 ndash003 004 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash005 002 ndash001 006 ndash004 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 005 001 ndash003 004 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 020 048 ndash002 029 ndash006 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 074 ndash005 012 ndash014 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 070 002 017 ndash012 002 ndash001
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash007 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 088 ndash006 007 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 082 000 008 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 001 004 089 000 006 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 088 003 006 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash007 095 005 000 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash008 015 002 082 004 ndash003 ndash002
r22 compart i am involved in taking lessons in music art literature ndash007 009 001 087 007 ndash003 ndash003
r23 compart i help other people 001 028 008 043 003 009 006
r49 homecare homemdashadult who is interested in my school work 004 ndash006 ndash004 012 084 000 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash002 015 003 ndash006 088 002 ndash011
r53 homecare homemdashadult who listens to me when i have something 003 013 005 ndash009 088 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash024 ndash002 021 063 007 011
r50 homehigh homemdashadult who believes that i will be a success 010 ndash010 006 011 081 000 002
r52 homehigh homemdashadult who always wants me to do my best 012 ndash020 004 015 081 003 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 043 001 ndash011 060 ndash007 008
r55 homepart i do things at home that make a difference ndash011 061 ndash001 ndash002 044 003 008
r56 homepart i help make decisions with my family ndash009 053 002 ndash017 059 000 005
r42 peercare a friend who really cares about me 003 ndash003 004 002 002 083 005
r43 peercare a friend who talks with me about my problems ndash002 005 ndash002 ndash003 001 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 003 091 003
r45 peerhigh my friends get into a lot of trouble ndash006 004 004 001 ndash003 009 ndash043
r46 peerhigh my friends try to do what is right ndash001 002 ndash001 ndash002 ndash004 008 086
r47 peerhigh my friends do well in school 001 005 003 ndash003 ndash004 ndash001 078
70 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e8a
Secondary rydM environmental asset efa results Main Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 002 ndash002 ndash007 003 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 002 001 ndash003 ndash003 004 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 000 001 002 ndash001 002 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash002 003 005 ndash006 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 001 005 000 003 ndash001 ndash005 004
r12 Schlpart Schoolmdashi do interesting activities 008 057 ndash001 019 008 ndash006 ndash001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash009 ndash001 ndash002 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 079 004 001 ndash002 005 000 004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash004 ndash004 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 ndash005 001 007 005 ndash004
r20 comcare communitymdashadult whom i trust 002 ndash004 082 002 003 008 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 090 002 003 004 ndash001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash002 010 ndash005 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 095 000 005 ndash008 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 082 001 003 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 002 ndash007 ndash003 097 000 001 ndash001 ndash006
r23 compart i help other people 005 010 009 046 ndash009 019 008 007
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 000 086 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash003 008 002 ndash012 077 027 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash012 076 032 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash002 001 013 076 ndash018 006 009
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 003 083 002 000 003
r52 homehigh homemdashadult who always wants me to do my best 003 ndash008 005 009 089 ndash008 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash008 ndash001 004 030 063 ndash002 004
r55 homepart i do things at home that make a difference ndash002 011 000 008 009 068 000 008
r56 homepart i help make decisions with my family 003 ndash002 ndash002 001 023 070 003 001
r42 peercare a friend who really cares about me 002 ndash004 004 005 004 ndash004 083 006
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash003 ndash001 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 002 092 002
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 003 001 001 002 ndash045
r46 peerhigh my friends try to do what is right ndash002 002 002 ndash007 ndash003 005 004 092
r47 peerhigh my friends do well in school 002 003 ndash001 001 005 005 ndash002 068
appendix e 71
taBle e8B
Secondary rydM environmental asset efa results validation Sample 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 003 001 ndash010 006 005 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 002 ndash003 ndash004 004 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 ndash002 ndash003 004 004 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 001 001 001 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 003 005 ndash005 ndash004 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 007 001 ndash003 006 ndash005 ndash001 002
r12 Schlpart Schoolmdashi do interesting activities 011 059 ndash001 018 006 ndash007 ndash004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash009 ndash001 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 002 080 004 000 ndash002 004 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash006 095 003 ndash008 ndash001 003 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 001 089 ndash006 002 008 003 ndash003
r20 comcare communitymdashadult whom i trust 000 ndash002 083 001 004 006 ndash002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 ndash001 089 002 001 007 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 008 089 ndash002 011 ndash007 ndash001 000
r19 comhigh communitymdashadult who always wants me to do my best 004 002 095 001 007 ndash012 ndash003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 006 002 083 002 001 ndash002 ndash003
r22 compart i am involved in taking lessons in music art literature 000 ndash007 ndash001 097 002 003 ndash002 ndash005
r23 compart i help other people 004 013 008 047 ndash008 016 009 005
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 085 003 ndash001 000
r51 homecare homemdashadult who talks with me about my problems ndash005 008 004 ndash012 074 030 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 003 006 ndash012 073 032 ndash002 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash003 000 011 075 ndash020 007 012
r50 homehigh homemdashadult who believes that i will be a success 006 ndash002 007 003 081 004 ndash001 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash008 005 008 085 ndash005 003 003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash007 ndash001 005 023 067 ndash006 006
r55 homepart i do things at home that make a difference ndash003 015 ndash003 010 006 068 004 005
r56 homepart i help make decisions with my family 002 ndash002 000 ndash001 016 077 002 002
r42 peercare a friend who really cares about me 004 ndash005 004 004 003 ndash002 083 005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash002 ndash003 000 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 001 ndash003 003 001 091 003
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash001 ndash002 ndash003 009 ndash042
r46 peerhigh my friends try to do what is right ndash002 002 ndash001 ndash004 ndash001 002 007 085
r47 peerhigh my friends do well in school ndash001 004 004 ndash005 ndash002 005 ndash001 077
72 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e9a
Secondary rydM environmental asset efa results Main Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 007 002 002 ndash004 ndash005 005 003 011
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 001 001 001 ndash001 ndash002 004 ndash003 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash002 001 ndash001 002 003 ndash002 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 001 000 004 004 ndash005 002 000 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash002 ndash001 004 000 ndash003 ndash002 ndash012
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 005 ndash005 000 008 ndash004 000 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 057 ndash001 017 008 ndash004 ndash001 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 091 ndash002 ndash008 000 ndash003 000 001 007
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash002 ndash004 009 000 002 ndash004
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash003 ndash008 001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 090 ndash002 002 001 004 ndash001 009
r20 comcare communitymdashadult whom i trust 002 ndash004 082 004 004 004 000 002 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 090 003 004 ndash001 ndash001 001 005
r18 comhigh communitymdashadult who believes that i will be a success 002 005 090 ndash005 007 003 ndash001 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 000 095 ndash003 002 ndash001 ndash002 000 ndash011
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 083 003 ndash002 ndash004 ndash001 002
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash003 098 002 ndash003 ndash001 ndash003 000
r23 compart i help other people 005 010 009 044 ndash010 021 008 006 ndash005
r49 homecare homemdashadult who is interested in my school work ndash002 007 ndash003 001 089 ndash003 001 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash004 004 001 002 084 006 001 001 044
r53 homecare homemdashadult who listens to me when i have something 002 ndash004 003 ndash002 078 019 ndash004 001 030
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 006 075 ndash010 006 003 ndash012
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash004 083 008 001 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 006 002 089 001 000 001 ndash006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 ndash001 028 066 ndash002 000 002
r55 homepart i do things at home that make a difference ndash002 013 001 002 006 074 000 003 ndash003
r56 homepart i help make decisions with my family 004 000 ndash002 ndash003 022 072 003 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 005 004 004 ndash002 083 005 ndash005
r43 peercare a friend who talks with me about my problems ndash002 003 ndash001 ndash002 ndash001 000 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 000 000 000 ndash003 002 003 092 002 ndash001
r45 peerhigh my friends get into a lot of trouble ndash005 005 003 002 000 003 002 ndash045 001
r46 peerhigh my friends try to do what is right ndash003 002 002 ndash004 ndash002 000 004 093 000
r47 peerhigh my friends do well in school 002 002 ndash001 004 006 001 ndash002 068 001
appendix e 73
taBle e9B
Secondary rydM environmental asset efa results validation Sample 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 003 002 005 ndash010 001 006 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 000 ndash004 ndash001 003 ndash002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 ndash002 ndash002 005 002 ndash001 ndash001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash002 001 003 002 ndash003 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 001 001 005 000 ndash004 ndash001 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 008 001 ndash007 006 001 ndash001 ndash001 ndash012
r12 Schlpart Schoolmdashi do interesting activities 011 058 ndash001 018 007 ndash008 ndash004 003 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 088 ndash003 ndash007 ndash001 ndash002 000 001 009
r14 Schlpart Schoolmdashi do things that make a difference 002 082 004 ndash004 ndash002 009 000 000 ndash007
r15 comcare communitymdashadult who really cares about me 002 ndash004 095 004 ndash006 ndash005 003 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 089 ndash003 003 001 004 000 011
r20 comcare communitymdashadult whom i trust 000 ndash002 082 004 005 002 ndash001 005 007
r16 comhigh communitymdashadult who tells me when i do a good job 002 000 089 003 002 002 ndash001 000 005
r18 comhigh communitymdashadult who believes that i will be a success 003 007 089 ndash005 009 002 ndash001 ndash003 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 ndash003 004 ndash001 ndash003 ndash002 ndash013
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 001 084 003 ndash003 ndash002 000 002
r22 compart i am involved in taking lessons in music art literature 000 ndash009 ndash002 099 003 ndash002 ndash002 ndash003 001
r23 compart i help other people 004 013 008 044 ndash008 020 009 004 ndash009
r49 homecare homemdashadult who is interested in my school work ndash003 005 ndash003 003 088 ndash002 ndash001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash005 005 001 002 075 010 003 ndash001 048
r53 homecare homemdashadult who listens to me when i have something 003 ndash002 005 ndash001 070 019 ndash002 000 034
r48 homehigh homemdashadult who expects me to follow the rules 001 000 001 005 078 ndash013 006 008 ndash008
r50 homehigh homemdashadult who believes that i will be a success 005 001 008 ndash003 082 010 ndash001 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash006 006 001 085 004 002 ndash002 ndash003
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 021 070 ndash006 003 003
r55 homepart i do things at home that make a difference ndash004 016 ndash002 003 003 076 004 001 ndash006
r56 homepart i help make decisions with my family 002 ndash001 001 ndash004 014 078 002 000 007
r42 peercare a friend who really cares about me 004 ndash004 004 003 003 ndash001 083 004 ndash003
r43 peercare a friend who talks with me about my problems ndash002 002 ndash002 ndash002 000 001 096 000 003
r44 peercare a friend who helps me when irsquom having a hard time 001 000 001 ndash002 003 001 091 003 001
r45 peerhigh my friends get into a lot of trouble ndash007 007 004 ndash002 ndash003 ndash002 009 ndash042 001
r46 peerhigh my friends try to do what is right ndash002 001 ndash001 ndash002 000 001 008 084 ndash003
r47 peerhigh my friends do well in school ndash001 003 003 ndash002 ndash002 000 ndash001 079 003
74 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e10
Secondary rydM environmental asset efa results grade 7 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 008 ndash018 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 ndash016 010
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 010 ndash012 008
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 011 ndash015 010
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 012 ndash017 010
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 015 ndash014 010
r12 Schlpart Schoolmdashi do interesting activities 053 ndash007 025 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 065 ndash018 024 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash016 029 ndash009
r15 comcare communitymdashadult who really cares about me 008 086 002 002
r17 comcare communitymdashadult who notices when i am upset about 005 080 013 003
r20 comcare communitymdashadult whom i trust 006 075 015 002
r16 comhigh communitymdashadult who tells me when i do a good job 012 080 015 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 009 081 016 001
r19 comhigh communitymdashadult who always wants me to do my best 012 086 008 001
r21 compart i am part of clubs sports teams churchtemple or other 034 008 047 ndash035
r22 compart i am involved in taking lessons in music art literature 033 009 049 ndash031
r23 compart i help other people 034 005 040 ndash004
r49 homecare homemdashadult who is interested in my school work ndash011 011 081 006
r51 homecare homemdashadult who talks with me about my problems ndash013 008 085 007
r53 homecare homemdashadult who listens to me when i have something ndash011 007 087 006
r48 homehigh homemdashadult who expects me to follow the rules ndash013 016 070 010
r50 homehigh homemdashadult who believes that i will be a success ndash014 018 084 011
r52 homehigh homemdashadult who always wants me to do my best ndash019 018 088 009
r54 homepart i do fun things or go fun places with my parents or other 005 ndash006 070 010
r55 homepart i do things at home that make a difference 019 ndash015 068 006
r56 homepart i help make decisions with my family 009 ndash009 072 009
r42 peercare a friend who really cares about me 008 010 010 075
r43 peercare a friend who talks with me about my problems 008 002 005 084
r44 peercare a friend who helps me when irsquom having a hard time 005 002 010 085
r45 peerhigh my friends get into a lot of trouble ndash009 007 ndash007 ndash025
r46 peerhigh my friends try to do what is right 016 ndash013 032 045
r47 peerhigh my friends do well in school 016 ndash014 033 036
appendix e 75
taBle e11
Secondary rydM environmental asset efa results grade 7 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 004 003 ndash008 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 ndash002 003 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 004 005 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 ndash001 006 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 ndash006 006 003 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 ndash001 010 002 ndash002
r12 Schlpart Schoolmdashi do interesting activities 027 051 ndash003 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 067 ndash011 ndash010 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 030 066 ndash010 ndash004 ndash001
r15 comcare communitymdashadult who really cares about me 007 000 086 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 003 004 080 009 005
r20 comcare communitymdashadult whom i trust 002 007 076 009 004
r16 comhigh communitymdashadult who tells me when i do a good job 008 009 080 010 000
r18 comhigh communitymdashadult who believes that i will be a success 007 006 081 012 002
r19 comhigh communitymdashadult who always wants me to do my best 009 004 086 004 003
r21 compart i am part of clubs sports teams churchtemple or other ndash018 084 019 ndash006 ndash006
r22 compart i am involved in taking lessons in music art literature ndash019 083 020 ndash005 ndash002
r23 compart i help other people 003 052 010 011 009
r49 homecare homemdashadult who is interested in my school work 002 ndash004 007 085 ndash005
r51 homecare homemdashadult who talks with me about my problems 001 ndash005 004 089 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash007 002 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules ndash003 ndash006 013 073 004
r50 homehigh homemdashadult who believes that i will be a success 000 ndash007 015 086 002
r52 homehigh homemdashadult who always wants me to do my best ndash004 ndash008 015 091 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash001 019 ndash008 065 004
r55 homepart i do things at home that make a difference 000 040 ndash015 054 004
r56 homepart i help make decisions with my family 001 024 ndash011 066 003
r42 peercare a friend who really cares about me ndash002 000 014 ndash006 086
r43 peercare a friend who talks with me about my problems ndash003 ndash002 006 ndash011 097
r44 peercare a friend who helps me when irsquom having a hard time ndash004 ndash005 005 ndash003 096
r45 peerhigh my friends get into a lot of trouble ndash011 007 008 ndash008 ndash027
r46 peerhigh my friends try to do what is right 007 007 ndash013 022 052
r47 peerhigh my friends do well in school 009 008 ndash015 025 041
76 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e12
Secondary rydM environmental asset efa results grade 7 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 002 ndash005 ndash007 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 008 002 ndash008 ndash001 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 008 002 ndash004 005 ndash006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 007 005 ndash004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 003 ndash001 003 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 006 008 ndash002 002 ndash003
r12 Schlpart Schoolmdashi do interesting activities 022 045 ndash002 023 001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash004 008 ndash008 007
r14 Schlpart Schoolmdashi do things that make a difference 021 066 ndash004 015 ndash003 005
r15 comcare communitymdashadult who really cares about me 006 ndash008 088 003 ndash002 005
r17 comcare communitymdashadult who notices when i am upset about 000 002 083 ndash004 009 008
r20 comcare communitymdashadult whom i trust 001 000 077 006 009 005
r16 comhigh communitymdashadult who tells me when i do a good job 006 002 082 005 009 001
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 083 004 011 003
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash004 088 006 003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash011 031 014 077 ndash008 ndash016
r22 compart i am involved in taking lessons in music art literature ndash012 026 014 087 ndash010 ndash014
r23 compart i help other people 003 030 008 045 008 004
r49 homecare homemdashadult who is interested in my school work 004 ndash003 005 005 083 ndash007
r51 homecare homemdashadult who talks with me about my problems ndash001 011 007 ndash019 090 ndash001
r53 homecare homemdashadult who listens to me when i have something 004 007 004 ndash017 094 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash018 009 021 067 ndash002
r50 homehigh homemdashadult who believes that i will be a success 003 ndash009 012 010 082 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash018 010 018 086 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash005 027 ndash005 001 065 008
r55 homepart i do things at home that make a difference ndash007 047 ndash010 007 053 009
r56 homepart i help make decisions with my family ndash005 036 ndash006 ndash005 066 009
r42 peercare a friend who really cares about me ndash003 004 015 001 ndash004 084
r43 peercare a friend who talks with me about my problems ndash005 011 009 ndash011 ndash007 096
r44 peercare a friend who helps me when irsquom having a hard time ndash005 006 007 ndash009 000 094
r45 peerhigh my friends get into a lot of trouble ndash016 017 012 ndash021 ndash004 ndash018
r46 peerhigh my friends try to do what is right 011 ndash011 ndash018 044 014 040
r47 peerhigh my friends do well in school 014 ndash011 ndash019 043 018 027
appendix e 77
taBle e13
Secondary rydM environmental asset efa results grade 7 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 000 ndash002 ndash005 008 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 000 ndash005 001 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash003 006 ndash004 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 004 002 ndash002 003 000 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash005 ndash001 002 005 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 003 005 000 004 000 ndash002
r12 Schlpart Schoolmdashi do interesting activities 019 045 000 020 ndash001 ndash003 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 080 005 003 ndash014 ndash001 000
r14 Schlpart Schoolmdashi do things that make a difference 015 071 003 009 ndash009 ndash004 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 092 002 ndash004 003 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 087 ndash006 007 004 ndash004
r20 comcare communitymdashadult whom i trust ndash001 002 081 003 007 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 086 002 007 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 088 ndash001 008 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 000 093 ndash001 000 ndash002 005
r21 compart i am part of clubs sports teams churchtemple or other ndash002 012 000 081 002 001 ndash012
r22 compart i am involved in taking lessons in music art literature ndash003 005 ndash001 091 ndash001 001 ndash002
r23 compart i help other people 003 025 006 041 008 003 011
r49 homecare homemdashadult who is interested in my school work 006 ndash007 002 006 083 ndash003 000
r51 homecare homemdashadult who talks with me about my problems 001 011 005 ndash013 090 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 008 003 ndash014 093 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash025 003 021 067 001 011
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 008 010 082 001 005
r52 homehigh homemdashadult who always wants me to do my best 005 ndash023 005 017 086 ndash004 009
r54 homepart i do fun things or go fun places with my parents or other ndash007 030 ndash003 ndash004 062 004 005
r55 homepart i do things at home that make a difference ndash010 052 ndash006 000 049 003 006
r56 homepart i help make decisions with my family ndash007 041 ndash003 ndash010 063 004 001
r42 peercare a friend who really cares about me 003 ndash006 006 008 001 081 005
r43 peercare a friend who talks with me about my problems 001 003 000 ndash002 ndash002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 ndash002 ndash002 006 089 004
r45 peerhigh my friends get into a lot of trouble ndash009 008 002 005 003 000 ndash046
r46 peerhigh my friends try to do what is right ndash006 008 003 ndash008 ndash004 006 094
r47 peerhigh my friends do well in school 002 007 ndash001 ndash002 009 ndash003 067
78 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e14
Secondary rydM environmental asset efa results grade 7 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 000 ndash002 ndash006 000 007 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 ndash004 ndash001 001 002 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 000 002 ndash001 001 005 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 004 002 ndash001 004 ndash004 001 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 ndash001 004 004 ndash003 ndash001 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 ndash002 006 003 001 002 ndash001 ndash001
r12 Schlpart Schoolmdashi do interesting activities 014 051 ndash003 015 006 ndash003 ndash002 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 091 001 ndash008 ndash002 ndash002 002 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 074 001 002 ndash001 003 ndash002 006
r15 comcare communitymdashadult who really cares about me 004 ndash002 092 001 000 ndash010 003 ndash002
r17 comcare communitymdashadult who notices when i am upset about ndash001 002 088 ndash005 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash003 082 005 003 005 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 001 007 ndash002 ndash003 000
r18 comhigh communitymdashadult who believes that i will be a success 003 002 088 000 007 001 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash003 093 001 ndash002 000 ndash003 005
r21 compart i am part of clubs sports teams churchtemple or other 001 002 001 083 ndash002 006 000 ndash012
r22 compart i am involved in taking lessons in music art literature 000 ndash005 000 095 ndash003 002 000 ndash002
r23 compart i help other people 004 017 006 042 004 010 003 012
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash003 089 ndash006 ndash001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash002 010 004 ndash016 082 021 004 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash014 082 025 ndash002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash005 001 014 078 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 001 ndash003 007 005 083 000 002 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash013 004 013 088 ndash003 ndash003 008
r54 homepart i do fun things or go fun places with my parents or other 003 ndash008 000 007 034 053 001 006
r55 homepart i do things at home that make a difference ndash004 016 ndash003 009 018 058 001 008
r56 homepart i help make decisions with my family 003 ndash001 001 000 030 062 002 003
r42 peercare a friend who really cares about me 002 ndash001 005 006 005 ndash006 081 004
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 092 000
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash001 003 004 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 003 003 007 ndash002 009 000 ndash046
r46 peerhigh my friends try to do what is right ndash005 003 003 ndash007 ndash006 007 005 094
r47 peerhigh my friends do well in school 004 001 ndash001 000 005 009 ndash003 066
appendix e 79
taBle e15
Secondary rydM environmental asset efa results grade 7 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 006 ndash001 006 ndash005 ndash005 006 003 013
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 003 000 000 000 ndash002 002 000 007
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 000 002 000 001 005 ndash005 003 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 001 002 005 ndash006 000 000 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash006 000 ndash001 003 000 000 ndash003 ndash014
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 ndash006 ndash003 008 001 ndash007 ndash019
r12 Schlpart Schoolmdashi do interesting activities 014 053 ndash002 009 005 000 ndash001 ndash001 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 091 001 ndash008 ndash003 ndash001 002 ndash002 005
r14 Schlpart Schoolmdashi do things that make a difference 008 075 001 000 ndash001 004 ndash002 005 001
r15 comcare communitymdashadult who really cares about me 003 ndash003 091 005 002 ndash013 002 002 006
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 088 ndash003 003 004 004 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 081 008 004 003 001 003 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 002 008 ndash002 ndash003 001 001
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 ndash006 006 005 000 ndash002 ndash011
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash001 094 ndash003 ndash003 003 ndash001 001 ndash011
r21 compart i am part of clubs sports teams churchtemple or other 000 002 001 081 000 004 ndash001 ndash009 ndash001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash008 ndash001 099 ndash001 ndash002 ndash001 002 001
r23 compart i help other people 004 017 006 041 005 010 002 012 ndash002
r49 homecare homemdashadult who is interested in my school work ndash002 013 ndash001 ndash002 092 ndash007 ndash002 ndash001 010
r51 homecare homemdashadult who talks with me about my problems ndash004 006 002 ndash001 087 011 002 ndash004 039
r53 homecare homemdashadult who listens to me when i have something 005 ndash004 001 ndash004 084 020 ndash004 000 027
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash004 001 009 080 ndash015 004 005 ndash007
r50 homehigh homemdashadult who believes that i will be a success 002 001 008 ndash005 083 005 004 ndash002 ndash007
r52 homehigh homemdashadult who always wants me to do my best 003 ndash010 005 005 088 003 ndash001 002 ndash008
r54 homepart i do fun things or go fun places with my parents or other 004 ndash006 000 000 032 057 003 002 ndash003
r55 homepart i do things at home that make a difference ndash003 019 ndash002 004 015 062 001 004 000
r56 homepart i help make decisions with my family 003 000 001 ndash001 029 063 002 002 010
r42 peercare a friend who really cares about me 002 ndash001 005 005 005 ndash005 081 003 ndash002
r43 peercare a friend who talks with me about my problems 000 004 000 ndash003 ndash002 002 093 000 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash003 ndash002 ndash003 003 005 089 003 ndash001
r45 peerhigh my friends get into a lot of trouble ndash007 004 003 002 ndash005 011 001 ndash046 ndash002
r46 peerhigh my friends try to do what is right ndash006 002 003 ndash002 ndash005 004 004 096 000
r47 peerhigh my friends do well in school 004 001 ndash001 000 006 009 ndash002 062 ndash007
80 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e16
Secondary rydM environmental asset efa results grade 9 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 010 ndash008 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash011 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 013 ndash017 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 010 ndash012 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 011 ndash018 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 014 ndash014 000
r12 Schlpart Schoolmdashi do interesting activities 050 ndash008 023 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 063 ndash024 027 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 062 ndash016 028 002
r15 comcare communitymdashadult who really cares about me 010 086 010 ndash002
r17 comcare communitymdashadult who notices when i am upset about 006 080 012 006
r20 comcare communitymdashadult whom i trust 009 072 009 013
r16 comhigh communitymdashadult who tells me when i do a good job 009 081 009 009
r18 comhigh communitymdashadult who believes that i will be a success 011 082 007 011
r19 comhigh communitymdashadult who always wants me to do my best 012 085 007 004
r21 compart i am part of clubs sports teams churchtemple or other 030 ndash003 041 011
r22 compart i am involved in taking lessons in music art literature 029 ndash003 043 009
r23 compart i help other people 030 007 034 012
r49 homecare homemdashadult who is interested in my school work ndash008 004 ndash002 088
r51 homecare homemdashadult who talks with me about my problems ndash005 004 ndash010 092
r53 homecare homemdashadult who listens to me when i have something ndash002 005 ndash011 093
r48 homehigh homemdashadult who expects me to follow the rules ndash008 012 005 070
r50 homehigh homemdashadult who believes that i will be a success ndash005 015 ndash007 090
r52 homehigh homemdashadult who always wants me to do my best ndash008 018 ndash005 089
r54 homepart i do fun things or go fun places with my parents or other 004 ndash010 004 077
r55 homepart i do things at home that make a difference 021 ndash011 011 063
r56 homepart i help make decisions with my family 015 ndash013 003 076
r42 peercare a friend who really cares about me ndash017 019 094 ndash009
r43 peercare a friend who talks with me about my problems ndash020 013 104 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash020 015 102 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 007 ndash021 ndash009
r46 peerhigh my friends try to do what is right 006 ndash006 057 016
r47 peerhigh my friends do well in school 007 ndash008 050 017
appendix e 81
taBle e17
Secondary rydM environmental asset efa results grade 9 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 014 002 ndash004 ndash002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 005 ndash002 000
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 002 004 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 000 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 017 062 002 ndash005 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 020 078 ndash009 ndash015 ndash006
r14 Schlpart Schoolmdashi do things that make a difference 019 078 ndash001 ndash008 ndash004
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash003 003
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 086 004 003
r20 comcare communitymdashadult whom i trust 002 006 077 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 007 000
r18 comhigh communitymdashadult who believes that i will be a success 006 001 087 010 001
r19 comhigh communitymdashadult who always wants me to do my best 009 ndash003 090 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash014 075 013 002 007
r22 compart i am involved in taking lessons in music art literature ndash013 072 012 001 011
r23 compart i help other people 003 051 014 005 016
r49 homecare homemdashadult who is interested in my school work 003 ndash007 ndash001 086 005
r51 homecare homemdashadult who talks with me about my problems ndash004 005 004 089 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash002 006 005 090 ndash010
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash017 007 068 014
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 011 087 002
r52 homehigh homemdashadult who always wants me to do my best 010 ndash021 014 086 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 031 ndash007 071 ndash004
r55 homepart i do things at home that make a difference ndash005 050 ndash005 054 ndash004
r56 homepart i help make decisions with my family ndash003 039 ndash009 068 ndash007
r42 peercare a friend who really cares about me ndash003 ndash002 011 ndash005 089
r43 peercare a friend who talks with me about my problems ndash007 003 005 ndash010 097
r44 peercare a friend who helps me when irsquom having a hard time ndash006 001 007 ndash006 095
r45 peerhigh my friends get into a lot of trouble ndash008 ndash002 012 ndash010 ndash024
r46 peerhigh my friends try to do what is right 014 006 ndash016 017 059
r47 peerhigh my friends do well in school 013 007 ndash017 018 052
82 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e18
Secondary rydM environmental asset efa results grade 9 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 016 002 ndash003 ndash003 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 005 ndash008 ndash001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 004 004 ndash001 006 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 000 002 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash002 ndash001 007 001 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 005 007 003 ndash006
r12 Schlpart Schoolmdashi do interesting activities 014 059 003 016 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 077 ndash008 ndash002 ndash010 005
r14 Schlpart Schoolmdashi do things that make a difference 016 076 000 002 ndash003 005
r15 comcare communitymdashadult who really cares about me 003 ndash001 094 ndash002 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 089 ndash011 005 009
r20 comcare communitymdashadult whom i trust 002 004 079 ndash002 010 004
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 089 ndash005 006 003
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash001 089 001 008 001
r19 comhigh communitymdashadult who always wants me to do my best 008 ndash005 092 005 000 ndash001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 058 012 061 ndash002 ndash019
r22 compart i am involved in taking lessons in music art literature ndash012 053 011 062 ndash004 ndash014
r23 compart i help other people 001 045 014 029 004 007
r49 homecare homemdashadult who is interested in my school work 003 ndash008 ndash002 014 082 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash003 005 003 ndash004 088 ndash004
r53 homecare homemdashadult who listens to me when i have something ndash001 005 004 ndash004 090 ndash004
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash018 006 026 061 001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 011 017 081 ndash007
r52 homehigh homemdashadult who always wants me to do my best 008 ndash021 013 024 078 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash008 029 ndash006 ndash009 072 008
r55 homepart i do things at home that make a difference ndash005 049 ndash004 ndash005 055 008
r56 homepart i help make decisions with my family ndash001 037 ndash009 ndash011 070 007
r42 peercare a friend who really cares about me ndash001 ndash003 011 016 ndash003 081
r43 peercare a friend who talks with me about my problems ndash004 003 004 008 ndash004 092
r44 peercare a friend who helps me when irsquom having a hard time ndash003 001 006 008 000 090
r45 peerhigh my friends get into a lot of trouble ndash006 000 012 ndash032 ndash004 ndash008
r46 peerhigh my friends try to do what is right 008 001 ndash014 062 005 032
r47 peerhigh my friends do well in school 008 003 ndash014 060 007 023
appendix e 83
taBle e19
Secondary rydM environmental asset efa results grade 9 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 017 002 ndash005 ndash003 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 009 003 ndash008 001 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 004 003 ndash006 007 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash002 ndash002 004 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 ndash003 001 005 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 005 000 003 ndash007 009
r12 Schlpart Schoolmdashi do interesting activities 014 048 001 033 ndash005 ndash002 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 016 ndash018 002 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 014 072 003 019 ndash011 001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash003 095 000 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 008 090 ndash005 003 008 ndash008
r20 comcare communitymdashadult whom i trust 000 004 081 ndash002 007 ndash001 004
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 090 000 005 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 007 ndash009 093 005 001 ndash005 005
r21 compart i am part of clubs sports teams churchtemple or other ndash008 022 002 077 008 ndash006 001
r22 compart i am involved in taking lessons in music art literature ndash006 014 ndash002 084 008 002 ndash004
r23 compart i help other people 002 031 010 037 005 009 007
r49 homecare homemdashadult who is interested in my school work 004 ndash007 ndash007 011 086 006 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash002 013 001 ndash003 089 000 ndash011
r53 homecare homemdashadult who listens to me when i have something 000 014 004 ndash006 089 ndash003 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 009 ndash024 001 018 066 007 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 007 011 085 ndash002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 008 017 083 ndash001 003
r54 homepart i do fun things or go fun places with my parents or other ndash010 041 000 ndash015 064 000 007
r55 homepart i do things at home that make a difference ndash007 059 003 ndash007 044 ndash002 011
r56 homepart i help make decisions with my family ndash003 050 ndash003 ndash014 061 ndash001 005
r42 peercare a friend who really cares about me 001 ndash005 005 003 001 083 009
r43 peercare a friend who talks with me about my problems ndash001 004 ndash002 ndash002 ndash001 094 001
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 000 ndash003 004 092 002
r45 peerhigh my friends get into a lot of trouble ndash003 001 004 ndash002 000 006 ndash043
r46 peerhigh my friends try to do what is right 001 002 001 ndash004 ndash007 008 092
r47 peerhigh my friends do well in school 002 003 000 002 001 001 072
84 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e20
Secondary rydM environmental asset efa results grade 9 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 002 ndash004 ndash008 007 002 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 003 003 ndash005 ndash004 005 008 ndash009
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 002 ndash001 001 006 ndash002 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 000 002 000 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 ndash004 004 008 ndash010 ndash003 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 003 005 002 003 ndash002 ndash007 008
r12 Schlpart Schoolmdashi do interesting activities 007 054 001 023 005 ndash004 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash009 000 ndash003 001 002
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 000 000 005 000 003
r15 comcare communitymdashadult who really cares about me 004 ndash007 095 003 ndash006 ndash001 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 ndash001 008 008 ndash008
r20 comcare communitymdashadult whom i trust 002 ndash003 081 001 003 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 090 002 000 007 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 001 006 091 ndash004 012 ndash007 ndash003 004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 093 001 009 ndash014 ndash004 005
r21 compart i am part of clubs sports teams churchtemple or other ndash004 006 002 081 003 003 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash007 ndash004 098 002 ndash001 002 ndash007
r23 compart i help other people 006 008 011 044 ndash011 022 009 005
r49 homecare homemdashadult who is interested in my school work ndash001 005 ndash007 001 085 006 006 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash004 007 002 ndash009 073 032 000 ndash009
r53 homecare homemdashadult who listens to me when i have something ndash001 002 004 ndash008 071 037 ndash004 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash004 001 010 075 ndash016 007 008
r50 homehigh homemdashadult who believes that i will be a success 004 001 008 001 085 002 ndash002 003
r52 homehigh homemdashadult who always wants me to do my best 005 ndash006 009 007 089 ndash010 ndash001 005
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash008 ndash002 001 025 070 001 004
r55 homepart i do things at home that make a difference 000 010 003 006 003 074 ndash001 008
r56 homepart i help make decisions with my family 006 ndash002 ndash004 001 020 074 000 001
r42 peercare a friend who really cares about me 002 ndash005 005 005 003 ndash005 083 009
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 ndash001 ndash001 001 094 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash002 003 001 092 002
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash004 002 ndash005 006 ndash042
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash008 ndash003 004 007 092
r47 peerhigh my friends do well in school 001 004 000 ndash001 004 003 001 070
appendix e 85
taBle e21
Secondary rydM environmental asset efa results grade 9 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 009 003 000 ndash006 ndash001 001 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 003 000 ndash001 ndash005 007 ndash004 013
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash005 003 000 001 005 ndash002 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 ndash002 003 004 ndash006 001 002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 ndash004 000 006 ndash002 ndash001 ndash002 ndash015
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 004 005 ndash004 000 009 ndash006 003 ndash018
r12 Schlpart Schoolmdashi do interesting activities 007 055 001 021 004 000 ndash002 ndash003 ndash006
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 092 ndash004 ndash008 001 ndash007 001 003 008
r14 Schlpart Schoolmdashi do things that make a difference 003 081 004 ndash003 ndash001 010 001 000 ndash005
r15 comcare communitymdashadult who really cares about me 004 ndash006 095 004 ndash004 ndash005 000 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash002 001 000 007 ndash004 010
r20 comcare communitymdashadult whom i trust 002 ndash004 081 000 002 010 000 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 091 005 004 ndash003 ndash001 002 011
r18 comhigh communitymdashadult who believes that i will be a success 001 005 091 ndash006 010 001 ndash002 000 ndash008
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash003 005 ndash003 ndash003 000 ndash015
r21 compart i am part of clubs sports teams churchtemple or other ndash003 005 002 082 004 ndash001 ndash006 002 003
r22 compart i am involved in taking lessons in music art literature 001 ndash008 ndash004 100 004 ndash005 002 ndash005 000
r23 compart i help other people 006 007 011 044 ndash012 023 009 004 ndash003
r49 homecare homemdashadult who is interested in my school work ndash001 006 ndash007 002 088 002 006 ndash002 012
r51 homecare homemdashadult who talks with me about my problems ndash003 002 002 002 079 010 ndash002 001 044
r53 homecare homemdashadult who listens to me when i have something 000 ndash002 004 ndash001 073 024 ndash005 001 028
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash002 001 005 075 ndash008 007 004 ndash008
r50 homehigh homemdashadult who believes that i will be a success 003 002 008 ndash002 086 004 ndash002 001 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash004 009 002 089 ndash001 000 000 ndash006
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash007 ndash002 ndash004 024 073 002 ndash001 003
r55 homepart i do things at home that make a difference ndash001 012 002 001 000 079 000 003 ndash002
r56 homepart i help make decisions with my family 006 ndash001 ndash004 ndash003 019 077 001 ndash003 003
r42 peercare a friend who really cares about me 002 ndash004 005 003 002 ndash001 083 007 ndash007
r43 peercare a friend who talks with me about my problems ndash001 003 ndash002 000 ndash001 ndash001 095 002 004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash003 002 003 092 001 ndash001
r45 peerhigh my friends get into a lot of trouble ndash004 006 005 ndash005 001 ndash003 006 ndash042 001
r46 peerhigh my friends try to do what is right ndash001 002 001 ndash005 ndash002 ndash001 006 093 000
r47 peerhigh my friends do well in school 001 003 000 002 006 ndash002 001 070 002
86 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e22
Secondary rydM environmental asset efa results grade 11 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 ndash002 013 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 ndash010 011 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 091 ndash013 012 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash008 013 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash014 013 ndash005
r11 Schlhigh Schoolmdashadult who believes that i will be a success 090 ndash013 014 001
r12 Schlpart Schoolmdashi do interesting activities 043 037 ndash015 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 053 039 ndash029 ndash005
r14 Schlpart Schoolmdashi do things that make a difference 049 044 ndash022 000
r15 comcare communitymdashadult who really cares about me 012 014 085 ndash001
r17 comcare communitymdashadult who notices when i am upset about 009 010 078 012
r20 comcare communitymdashadult whom i trust 011 009 073 016
r16 comhigh communitymdashadult who tells me when i do a good job 011 012 080 010
r18 comhigh communitymdashadult who believes that i will be a success 013 012 080 011
r19 comhigh communitymdashadult who always wants me to do my best 011 011 086 004
r21 compart i am part of clubs sports teams churchtemple or other 017 057 ndash005 009
r22 compart i am involved in taking lessons in music art literature 018 053 ndash007 007
r23 compart i help other people 020 043 003 011
r49 homecare homemdashadult who is interested in my school work ndash005 ndash006 007 082
r51 homecare homemdashadult who talks with me about my problems ndash004 ndash012 004 093
r53 homecare homemdashadult who listens to me when i have something ndash002 ndash019 006 097
r48 homehigh homemdashadult who expects me to follow the rules ndash004 012 010 064
r50 homehigh homemdashadult who believes that i will be a success ndash002 ndash003 015 085
r52 homehigh homemdashadult who always wants me to do my best ndash007 001 013 087
r54 homepart i do fun things or go fun places with my parents or other 001 ndash001 ndash005 079
r55 homepart i do things at home that make a difference 009 012 ndash010 069
r56 homepart i help make decisions with my family 003 004 ndash008 079
r42 peercare a friend who really cares about me ndash016 091 026 ndash010
r43 peercare a friend who talks with me about my problems ndash024 105 025 ndash016
r44 peercare a friend who helps me when irsquom having a hard time ndash020 101 026 ndash015
r45 peerhigh my friends get into a lot of trouble 005 ndash021 005 ndash009
r46 peerhigh my friends try to do what is right ndash002 049 ndash004 021
r47 peerhigh my friends do well in school 000 044 ndash008 023
appendix e 87
taBle e23
Secondary rydM environmental asset efa results grade 11 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 009 004 ndash001 006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 006 001 004 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 002 001 004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 006 003 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 001 001 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 002 003 006 001
r12 Schlpart Schoolmdashi do interesting activities 019 066 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 023 079 ndash012 ndash012 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 018 080 ndash003 ndash009 ndash005
r15 comcare communitymdashadult who really cares about me 003 002 093 ndash005 006
r17 comcare communitymdashadult who notices when i am upset about 001 004 086 009 000
r20 comcare communitymdashadult whom i trust 003 004 080 012 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 087 006 001
r18 comhigh communitymdashadult who believes that i will be a success 004 005 087 007 002
r19 comhigh communitymdashadult who always wants me to do my best 002 001 094 001 003
r21 compart i am part of clubs sports teams churchtemple or other ndash017 079 017 ndash002 005
r22 compart i am involved in taking lessons in music art literature ndash013 075 013 ndash003 002
r23 compart i help other people ndash002 057 014 003 011
r49 homecare homemdashadult who is interested in my school work 004 ndash010 002 081 004
r51 homecare homemdashadult who talks with me about my problems 003 ndash006 001 092 ndash006
r53 homecare homemdashadult who listens to me when i have something 005 ndash010 003 096 ndash012
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash005 004 061 020
r50 homehigh homemdashadult who believes that i will be a success 008 ndash014 009 082 010
r52 homehigh homemdashadult who always wants me to do my best 005 ndash016 006 084 015
r54 homepart i do fun things or go fun places with my parents or other ndash006 021 ndash002 076 ndash012
r55 homepart i do things at home that make a difference ndash006 043 ndash003 063 ndash011
r56 homepart i help make decisions with my family ndash006 029 ndash004 075 ndash010
r42 peercare a friend who really cares about me 005 ndash005 009 ndash003 088
r43 peercare a friend who talks with me about my problems 000 ndash004 005 ndash008 099
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash004 007 ndash006 096
r45 peerhigh my friends get into a lot of trouble 002 ndash004 012 ndash007 ndash029
r46 peerhigh my friends try to do what is right ndash003 022 ndash014 016 052
r47 peerhigh my friends do well in school ndash003 025 ndash016 017 045
88 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e24
Secondary rydM environmental asset efa results grade 11 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 010 004 000 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash002 003 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 004 001 ndash001 003 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 008 003 ndash001 002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 000 001 003 ndash001 ndash003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 003 003 003 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 015 064 ndash002 008 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 080 ndash012 ndash009 ndash006 009
r14 Schlpart Schoolmdashi do things that make a difference 012 080 ndash002 ndash003 ndash005 010
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 001 ndash006 004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 ndash009 009 004
r20 comcare communitymdashadult whom i trust 003 002 082 ndash005 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 090 ndash003 006 002
r18 comhigh communitymdashadult who believes that i will be a success 004 001 089 ndash001 006 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash003 097 ndash002 000 002
r21 compart i am part of clubs sports teams churchtemple or other ndash011 059 017 056 ndash006 ndash020
r22 compart i am involved in taking lessons in music art literature ndash006 054 013 051 ndash006 ndash021
r23 compart i help other people ndash002 049 014 027 002 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 002 013 077 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 ndash003 000 ndash001 090 ndash003
r53 homecare homemdashadult who listens to me when i have something 005 ndash006 003 ndash004 094 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash010 004 029 055 005
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 009 017 077 000
r52 homehigh homemdashadult who always wants me to do my best 008 ndash019 006 027 077 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 025 ndash002 ndash007 076 001
r55 homepart i do things at home that make a difference ndash011 046 ndash003 ndash004 063 003
r56 homepart i help make decisions with my family ndash010 034 ndash004 ndash013 076 007
r42 peercare a friend who really cares about me 002 ndash001 008 017 ndash001 080
r43 peercare a friend who talks with me about my problems ndash004 004 004 008 ndash002 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 006 010 ndash001 089
r45 peerhigh my friends get into a lot of trouble ndash002 006 011 ndash038 000 ndash008
r46 peerhigh my friends try to do what is right 002 005 ndash011 067 005 021
r47 peerhigh my friends do well in school 003 008 ndash014 065 007 013
appendix e 89
taBle e25
Secondary rydM environmental asset efa results grade 11 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 010 004 ndash003 ndash002 005 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 008 000 ndash003 004 ndash002 ndash002
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 004 000 ndash004 004 ndash002 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 001 000 004 002 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash001 001 ndash002 001 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 003 004 ndash006 004 ndash005 007
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash005 032 ndash002 005 ndash007
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash009 013 ndash013 006 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 010 076 001 017 ndash012 006 ndash001
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 004 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 090 ndash005 006 001 ndash002
r20 comcare communitymdashadult whom i trust 003 002 082 000 011 000 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 002 091 001 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash001 089 003 005 000 000
r19 comhigh communitymdashadult who always wants me to do my best 002 ndash006 097 003 ndash001 000 000
r21 compart i am part of clubs sports teams churchtemple or other ndash010 021 006 082 003 ndash008 005
r22 compart i am involved in taking lessons in music art literature ndash005 016 ndash001 082 005 ndash008 ndash002
r23 compart i help other people ndash002 032 010 041 003 005 009
r49 homecare homemdashadult who is interested in my school work 005 ndash011 ndash004 013 082 004 ndash007
r51 homecare homemdashadult who talks with me about my problems 002 004 ndash002 ndash004 092 001 ndash008
r53 homecare homemdashadult who listens to me when i have something 005 001 002 ndash008 095 ndash006 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash018 ndash003 026 059 012 006
r50 homehigh homemdashadult who believes that i will be a success 009 ndash015 005 011 081 005 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash023 000 020 082 006 003
r54 homepart i do fun things or go fun places with my parents or other ndash008 031 003 ndash012 070 ndash006 006
r55 homepart i do things at home that make a difference ndash010 051 005 ndash008 054 ndash007 014
r56 homepart i help make decisions with my family ndash009 043 003 ndash018 069 ndash001 006
r42 peercare a friend who really cares about me 002 ndash001 004 000 003 085 006
r43 peercare a friend who talks with me about my problems ndash004 008 000 ndash007 002 099 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 006 002 ndash007 002 094 003
r45 peerhigh my friends get into a lot of trouble ndash003 008 003 004 005 003 ndash051
r46 peerhigh my friends try to do what is right 003 ndash002 001 000 ndash006 005 087
r47 peerhigh my friends do well in school 003 001 ndash003 008 001 ndash001 071
90 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e26
Secondary rydM environmental asset efa results grade 11 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash003 ndash003 000 005 001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 002 ndash001 005 000 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 000 000 ndash001 002 000 ndash001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 003 001 001 003 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 001 002 ndash005 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 001 004 ndash004 003 000 ndash005 006
r12 Schlpart Schoolmdashi do interesting activities 005 064 ndash001 019 011 ndash009 000 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 001 080 006 002 ndash006 007 001 005
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 003 ndash003 ndash007 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 090 ndash006 002 007 001 ndash001
r20 comcare communitymdashadult whom i trust 003 ndash002 082 001 007 007 001 ndash003
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 001 002 004 000 000
r18 comhigh communitymdashadult who believes that i will be a success 002 003 090 000 007 ndash003 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 001 ndash001 097 001 003 ndash007 ndash001 000
r21 compart i am part of clubs sports teams churchtemple or other ndash006 008 004 084 003 ndash001 ndash005 003
r22 compart i am involved in taking lessons in music art literature 003 ndash006 ndash004 094 000 002 ndash004 ndash007
r23 compart i help other people 005 005 008 052 ndash016 025 010 004
r49 homecare homemdashadult who is interested in my school work ndash001 004 ndash001 002 085 ndash001 000 ndash004
r51 homecare homemdashadult who talks with me about my problems ndash003 008 001 ndash012 082 022 ndash001 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 003 ndash013 082 027 ndash007 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 000 002 000 014 072 ndash018 008 009
r50 homehigh homemdashadult who believes that i will be a success 006 ndash007 007 004 080 004 003 002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash006 003 009 089 ndash008 003 006
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 ndash001 003 036 059 ndash002 001
r55 homepart i do things at home that make a difference ndash002 010 001 007 014 069 ndash002 009
r56 homepart i help make decisions with my family 001 ndash001 ndash002 ndash001 028 070 005 ndash001
r42 peercare a friend who really cares about me 005 ndash006 003 004 004 ndash002 085 005
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash005 000 002 099 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash004 001 001 094 002
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 001 001 004 ndash050
r46 peerhigh my friends try to do what is right 000 002 003 ndash004 ndash002 004 004 087
r47 peerhigh my friends do well in school 001 003 ndash003 005 004 004 ndash002 070
appendix e 91
taBle e27
Secondary rydM environmental asset efa results grade 11 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 004 000 000 ndash005 006 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 001 ndash001 002 ndash001 004 000 ndash003 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 090 ndash001 000 ndash001 001 001 ndash002 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 000 000 006 004 ndash004 004 ndash003 009
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash003 000 ndash001 000 ndash002 ndash002 000 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 002 004 ndash006 001 003 ndash005 004 ndash007
r12 Schlpart Schoolmdashi do interesting activities 005 063 ndash001 020 012 ndash011 001 ndash002 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 090 ndash004 ndash008 ndash002 002 000 ndash001 002
r14 Schlpart Schoolmdashi do things that make a difference 001 082 006 ndash002 ndash008 012 000 002 ndash007
r15 comcare communitymdashadult who really cares about me 003 ndash003 096 001 ndash005 ndash003 001 001 ndash007
r17 comcare communitymdashadult who notices when i am upset about ndash001 003 091 ndash004 004 002 002 001 010
r20 comcare communitymdashadult whom i trust 003 ndash004 083 006 009 ndash001 002 000 013
r16 comhigh communitymdashadult who tells me when i do a good job 001 001 091 000 002 004 ndash001 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash001 006 ndash001 ndash002 000 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 001 000 097 ndash001 001 ndash003 ndash001 ndash001 ndash006
r21 compart i am part of clubs sports teams churchtemple or other ndash006 006 004 085 005 ndash006 ndash004 006 001
r22 compart i am involved in taking lessons in music art literature 003 ndash007 ndash005 095 002 ndash002 ndash003 ndash004 ndash001
r23 compart i help other people 005 005 007 049 ndash017 029 010 003 ndash007
r49 homecare homemdashadult who is interested in my school work ndash002 004 ndash001 003 086 ndash004 000 ndash003 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash004 003 ndash001 001 088 004 003 003 030
r53 homecare homemdashadult who listens to me when i have something 003 ndash006 003 ndash002 084 015 ndash005 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 006 001 003 065 ndash004 004 002 ndash037
r50 homehigh homemdashadult who believes that i will be a success 007 ndash004 007 ndash003 078 010 001 ndash002 ndash015
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 004 002 085 ndash001 001 003 ndash018
r54 homepart i do fun things or go fun places with my parents or other 001 ndash004 ndash001 000 037 059 ndash002 ndash001 004
r55 homepart i do things at home that make a difference ndash002 012 001 002 013 072 ndash004 005 ndash001
r56 homepart i help make decisions with my family 001 001 ndash002 ndash005 028 070 004 ndash003 005
r42 peercare a friend who really cares about me 005 ndash006 003 004 003 ndash002 085 005 ndash004
r43 peercare a friend who talks with me about my problems ndash003 003 ndash001 ndash003 000 001 099 000 001
r44 peercare a friend who helps me when irsquom having a hard time 000 002 001 ndash003 001 000 094 002 001
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 007 002 001 004 ndash049 004
r46 peerhigh my friends try to do what is right 000 001 002 ndash003 ndash001 002 004 085 ndash002
r47 peerhigh my friends do well in school 001 001 ndash003 009 006 ndash002 ndash001 072 006
92 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e28
Secondary rydM environmental asset efa results Male 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 001 005 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash008 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 ndash015 005 006
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 086 ndash011 005 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash017 002 006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 ndash012 007 006
r12 Schlpart Schoolmdashi do interesting activities 038 035 000 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 049 047 ndash013 ndash021
r14 Schlpart Schoolmdashi do things that make a difference 048 049 ndash006 ndash015
r15 comcare communitymdashadult who really cares about me 003 004 091 ndash002
r17 comcare communitymdashadult who notices when i am upset about 002 008 083 006
r20 comcare communitymdashadult whom i trust 004 006 078 011
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 086 005
r18 comhigh communitymdashadult who believes that i will be a success 008 002 086 007
r19 comhigh communitymdashadult who always wants me to do my best 007 001 089 003
r21 compart i am part of clubs sports teams churchtemple or other 011 044 013 008
r22 compart i am involved in taking lessons in music art literature 009 046 014 010
r23 compart i help other people 020 040 009 011
r49 homecare homemdashadult who is interested in my school work ndash001 ndash005 002 086
r51 homecare homemdashadult who talks with me about my problems ndash001 ndash003 002 085
r53 homecare homemdashadult who listens to me when i have something 000 ndash007 004 089
r48 homehigh homemdashadult who expects me to follow the rules ndash002 ndash004 008 079
r50 homehigh homemdashadult who believes that i will be a success 002 ndash007 011 088
r52 homehigh homemdashadult who always wants me to do my best ndash001 ndash009 010 092
r54 homepart i do fun things or go fun places with my parents or other 003 012 ndash005 068
r55 homepart i do things at home that make a difference 010 026 ndash012 058
r56 homepart i help make decisions with my family 006 020 ndash011 067
r42 peercare a friend who really cares about me ndash016 086 014 000
r43 peercare a friend who talks with me about my problems ndash021 104 005 ndash008
r44 peercare a friend who helps me when irsquom having a hard time ndash019 100 006 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 ndash010 011 ndash005
r46 peerhigh my friends try to do what is right 005 046 ndash012 027
r47 peerhigh my friends do well in school 008 039 ndash012 027
appendix e 93
taBle e29
Secondary rydM environmental asset efa results Male 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 071 010 002 ndash004 008
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 005 002 000 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 004 002 008 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 006 003 003 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 001 ndash001 007 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 007 005 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 018 059 002 ndash006 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 085 ndash008 ndash021 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 019 082 ndash001 ndash015 ndash003
r15 comcare communitymdashadult who really cares about me 002 ndash001 092 ndash002 002
r17 comcare communitymdashadult who notices when i am upset about ndash001 007 085 005 001
r20 comcare communitymdashadult whom i trust 002 003 079 010 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 008 087 005 001
r18 comhigh communitymdashadult who believes that i will be a success 006 002 087 007 000
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 091 003 001
r21 compart i am part of clubs sports teams churchtemple or other ndash013 068 016 004 003
r22 compart i am involved in taking lessons in music art literature ndash012 063 016 006 009
r23 compart i help other people 003 051 011 006 014
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 086 ndash001
r51 homecare homemdashadult who talks with me about my problems 000 003 001 085 ndash005
r53 homecare homemdashadult who listens to me when i have something 002 001 004 088 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash016 007 078 007
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 009 087 002
r52 homehigh homemdashadult who always wants me to do my best 009 ndash021 009 090 006
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 ndash003 065 ndash008
r55 homepart i do things at home that make a difference ndash008 051 ndash009 053 ndash002
r56 homepart i help make decisions with my family ndash008 042 ndash008 062 ndash004
r42 peercare a friend who really cares about me 000 ndash005 012 ndash001 084
r43 peercare a friend who talks with me about my problems ndash003 000 002 ndash009 097
r44 peercare a friend who helps me when irsquom having a hard time ndash002 ndash002 003 ndash003 094
r45 peerhigh my friends get into a lot of trouble ndash009 001 012 ndash003 ndash017
r46 peerhigh my friends try to do what is right 005 013 ndash014 021 048
r47 peerhigh my friends do well in school 006 014 ndash013 021 041
94 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e30
Secondary rydM environmental asset efa results Male 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 002 ndash004 ndash004 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 008 002 ndash009 001 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash001 006 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 008 002 ndash002 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 000 ndash002 004 005 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 004 002 005 ndash004
r12 Schlpart Schoolmdashi do interesting activities 016 051 003 019 ndash005 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 081 ndash005 001 ndash014 001
r14 Schlpart Schoolmdashi do things that make a difference 016 075 002 007 ndash010 004
r15 comcare communitymdashadult who really cares about me 001 ndash004 093 002 ndash003 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 086 ndash007 007 006
r20 comcare communitymdashadult whom i trust 002 ndash001 080 004 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 000 005 088 001 005 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash001 088 001 007 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash005 092 002 002 001
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 014 072 ndash002 ndash018
r22 compart i am involved in taking lessons in music art literature ndash008 023 014 074 ndash001 ndash012
r23 compart i help other people 003 033 010 042 003 004
r49 homecare homemdashadult who is interested in my school work 004 ndash006 000 005 084 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 007 002 ndash010 086 001
r53 homecare homemdashadult who listens to me when i have something 002 004 004 ndash008 089 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash020 006 016 072 000
r50 homehigh homemdashadult who believes that i will be a success 008 ndash013 008 011 083 ndash003
r52 homehigh homemdashadult who always wants me to do my best 010 ndash025 007 018 084 ndash003
r54 homepart i do fun things or go fun places with my parents or other ndash010 033 ndash002 000 066 ndash001
r55 homepart i do things at home that make a difference ndash010 051 ndash006 001 054 007
r56 homepart i help make decisions with my family ndash009 043 ndash006 ndash006 065 006
r42 peercare a friend who really cares about me 001 ndash003 012 007 001 078
r43 peercare a friend who talks with me about my problems ndash002 006 002 ndash002 ndash004 094
r44 peercare a friend who helps me when irsquom having a hard time ndash001 003 003 002 002 089
r45 peerhigh my friends get into a lot of trouble ndash009 012 013 ndash032 004 ndash003
r46 peerhigh my friends try to do what is right 003 ndash004 ndash015 056 011 028
r47 peerhigh my friends do well in school 005 ndash003 ndash013 054 011 020
appendix e 95
taBle e31
Secondary rydM environmental asset efa results Male 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 011 002 ndash006 ndash003 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 007 001 ndash007 003 006 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 005 002 ndash004 007 ndash004 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 006 001 ndash001 004 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash003 ndash003 002 006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 006 004 ndash002 005 ndash005 005
r12 Schlpart Schoolmdashi do interesting activities 016 048 001 025 ndash005 001 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 014 082 ndash003 007 ndash018 ndash002 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 015 075 004 011 ndash013 001 000
r15 comcare communitymdashadult who really cares about me 001 ndash004 095 001 ndash004 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 009 088 ndash005 005 004 ndash005
r20 comcare communitymdashadult whom i trust 002 ndash002 081 004 009 001 000
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 005 090 001 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 005 000 090 ndash001 005 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash004 093 000 001 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash005 017 002 076 006 ndash005 ndash002
r22 compart i am involved in taking lessons in music art literature ndash005 006 ndash001 088 008 002 ndash004
r23 compart i help other people 003 027 006 041 004 006 010
r49 homecare homemdashadult who is interested in my school work 005 ndash006 ndash004 007 085 002 ndash004
r51 homecare homemdashadult who talks with me about my problems 002 009 ndash001 ndash005 087 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 003 007 004 ndash008 089 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 008 ndash022 001 016 074 003 003
r50 homehigh homemdashadult who believes that i will be a success 009 ndash013 006 009 084 ndash002 004
r52 homehigh homemdashadult who always wants me to do my best 010 ndash026 003 015 086 000 006
r54 homepart i do fun things or go fun places with my parents or other ndash010 037 003 ndash008 063 ndash006 008
r55 homepart i do things at home that make a difference ndash011 055 ndash001 ndash008 050 001 010
r56 homepart i help make decisions with my family ndash009 047 ndash002 ndash012 061 002 004
r42 peercare a friend who really cares about me 002 ndash006 007 005 004 079 004
r43 peercare a friend who talks with me about my problems ndash001 004 ndash003 ndash003 ndash001 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 000 004 088 004
r45 peerhigh my friends get into a lot of trouble ndash008 009 005 ndash002 008 008 ndash043
r46 peerhigh my friends try to do what is right ndash002 002 001 ndash005 000 008 086
r47 peerhigh my friends do well in school 002 005 001 000 004 001 068
96 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e32
Secondary rydM environmental asset efa results Male 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 008 002 ndash005 ndash006 002 009 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 001 ndash005 ndash001 002 006 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash003 002 000 002 004 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 002 001 000 001 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash004 ndash003 004 006 ndash007 ndash004 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 001 005 001 002 001 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 009 054 000 018 005 ndash004 001 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 002 089 ndash003 ndash008 ndash003 002 ndash003 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash003 001 000 001 003
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 002 ndash004 ndash003 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 089 ndash004 000 009 004 ndash005
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 003 091 001 000 004 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 004 004 090 ndash003 008 ndash004 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 001 094 ndash001 005 ndash008 ndash002 002
r21 compart i am part of clubs sports teams churchtemple or other ndash001 006 002 079 001 004 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature 001 ndash009 ndash002 098 003 ndash001 003 ndash006
r23 compart i help other people 005 014 006 044 ndash005 014 006 009
r49 homecare homemdashadult who is interested in my school work ndash003 010 ndash003 ndash002 087 001 001 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 006 000 ndash008 075 024 004 ndash011
r53 homecare homemdashadult who listens to me when i have something 004 ndash005 004 ndash008 072 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules ndash001 002 002 006 085 ndash017 003 005
r50 homehigh homemdashadult who believes that i will be a success 004 ndash002 007 002 083 002 ndash002 005
r52 homehigh homemdashadult who always wants me to do my best 004 ndash008 004 008 091 ndash010 ndash001 007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 002 005 024 064 ndash006 006
r55 homepart i do things at home that make a difference ndash002 012 ndash001 002 007 071 001 008
r56 homepart i help make decisions with my family 003 ndash001 ndash002 001 018 072 003 000
r42 peercare a friend who really cares about me 002 ndash005 007 006 006 ndash005 079 004
r43 peercare a friend who talks with me about my problems ndash001 003 ndash003 ndash003 ndash002 002 094 002
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 001 003 002 089 004
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash002 004 005 008 ndash042
r46 peerhigh my friends try to do what is right ndash003 001 001 ndash007 001 007 008 084
r47 peerhigh my friends do well in school 000 005 001 ndash002 006 005 001 067
appendix e 97
taBle e33
Secondary rydM environmental asset efa results Male 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 007 003 ndash002 ndash004 ndash005 008 004 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 002 002 ndash002 000 ndash004 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash003 002 000 002 002 ndash004 001 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 083 001 001 004 001 ndash003 001 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 ndash004 001 005 000 ndash003 ndash002 ndash013
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 ndash003 ndash001 008 ndash003 000 ndash012
r12 Schlpart Schoolmdashi do interesting activities 009 055 000 015 004 002 002 ndash004 ndash010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 090 ndash002 ndash007 ndash003 000 ndash003 000 006
r14 Schlpart Schoolmdashi do things that make a difference 003 085 004 ndash004 000 003 001 002 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash004 096 001 ndash004 ndash001 000 000 ndash004
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 090 000 001 000 003 001 017
r20 comcare communitymdashadult whom i trust 003 ndash006 081 006 005 004 002 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 002 091 002 001 002 000 001 003
r18 comhigh communitymdashadult who believes that i will be a success 004 005 090 ndash005 007 ndash001 ndash002 001 ndash004
r19 comhigh communitymdashadult who always wants me to do my best 004 002 094 ndash003 005 ndash005 ndash001 000 ndash004
r21 compart i am part of clubs sports teams churchtemple or other ndash002 006 002 079 001 002 ndash005 ndash001 000
r22 compart i am involved in taking lessons in music art literature 000 ndash010 ndash001 100 003 ndash005 002 ndash004 001
r23 compart i help other people 005 014 006 045 ndash005 012 006 010 003
r49 homecare homemdashadult who is interested in my school work ndash003 009 ndash003 001 089 ndash004 001 001 016
r51 homecare homemdashadult who talks with me about my problems ndash002 003 000 003 082 005 001 001 044
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 004 ndash002 073 023 ndash003 001 023
r48 homehigh homemdashadult who expects me to follow the rules 000 004 002 002 085 ndash010 004 000 ndash006
r50 homehigh homemdashadult who believes that i will be a success 004 ndash001 006 ndash002 083 007 ndash001 001 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash007 003 002 091 ndash001 001 000 ndash007
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 ndash001 022 071 ndash004 000 ndash005
r55 homepart i do things at home that make a difference ndash002 014 ndash001 ndash002 006 075 002 004 000
r56 homepart i help make decisions with my family 003 001 ndash002 ndash001 017 073 004 ndash002 005
r42 peercare a friend who really cares about me 003 ndash004 007 003 005 001 080 000 ndash009
r43 peercare a friend who talks with me about my problems ndash001 002 ndash003 ndash001 ndash002 ndash002 095 004 009
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash001 ndash001 ndash001 002 004 089 002 ndash003
r45 peerhigh my friends get into a lot of trouble ndash008 007 005 ndash004 003 008 009 ndash043 000
r46 peerhigh my friends try to do what is right ndash004 000 002 ndash003 001 001 006 090 004
r47 peerhigh my friends do well in school 001 006 001 ndash002 006 006 002 062 ndash007
98 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e34
Secondary rydM environmental asset efa results female 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 012 ndash010 ndash006
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 013 ndash012 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 088 014 ndash015 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 013 ndash012 ndash002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 015 ndash018 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash015 ndash001
r12 Schlpart Schoolmdashi do interesting activities 050 ndash011 028 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 061 ndash023 026 000
r14 Schlpart Schoolmdashi do things that make a difference 059 ndash019 028 006
r15 comcare communitymdashadult who really cares about me 014 084 012 ndash003
r17 comcare communitymdashadult who notices when i am upset about 008 079 010 011
r20 comcare communitymdashadult whom i trust 011 071 011 014
r16 comhigh communitymdashadult who tells me when i do a good job 014 078 009 012
r18 comhigh communitymdashadult who believes that i will be a success 012 079 011 013
r19 comhigh communitymdashadult who always wants me to do my best 013 085 011 005
r21 compart i am part of clubs sports teams churchtemple or other 028 ndash003 058 ndash004
r22 compart i am involved in taking lessons in music art literature 029 ndash005 059 ndash007
r23 compart i help other people 030 004 034 012
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash002 083
r51 homecare homemdashadult who talks with me about my problems ndash007 008 ndash012 095
r53 homecare homemdashadult who listens to me when i have something ndash005 008 ndash014 096
r48 homehigh homemdashadult who expects me to follow the rules ndash005 012 010 060
r50 homehigh homemdashadult who believes that i will be a success ndash006 018 ndash002 086
r52 homehigh homemdashadult who always wants me to do my best ndash010 019 000 087
r54 homepart i do fun things or go fun places with my parents or other 005 ndash007 ndash004 080
r55 homepart i do things at home that make a difference 020 ndash011 005 066
r56 homepart i help make decisions with my family 012 ndash009 ndash005 080
r42 peercare a friend who really cares about me ndash018 020 093 ndash007
r43 peercare a friend who talks with me about my problems ndash024 019 101 ndash011
r44 peercare a friend who helps me when irsquom having a hard time ndash024 019 100 ndash007
r45 peerhigh my friends get into a lot of trouble ndash003 008 ndash014 ndash022
r46 peerhigh my friends try to do what is right 009 ndash013 039 031
r47 peerhigh my friends do well in school 010 ndash017 032 033
appendix e 99
taBle e35
Secondary rydM environmental asset efa results female 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 004 ndash004 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 001 003 ndash001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash001 004 002 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 001 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash005 004 000 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 000 007 003 001
r12 Schlpart Schoolmdashi do interesting activities 020 061 ndash001 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 025 071 ndash010 ndash006 ndash010
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash005 ndash001 ndash010
r15 comcare communitymdashadult who really cares about me 007 002 089 ndash004 005
r17 comcare communitymdashadult who notices when i am upset about 001 004 084 009 001
r20 comcare communitymdashadult whom i trust 002 007 076 012 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 083 011 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 004 006 084 012 002
r19 comhigh communitymdashadult who always wants me to do my best 006 005 089 003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash020 085 018 ndash009 007
r22 compart i am involved in taking lessons in music art literature ndash017 084 015 ndash013 010
r23 compart i help other people ndash001 059 015 006 004
r49 homecare homemdashadult who is interested in my school work 000 ndash009 006 081 006
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash008 006 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 002 ndash010 005 095 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 ndash003 009 057 017
r50 homehigh homemdashadult who believes that i will be a success 004 ndash014 014 083 009
r52 homehigh homemdashadult who always wants me to do my best 000 ndash013 015 084 011
r54 homepart i do fun things or go fun places with my parents or other ndash003 017 ndash006 078 ndash010
r55 homepart i do things at home that make a difference ndash002 042 ndash004 062 ndash014
r56 homepart i help make decisions with my family 000 023 ndash006 077 ndash014
r42 peercare a friend who really cares about me 002 000 008 ndash006 089
r43 peercare a friend who talks with me about my problems ndash001 ndash002 006 ndash008 095
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash004 005 ndash004 095
r45 peerhigh my friends get into a lot of trouble ndash004 ndash006 014 ndash018 ndash021
r46 peerhigh my friends try to do what is right 006 022 ndash020 023 046
r47 peerhigh my friends do well in school 005 023 ndash023 025 039
100 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e36
Secondary rydM environmental asset efa results female 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 010 003 ndash003 000 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 077 004 003 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 002 003 002 ndash001 003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 003 002 000 ndash001 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 004 ndash002 ndash004 008
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 007 001 ndash004 008
r12 Schlpart Schoolmdashi do interesting activities 017 060 ndash002 002 004 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 071 ndash012 003 009 ndash016
r14 Schlpart Schoolmdashi do things that make a difference 018 072 ndash006 007 005 ndash010
r15 comcare communitymdashadult who really cares about me 007 ndash001 093 ndash007 003 ndash004
r17 comcare communitymdashadult who notices when i am upset about 000 003 088 009 005 ndash013
r20 comcare communitymdashadult whom i trust 002 005 079 011 005 ndash007
r16 comhigh communitymdashadult who tells me when i do a good job 004 006 087 009 ndash001 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 004 004 088 009 001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 001 094 ndash001 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash016 072 018 ndash012 ndash010 040
r22 compart i am involved in taking lessons in music art literature ndash013 071 015 ndash017 ndash009 043
r23 compart i help other people ndash001 055 016 005 ndash001 018
r49 homecare homemdashadult who is interested in my school work 001 ndash008 005 074 ndash001 020
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash004 005 090 001 ndash002
r53 homecare homemdashadult who listens to me when i have something 001 ndash006 004 092 000 ndash001
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash006 010 045 001 036
r50 homehigh homemdashadult who believes that i will be a success 005 ndash013 014 073 ndash001 024
r52 homehigh homemdashadult who always wants me to do my best 002 ndash014 015 072 ndash004 033
r54 homepart i do fun things or go fun places with my parents or other ndash005 020 ndash008 077 001 ndash004
r55 homepart i do things at home that make a difference ndash004 044 ndash005 063 ndash002 ndash004
r56 homepart i help make decisions with my family ndash002 026 ndash008 078 001 ndash009
r42 peercare a friend who really cares about me 000 000 006 ndash004 084 017
r43 peercare a friend who talks with me about my problems ndash004 001 004 ndash001 093 003
r44 peercare a friend who helps me when irsquom having a hard time ndash003 ndash002 003 003 092 005
r45 peerhigh my friends get into a lot of trouble ndash007 000 011 ndash008 ndash003 ndash038
r46 peerhigh my friends try to do what is right 010 010 ndash015 004 014 071
r47 peerhigh my friends do well in school 010 011 ndash017 008 004 068
appendix e 101
taBle e37
Secondary rydM environmental asset efa results female 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 013 003 ndash003 ndash003 000 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 008 001 ndash005 002 002 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 005 001 ndash005 004 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 005 ndash001 ndash002 003 001 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash003 000 ndash001 003 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 003 005 ndash002 003 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 016 049 ndash003 031 ndash004 004 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 074 ndash005 014 ndash012 006 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 012 071 001 019 ndash008 002 001
r15 comcare communitymdashadult who really cares about me 006 ndash007 093 003 ndash007 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash002 005 090 ndash006 006 003 ndash004
r20 comcare communitymdashadult whom i trust ndash001 007 082 ndash005 007 002 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 003 088 002 007 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 002 ndash001 089 003 008 ndash001 001
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash006 095 004 ndash001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash008 020 003 082 002 ndash004 ndash003
r22 compart i am involved in taking lessons in music art literature ndash004 015 ndash002 086 ndash002 ndash002 ndash001
r23 compart i help other people ndash001 032 011 044 006 000 004
r49 homecare homemdashadult who is interested in my school work 005 ndash010 ndash004 013 083 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash001 010 003 ndash009 092 002 ndash009
r53 homecare homemdashadult who listens to me when i have something 002 009 003 ndash012 094 001 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash023 ndash001 029 056 005 008
r50 homehigh homemdashadult who believes that i will be a success 008 ndash015 007 012 082 003 ndash001
r52 homehigh homemdashadult who always wants me to do my best 006 ndash022 006 020 083 000 003
r54 homepart i do fun things or go fun places with my parents or other ndash007 034 ndash002 ndash012 069 ndash002 006
r55 homepart i do things at home that make a difference ndash009 054 003 ndash002 050 ndash006 009
r56 homepart i help make decisions with my family ndash005 043 000 ndash015 068 ndash003 005
r42 peercare a friend who really cares about me 002 ndash003 003 004 000 085 010
r43 peercare a friend who talks with me about my problems ndash002 005 000 ndash002 002 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time ndash002 004 001 ndash006 005 093 002
r45 peerhigh my friends get into a lot of trouble ndash003 003 003 003 ndash004 002 ndash045
r46 peerhigh my friends try to do what is right ndash001 001 003 ndash004 ndash010 005 096
r47 peerhigh my friends do well in school 003 003 ndash003 004 003 ndash003 071
102 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e38
Secondary rydM environmental asset efa results female 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 008 002 ndash001 ndash007 004 001 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 001 001 ndash002 ndash004 005 003 ndash004
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash002 001 003 000 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 000 003 ndash001 002 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash005 000 001 004 ndash005 ndash002 001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 001 005 ndash001 004 ndash002 ndash003 004
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 019 009 ndash009 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 ndash002 ndash007 001 ndash004 002 000
r14 Schlpart Schoolmdashi do things that make a difference 005 073 003 007 ndash004 008 ndash002 005
r15 comcare communitymdashadult who really cares about me 007 ndash006 093 004 ndash004 ndash006 002 ndash001
r17 comcare communitymdashadult who notices when i am upset about ndash003 003 091 ndash006 002 006 003 ndash003
r20 comcare communitymdashadult whom i trust 000 000 083 ndash003 000 010 003 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 003 005 003 ndash002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 000 004 089 000 011 ndash004 ndash001 002
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 095 002 004 ndash009 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash005 006 003 084 002 003 ndash002 ndash004
r22 compart i am involved in taking lessons in music art literature 001 ndash004 ndash004 094 ndash003 002 001 ndash004
r23 compart i help other people 004 006 011 052 ndash010 025 003 002
r49 homecare homemdashadult who is interested in my school work 000 004 ndash002 002 085 001 001 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash005 010 004 ndash016 078 028 001 ndash007
r53 homecare homemdashadult who listens to me when i have something 000 006 004 ndash017 077 031 ndash001 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash005 000 020 069 ndash018 003 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash004 008 004 083 002 001 000
r52 homehigh homemdashadult who always wants me to do my best 002 ndash007 007 010 088 ndash005 ndash002 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 ndash005 004 033 063 001 002
r55 homepart i do things at home that make a difference ndash002 009 001 013 009 069 ndash002 007
r56 homepart i help make decisions with my family 005 ndash004 ndash003 001 027 070 001 001
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 010
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 002 003 093 001
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 004 ndash006 ndash002 002 ndash044
r46 peerhigh my friends try to do what is right ndash002 003 004 ndash007 ndash007 002 004 096
r47 peerhigh my friends do well in school 002 002 ndash003 003 005 004 ndash003 069
appendix e 103
taBle e39
Secondary rydM environmental asset efa results female 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 007 002 004 ndash005 ndash002 001 001 009
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 000 001 003 ndash002 000 002 ndash001 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 ndash001 001 ndash001 001 003 001 ndash001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 002 ndash001 004 005 ndash006 001 001 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash004 000 ndash002 003 000 ndash002 ndash001 ndash011
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 005 ndash007 001 006 ndash003 001 ndash014
r12 Schlpart Schoolmdashi do interesting activities 008 059 ndash002 018 010 ndash008 000 000 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 092 ndash002 ndash008 001 ndash004 002 000 006
r14 Schlpart Schoolmdashi do things that make a difference 004 074 003 001 ndash006 014 ndash002 003 ndash006
r15 comcare communitymdashadult who really cares about me 006 ndash006 094 005 ndash002 ndash010 002 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 002 091 ndash002 003 001 003 ndash002 010
r20 comcare communitymdashadult whom i trust 000 ndash001 083 001 001 006 002 004 009
r16 comhigh communitymdashadult who tells me when i do a good job 003 000 088 005 007 ndash001 ndash003 000 005
r18 comhigh communitymdashadult who believes that i will be a success 000 005 089 ndash005 009 004 000 ndash001 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash001 095 ndash003 001 000 ndash002 002 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash005 004 002 086 004 ndash004 ndash002 ndash002 003
r22 compart i am involved in taking lessons in music art literature 002 ndash006 ndash004 096 ndash001 ndash003 000 ndash001 ndash001
r23 compart i help other people 005 006 010 048 ndash012 029 003 001 ndash009
r49 homecare homemdashadult who is interested in my school work 000 005 ndash002 001 088 ndash001 001 ndash003 009
r51 homecare homemdashadult who talks with me about my problems ndash004 004 003 002 082 010 000 ndash001 042
r53 homecare homemdashadult who listens to me when i have something 001 ndash002 003 ndash002 080 017 ndash002 000 035
r48 homehigh homemdashadult who expects me to follow the rules 003 ndash002 000 010 069 ndash009 003 006 ndash018
r50 homehigh homemdashadult who believes that i will be a success 004 000 008 ndash005 084 008 002 ndash002 ndash002
r52 homehigh homemdashadult who always wants me to do my best 002 ndash004 008 002 088 002 ndash001 002 ndash005
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash004 ndash001 033 062 002 001 008
r55 homepart i do things at home that make a difference ndash002 012 002 004 007 074 ndash002 004 ndash003
r56 homepart i help make decisions with my family 004 ndash001 ndash002 ndash005 027 070 002 ndash001 006
r42 peercare a friend who really cares about me 003 ndash003 002 005 002 ndash005 085 009 ndash003
r43 peercare a friend who talks with me about my problems ndash001 003 000 000 000 001 095 ndash004 001
r44 peercare a friend who helps me when irsquom having a hard time 000 001 000 ndash004 001 004 093 001 000
r45 peerhigh my friends get into a lot of trouble ndash002 003 003 003 ndash006 ndash001 003 ndash044 001
r46 peerhigh my friends try to do what is right ndash002 002 004 ndash006 ndash007 002 005 094 ndash005
r47 peerhigh my friends do well in school 002 000 ndash003 008 007 ndash003 ndash004 072 008
104 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e40
Secondary rydM environmental asset efa results african american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 002 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 ndash018 017
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 003 ndash010 018
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 007 ndash014 019
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 004 ndash018 021
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 ndash012 016
r12 Schlpart Schoolmdashi do interesting activities 056 ndash004 019 ndash017
r13 Schlpart Schoolmdashi help decide things like class activities or rules 062 ndash014 019 ndash022
r14 Schlpart Schoolmdashi do things that make a difference 065 ndash013 023 ndash019
r15 comcare communitymdashadult who really cares about me 004 091 ndash001 002
r17 comcare communitymdashadult who notices when i am upset about 001 086 006 001
r20 comcare communitymdashadult whom i trust 003 080 012 000
r16 comhigh communitymdashadult who tells me when i do a good job 007 088 006 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 090 005 001
r19 comhigh communitymdashadult who always wants me to do my best 006 091 003 002
r21 compart i am part of clubs sports teams churchtemple or other 035 018 034 ndash030
r22 compart i am involved in taking lessons in music art literature 035 019 036 ndash028
r23 compart i help other people 032 014 029 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 008 081 012
r51 homecare homemdashadult who talks with me about my problems ndash015 001 091 006
r53 homecare homemdashadult who listens to me when i have something ndash011 001 089 007
r48 homehigh homemdashadult who expects me to follow the rules ndash007 015 063 022
r50 homehigh homemdashadult who believes that i will be a success ndash009 015 081 018
r52 homehigh homemdashadult who always wants me to do my best ndash013 016 081 019
r54 homepart i do fun things or go fun places with my parents or other 004 ndash005 078 000
r55 homepart i do things at home that make a difference 016 ndash014 072 002
r56 homepart i help make decisions with my family 007 ndash011 078 004
r42 peercare a friend who really cares about me 013 005 013 074
r43 peercare a friend who talks with me about my problems 013 ndash002 014 080
r44 peercare a friend who helps me when irsquom having a hard time 011 001 014 081
r45 peerhigh my friends get into a lot of trouble 000 001 ndash005 ndash009
r46 peerhigh my friends try to do what is right 015 ndash010 034 042
r47 peerhigh my friends do well in school 015 ndash007 033 034
appendix e 105
taBle e41
Secondary rydM environmental asset efa results african american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 ndash001 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 004 004 ndash005 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 004 001 007 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 002 004 003 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 005 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 021 059 ndash002 ndash004 ndash003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 072 ndash010 ndash011 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 022 073 ndash010 ndash007 ndash002
r15 comcare communitymdashadult who really cares about me 003 002 090 ndash002 003
r17 comcare communitymdashadult who notices when i am upset about ndash001 005 085 005 001
r20 comcare communitymdashadult whom i trust ndash002 009 080 009 001
r16 comhigh communitymdashadult who tells me when i do a good job 004 007 087 004 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 007 003 089 006 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 002 090 004 001
r21 compart i am part of clubs sports teams churchtemple or other ndash014 072 022 ndash005 001
r22 compart i am involved in taking lessons in music art literature ndash014 072 023 ndash002 002
r23 compart i help other people ndash001 049 016 005 014
r49 homecare homemdashadult who is interested in my school work 002 ndash007 007 084 000
r51 homecare homemdashadult who talks with me about my problems ndash003 000 ndash001 093 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 001 000 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 011 ndash018 013 067 014
r50 homehigh homemdashadult who believes that i will be a success 010 ndash014 013 084 005
r52 homehigh homemdashadult who always wants me to do my best 009 ndash019 015 086 005
r54 homepart i do fun things or go fun places with my parents or other ndash008 028 ndash005 072 ndash005
r55 homepart i do things at home that make a difference ndash006 042 ndash013 059 003
r56 homepart i help make decisions with my family ndash006 030 ndash011 070 ndash001
r42 peercare a friend who really cares about me 002 ndash003 006 ndash005 087
r43 peercare a friend who talks with me about my problems ndash003 003 000 ndash009 096
r44 peercare a friend who helps me when irsquom having a hard time 000 ndash003 002 ndash004 094
r45 peerhigh my friends get into a lot of trouble ndash001 004 002 ndash005 ndash010
r46 peerhigh my friends try to do what is right 003 010 ndash011 020 054
r47 peerhigh my friends do well in school 003 012 ndash008 019 044
106 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e42
Secondary rydM environmental asset efa results african american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash005 ndash004 002
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 002 ndash010 008 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 002 ndash002 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash001 ndash002 ndash002 003 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 008 004 ndash002 006 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 044 ndash003 035 ndash005 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 071 000 012 ndash011 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 017 069 ndash002 017 ndash008 002
r15 comcare communitymdashadult who really cares about me 002 ndash001 091 001 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 088 ndash003 005 004
r20 comcare communitymdashadult whom i trust ndash003 003 080 005 009 003
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 089 000 004 002
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 089 004 005 000
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 089 008 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash008 018 006 081 ndash003 ndash009
r22 compart i am involved in taking lessons in music art literature ndash009 016 006 087 ndash002 ndash009
r23 compart i help other people ndash002 029 013 038 004 011
r49 homecare homemdashadult who is interested in my school work 003 ndash009 001 010 083 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash002 006 001 ndash009 094 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 008 003 ndash013 093 ndash006
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash027 003 021 062 008
r50 homehigh homemdashadult who believes that i will be a success 011 ndash016 007 013 082 000
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 007 013 083 000
r54 homepart i do fun things or go fun places with my parents or other ndash009 033 002 ndash006 072 ndash001
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash003 058 009
r56 homepart i help make decisions with my family ndash008 041 000 ndash017 070 006
r42 peercare a friend who really cares about me 003 ndash003 008 ndash004 ndash005 088
r43 peercare a friend who talks with me about my problems ndash004 007 005 ndash012 ndash008 098
r44 peercare a friend who helps me when irsquom having a hard time 000 001 007 ndash012 ndash003 095
r45 peerhigh my friends get into a lot of trouble ndash001 006 004 ndash005 ndash004 ndash009
r46 peerhigh my friends try to do what is right 002 ndash001 ndash016 025 018 050
r47 peerhigh my friends do well in school 002 000 ndash013 025 018 040
appendix e 107
taBle e43
Secondary rydM environmental asset efa results african american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 011 ndash001 ndash003 ndash003 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash004 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 009 001 ndash008 008 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 079 003 002 ndash002 003 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash001 ndash002 ndash002 003 ndash002 002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 008 004 ndash002 006 ndash004 ndash001
r12 Schlpart Schoolmdashi do interesting activities 019 045 ndash004 033 ndash005 ndash006 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 011 072 001 011 ndash013 ndash003 000
r14 Schlpart Schoolmdashi do things that make a difference 016 071 ndash001 014 ndash010 ndash002 005
r15 comcare communitymdashadult who really cares about me 002 ndash001 094 ndash002 ndash003 001 001
r17 comcare communitymdashadult who notices when i am upset about ndash002 004 090 ndash005 004 003 ndash003
r20 comcare communitymdashadult whom i trust ndash003 004 083 002 007 ndash001 002
r16 comhigh communitymdashadult who tells me when i do a good job 003 005 092 ndash002 003 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 002 005 ndash002 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash007 092 006 002 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash007 017 001 080 003 000 ndash006
r22 compart i am involved in taking lessons in music art literature ndash008 015 001 086 004 ndash001 ndash003
r23 compart i help other people ndash002 029 011 036 005 011 004
r49 homecare homemdashadult who is interested in my school work 003 ndash010 ndash001 013 083 000 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 005 000 ndash006 094 ndash002 ndash007
r53 homecare homemdashadult who listens to me when i have something 002 008 002 ndash011 093 ndash004 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 012 ndash028 002 021 061 004 013
r50 homehigh homemdashadult who believes that i will be a success 011 ndash017 004 015 082 002 001
r52 homehigh homemdashadult who always wants me to do my best 010 ndash022 006 015 082 000 004
r54 homepart i do fun things or go fun places with my parents or other ndash008 033 003 ndash006 070 ndash002 000
r55 homepart i do things at home that make a difference ndash009 047 ndash004 ndash004 056 006 003
r56 homepart i help make decisions with my family ndash007 042 001 ndash018 068 005 000
r42 peercare a friend who really cares about me 004 ndash006 003 004 001 082 005
r43 peercare a friend who talks with me about my problems ndash002 004 ndash002 ndash001 ndash001 095 ndash003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash002 001 ndash003 002 089 004
r45 peerhigh my friends get into a lot of trouble 000 004 ndash002 004 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash003 006 ndash002 ndash006 ndash003 005 096
r47 peerhigh my friends do well in school 001 009 002 ndash001 006 001 062
108 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e44
Secondary rydM environmental asset efa results african american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 078 004 ndash001 ndash001 ndash007 004 004 ndash004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 007 004 ndash005 ndash002 ndash005 004 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 007 001 ndash008 007 002 002 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash003 002 001 000 001 000 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash008 ndash002 003 001 000 ndash003 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 002 004 001 003 003 ndash005 ndash001
r12 Schlpart Schoolmdashi do interesting activities 012 051 ndash004 026 006 ndash008 ndash004 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash003 089 002 ndash006 002 ndash005 001 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 008 072 000 005 ndash005 006 000 005
r15 comcare communitymdashadult who really cares about me 001 002 094 ndash003 ndash001 ndash004 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 004 090 ndash005 003 002 003 ndash003
r20 comcare communitymdashadult whom i trust ndash001 ndash004 083 005 000 009 ndash001 003
r16 comhigh communitymdashadult who tells me when i do a good job 002 007 092 ndash003 003 000 000 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 006 ndash002 091 003 005 ndash002 ndash001 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 092 006 004 ndash005 ndash001 001
r21 compart i am part of clubs sports teams churchtemple or other ndash003 004 001 083 000 002 ndash001 ndash006
r22 compart i am involved in taking lessons in music art literature ndash003 ndash001 000 093 000 002 ndash003 ndash002
r23 compart i help other people 002 013 012 040 ndash007 018 010 005
r49 homecare homemdashadult who is interested in my school work ndash004 007 ndash001 003 088 ndash003 002 ndash003
r51 homecare homemdashadult who talks with me about my problems ndash008 015 001 ndash015 088 017 ndash001 ndash007
r53 homecare homemdashadult who listens to me when i have something ndash002 010 003 ndash017 081 025 ndash003 ndash003
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash006 002 012 077 ndash022 005 012
r50 homehigh homemdashadult who believes that i will be a success 008 ndash010 004 011 082 003 002 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash014 006 011 084 000 001 003
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 001 008 032 061 ndash005 002
r55 homepart i do things at home that make a difference 001 007 ndash004 008 016 063 004 005
r56 homepart i help make decisions with my family 004 ndash002 000 ndash004 025 069 002 001
r42 peercare a friend who really cares about me 004 ndash004 003 004 004 ndash004 082 005
r43 peercare a friend who talks with me about my problems ndash004 007 ndash001 ndash003 001 001 095 ndash004
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash002 001 004 088 004
r45 peerhigh my friends get into a lot of trouble 000 003 ndash002 004 000 002 007 ndash027
r46 peerhigh my friends try to do what is right ndash001 001 ndash002 ndash005 ndash004 004 005 096
r47 peerhigh my friends do well in school 000 007 003 ndash002 007 003 001 061
appendix e 109
taBle e45
Secondary rydM environmental asset efa results african american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 079 001 ndash002 003 ndash005 000 003 ndash001 007
r8 Schlcare Schoolmdashadult who notices when irsquom not there 076 005 004 ndash001 001 ndash010 003 002 008
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 006 001 ndash008 006 003 002 ndash004 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 ndash005 002 005 003 ndash004 ndash001 004 006
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 ndash008 ndash002 002 000 001 ndash003 002 ndash007
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 005 ndash004 ndash002 009 ndash004 ndash003 ndash015
r12 Schlpart Schoolmdashi do interesting activities 009 056 ndash004 020 002 ndash001 ndash004 ndash002 ndash016
r13 Schlpart Schoolmdashi help decide things like class activities or rules ndash004 091 003 ndash010 001 ndash003 001 ndash004 003
r14 Schlpart Schoolmdashi do things that make a difference 007 073 000 002 ndash006 008 000 004 001
r15 comcare communitymdashadult who really cares about me 002 001 094 ndash001 000 ndash006 001 002 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 002 090 ndash003 004 000 003 ndash002 006
r20 comcare communitymdashadult whom i trust 000 ndash005 083 006 000 008 ndash001 003 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 005 092 ndash001 005 ndash003 ndash001 000 006
r18 comhigh communitymdashadult who believes that i will be a success 005 001 092 ndash002 003 003 ndash001 ndash004 ndash009
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash002 092 002 002 ndash001 000 ndash001 ndash010
r21 compart i am part of clubs sports teams churchtemple or other ndash001 000 001 083 002 ndash002 ndash001 ndash004 001
r22 compart i am involved in taking lessons in music art literature ndash001 ndash005 ndash001 094 002 ndash001 ndash003 ndash001 ndash002
r23 compart i help other people 004 008 011 044 ndash004 012 010 008 011
r49 homecare homemdashadult who is interested in my school work ndash004 005 ndash001 005 092 ndash004 001 ndash002 013
r51 homecare homemdashadult who talks with me about my problems ndash002 002 ndash002 000 098 004 ndash003 000 046
r53 homecare homemdashadult who listens to me when i have something 002 000 002 ndash007 082 021 ndash004 001 026
r48 homehigh homemdashadult who expects me to follow the rules 003 000 004 005 077 ndash016 006 009 ndash010
r50 homehigh homemdashadult who believes that i will be a success 005 ndash003 006 003 082 009 003 ndash004 ndash006
r52 homehigh homemdashadult who always wants me to do my best 004 ndash006 007 001 083 007 002 ndash001 ndash008
r54 homepart i do fun things or go fun places with my parents or other ndash001 ndash002 002 000 028 069 ndash004 ndash003 ndash009
r55 homepart i do things at home that make a difference 000 009 ndash004 006 014 064 005 004 003
r56 homepart i help make decisions with my family 003 000 000 ndash006 023 071 003 000 004
r42 peercare a friend who really cares about me 003 ndash003 003 002 003 ndash001 082 003 ndash007
r43 peercare a friend who talks with me about my problems ndash003 006 ndash002 ndash002 002 000 095 ndash003 003
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash004 001 ndash003 000 005 089 003 ndash002
r45 peerhigh my friends get into a lot of trouble 000 002 ndash002 006 002 000 007 ndash025 006
r46 peerhigh my friends try to do what is right 000 ndash002 ndash002 ndash001 ndash003 000 004 100 004
r47 peerhigh my friends do well in school 001 006 002 000 008 003 002 058 001
110 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e46
Secondary rydM environmental asset efa results chinese american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 083 ndash001 002 ndash005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 080 ndash001 ndash003 ndash003
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 005 ndash008 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 000 ndash001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 000 ndash010 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 087 004 ndash010 005
r12 Schlpart Schoolmdashi do interesting activities 043 003 024 003
r13 Schlpart Schoolmdashi help decide things like class activities or rules 051 002 018 003
r14 Schlpart Schoolmdashi do things that make a difference 050 002 022 008
r15 comcare communitymdashadult who really cares about me 002 096 003 ndash010
r17 comcare communitymdashadult who notices when i am upset about 002 083 ndash001 011
r20 comcare communitymdashadult whom i trust ndash002 086 000 007
r16 comhigh communitymdashadult who tells me when i do a good job 003 088 ndash002 010
r18 comhigh communitymdashadult who believes that i will be a success 007 086 ndash004 011
r19 comhigh communitymdashadult who always wants me to do my best 005 093 ndash001 ndash003
r21 compart i am part of clubs sports teams churchtemple or other ndash005 022 040 011
r22 compart i am involved in taking lessons in music art literature ndash003 019 044 015
r23 compart i help other people 012 018 035 014
r49 homecare homemdashadult who is interested in my school work ndash006 001 001 078
r51 homecare homemdashadult who talks with me about my problems 000 001 ndash017 094
r53 homecare homemdashadult who listens to me when i have something 002 001 ndash016 094
r48 homehigh homemdashadult who expects me to follow the rules ndash006 002 014 059
r50 homehigh homemdashadult who believes that i will be a success 004 008 ndash008 081
r52 homehigh homemdashadult who always wants me to do my best ndash001 007 ndash001 076
r54 homepart i do fun things or go fun places with my parents or other 000 000 ndash003 075
r55 homepart i do things at home that make a difference 009 ndash004 007 072
r56 homepart i help make decisions with my family 002 ndash002 003 077
r42 peercare a friend who really cares about me ndash003 002 097 ndash013
r43 peercare a friend who talks with me about my problems ndash008 ndash003 103 ndash014
r44 peercare a friend who helps me when irsquom having a hard time ndash005 ndash003 101 ndash010
r45 peerhigh my friends get into a lot of trouble ndash004 009 ndash009 ndash016
r46 peerhigh my friends try to do what is right 008 ndash013 046 022
r47 peerhigh my friends do well in school 008 ndash015 040 022
appendix e 111
taBle e47
Secondary rydM environmental asset efa results chinese american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 013 ndash001 ndash004 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 008 001 ndash002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 080 ndash001 007 005 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 006 001 004 004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 084 ndash004 004 003 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 004 005 007 ndash003
r12 Schlpart Schoolmdashi do interesting activities 027 057 ndash003 ndash004 004
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 073 ndash006 ndash006 ndash012
r14 Schlpart Schoolmdashi do things that make a difference 029 070 ndash004 ndash002 ndash004
r15 comcare communitymdashadult who really cares about me 003 002 094 ndash009 003
r17 comcare communitymdashadult who notices when i am upset about 001 008 080 010 ndash003
r20 comcare communitymdashadult whom i trust ndash001 002 084 007 001
r16 comhigh communitymdashadult who tells me when i do a good job 003 006 086 010 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 008 001 084 012 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash001 092 ndash001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 065 013 001 014
r22 compart i am involved in taking lessons in music art literature ndash018 064 010 006 019
r23 compart i help other people ndash001 053 012 005 017
r49 homecare homemdashadult who is interested in my school work ndash004 005 001 074 004
r51 homecare homemdashadult who talks with me about my problems 002 003 001 090 ndash013
r53 homecare homemdashadult who listens to me when i have something 004 000 002 090 ndash011
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash008 005 056 020
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 011 079 001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash019 011 073 012
r54 homepart i do fun things or go fun places with my parents or other ndash005 023 ndash002 069 ndash008
r55 homepart i do things at home that make a difference ndash003 045 ndash009 062 ndash007
r56 homepart i help make decisions with my family ndash006 034 ndash005 069 ndash006
r42 peercare a friend who really cares about me 002 007 005 ndash010 089
r43 peercare a friend who talks with me about my problems ndash003 007 ndash001 ndash011 095
r44 peercare a friend who helps me when irsquom having a hard time 000 006 000 ndash007 093
r45 peerhigh my friends get into a lot of trouble ndash009 016 005 ndash017 ndash016
r46 peerhigh my friends try to do what is right 012 ndash003 ndash009 023 049
r47 peerhigh my friends do well in school 012 ndash002 ndash011 021 043
112 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e48
Secondary rydM environmental asset efa results chinese american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 008 000 ndash003 002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 001 001 ndash001 003
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 ndash005 007 004 005 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 076 003 001 002 008 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 ndash004 003 ndash003 015 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 002 005 004 008 ndash005
r12 Schlpart Schoolmdashi do interesting activities 028 058 ndash003 ndash002 003 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 028 066 ndash005 007 ndash024 ndash002
r14 Schlpart Schoolmdashi do things that make a difference 029 065 ndash004 007 ndash014 000
r15 comcare communitymdashadult who really cares about me 003 004 095 ndash009 ndash004 004
r17 comcare communitymdashadult who notices when i am upset about 001 005 082 013 ndash011 005
r20 comcare communitymdashadult whom i trust ndash001 003 085 006 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 087 010 ndash006 002
r18 comhigh communitymdashadult who believes that i will be a success 007 001 085 009 000 ndash002
r19 comhigh communitymdashadult who always wants me to do my best 006 003 093 ndash006 005 ndash002
r21 compart i am part of clubs sports teams churchtemple or other ndash018 074 012 ndash008 028 ndash008
r22 compart i am involved in taking lessons in music art literature ndash016 074 009 ndash005 034 ndash006
r23 compart i help other people 000 057 011 002 014 007
r49 homecare homemdashadult who is interested in my school work ndash004 005 000 065 025 ndash002
r51 homecare homemdashadult who talks with me about my problems 002 ndash006 002 087 005 ndash003
r53 homecare homemdashadult who listens to me when i have something 004 ndash011 003 089 003 001
r48 homehigh homemdashadult who expects me to follow the rules ndash001 001 004 038 044 001
r50 homehigh homemdashadult who believes that i will be a success 009 ndash010 010 067 028 ndash006
r52 homehigh homemdashadult who always wants me to do my best 008 ndash011 010 054 046 ndash007
r54 homepart i do fun things or go fun places with my parents or other ndash004 015 ndash001 070 000 001
r55 homepart i do things at home that make a difference ndash002 035 ndash008 067 ndash008 005
r56 homepart i help make decisions with my family ndash005 020 ndash003 075 ndash011 010
r42 peercare a friend who really cares about me 002 000 005 ndash003 013 083
r43 peercare a friend who talks with me about my problems ndash002 ndash003 001 003 003 093
r44 peercare a friend who helps me when irsquom having a hard time 001 ndash003 001 003 010 088
r45 peerhigh my friends get into a lot of trouble ndash009 006 006 ndash002 ndash035 003
r46 peerhigh my friends try to do what is right 010 015 ndash010 ndash004 065 017
r47 peerhigh my friends do well in school 010 017 ndash012 ndash005 062 008
appendix e 113
taBle e49
Secondary rydM environmental asset efa results chinese american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 014 ndash002 ndash002 ndash002 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 010 ndash001 ndash005 002 005 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 003 006 ndash009 007 002 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 077 006 ndash001 ndash001 005 004 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 087 ndash003 001 ndash002 002 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash004 006 ndash004 002
r12 Schlpart Schoolmdashi do interesting activities 024 045 ndash001 028 ndash008 ndash003 009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 021 069 000 016 ndash005 ndash004 ndash004
r14 Schlpart Schoolmdashi do things that make a difference 022 063 000 020 ndash004 ndash003 004
r15 comcare communitymdashadult who really cares about me 002 ndash002 096 002 ndash010 003 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 008 083 ndash002 011 004 ndash007
r20 comcare communitymdashadult whom i trust ndash002 ndash001 085 003 006 000 000
r16 comhigh communitymdashadult who tells me when i do a good job 001 003 088 000 010 001 ndash004
r18 comhigh communitymdashadult who believes that i will be a success 006 000 086 ndash001 009 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 094 003 ndash005 ndash004 008
r21 compart i am part of clubs sports teams churchtemple or other ndash010 016 004 078 ndash002 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature ndash007 012 ndash001 084 002 001 ndash003
r23 compart i help other people 001 027 008 047 003 008 002
r49 homecare homemdashadult who is interested in my school work 001 ndash005 ndash006 022 072 002 ndash006
r51 homecare homemdashadult who talks with me about my problems 005 008 ndash001 ndash003 091 000 ndash014
r53 homecare homemdashadult who listens to me when i have something 005 009 002 ndash013 091 002 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 005 ndash021 ndash001 027 046 004 015
r50 homehigh homemdashadult who believes that i will be a success 013 ndash011 007 006 074 ndash004 005
r52 homehigh homemdashadult who always wants me to do my best 014 ndash027 004 019 064 ndash004 014
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 003 ndash008 065 ndash003 009
r55 homepart i do things at home that make a difference ndash010 052 ndash002 ndash003 058 000 010
r56 homepart i help make decisions with my family ndash011 043 003 ndash012 067 005 004
r42 peercare a friend who really cares about me 004 ndash005 003 005 ndash002 084 007
r43 peercare a friend who talks with me about my problems 000 ndash001 ndash002 ndash001 002 094 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 003 ndash002 000 ndash001 003 088 006
r45 peerhigh my friends get into a lot of trouble ndash006 009 001 005 ndash004 007 ndash038
r46 peerhigh my friends try to do what is right ndash002 006 001 ndash004 ndash006 009 084
r47 peerhigh my friends do well in school ndash001 010 000 ndash004 ndash005 000 078
114 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e50
Secondary rydM environmental asset efa results chinese american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 012 ndash001 ndash002 ndash004 001 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 078 003 ndash001 ndash001 ndash005 006 004 ndash007
r10 Schlcare Schoolmdashadult who listens to me when i have something 084 ndash001 006 ndash005 003 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 004 000 004 003 ndash001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 090 ndash007 000 002 004 ndash005 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 081 007 004 ndash003 008 ndash003 ndash004 001
r12 Schlpart Schoolmdashi do interesting activities 015 053 ndash001 019 000 ndash005 ndash002 010
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 090 001 ndash006 004 ndash004 ndash002 ndash001
r14 Schlpart Schoolmdashi do things that make a difference 011 069 001 007 ndash001 004 ndash001 007
r15 comcare communitymdashadult who really cares about me 004 ndash006 096 005 ndash012 001 002 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 008 084 ndash004 006 007 004 ndash006
r20 comcare communitymdashadult whom i trust 001 ndash007 086 005 002 005 000 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 006 088 ndash002 008 002 001 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 002 008 087 ndash006 014 ndash006 ndash002 003
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash003 094 003 ndash001 ndash006 ndash004 007
r21 compart i am part of clubs sports teams churchtemple or other ndash005 003 004 080 ndash003 005 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature 000 ndash004 ndash002 090 002 004 000 ndash006
r23 compart i help other people 003 017 008 047 ndash004 011 008 002
r49 homecare homemdashadult who is interested in my school work ndash007 010 ndash005 010 077 002 004 ndash005
r51 homecare homemdashadult who talks with me about my problems ndash004 015 001 ndash015 078 025 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 002 003 ndash016 068 038 002 ndash006
r48 homehigh homemdashadult who expects me to follow the rules ndash001 ndash005 ndash001 019 064 ndash017 005 013
r50 homehigh homemdashadult who believes that i will be a success 008 ndash001 008 ndash003 075 006 ndash003 004
r52 homehigh homemdashadult who always wants me to do my best 011 ndash015 005 013 077 ndash009 ndash003 011
r54 homepart i do fun things or go fun places with my parents or other 002 ndash009 002 007 024 061 ndash005 006
r55 homepart i do things at home that make a difference 000 011 ndash003 011 009 069 ndash003 009
r56 homepart i help make decisions with my family 002 ndash007 002 006 014 075 004 001
r42 peercare a friend who really cares about me 005 ndash004 003 005 000 ndash003 084 006
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 001 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 ndash001 000 ndash002 002 001 089 006
r45 peerhigh my friends get into a lot of trouble ndash009 016 002 001 ndash004 ndash004 008 ndash037
r46 peerhigh my friends try to do what is right ndash003 002 001 ndash005 ndash003 006 009 082
r47 peerhigh my friends do well in school ndash004 010 000 ndash007 ndash001 003 000 077
appendix e 115
taBle e51
Secondary rydM environmental asset efa results chinese american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 009 ndash001 003 ndash007 009 ndash005 005 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 ndash001 ndash001 005 ndash010 011 002 003 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 ndash001 006 ndash005 004 000 002 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 ndash002 ndash001 005 ndash001 001 003 003 001
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash005 000 000 009 ndash008 ndash003 ndash005 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 010 003 ndash007 012 ndash007 000 ndash003 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 054 ndash001 016 001 ndash003 ndash003 ndash002 008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 003 091 001 ndash008 000 006 ndash001 ndash001 ndash003
r14 Schlpart Schoolmdashi do things that make a difference 009 073 001 001 ndash001 ndash004 009 000 002
r15 comcare communitymdashadult who really cares about me 004 ndash007 096 006 ndash011 ndash003 ndash001 002 001
r17 comcare communitymdashadult who notices when i am upset about ndash001 004 084 001 ndash001 015 003 002 000
r20 comcare communitymdashadult whom i trust 001 ndash008 086 006 000 002 005 ndash001 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 088 000 006 007 000 001 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 001 011 087 ndash010 016 ndash003 ndash002 ndash001 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 003 ndash001 094 ndash001 003 ndash013 ndash001 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash003 000 004 081 ndash002 001 000 ndash004 ndash001
r22 compart i am involved in taking lessons in music art literature 002 ndash008 ndash002 092 005 001 ndash002 ndash002 ndash001
r23 compart i help other people 003 018 008 045 ndash002 ndash006 012 008 001
r49 homecare homemdashadult who is interested in my school work ndash006 007 ndash005 013 071 025 001 003 ndash003
r51 homecare homemdashadult who talks with me about my problems 001 003 001 001 057 055 017 ndash003 003
r53 homecare homemdashadult who listens to me when i have something 007 ndash008 004 ndash005 046 036 038 ndash001 003
r48 homehigh homemdashadult who expects me to follow the rules ndash003 001 ndash001 011 070 ndash004 ndash010 007 006
r50 homehigh homemdashadult who believes that i will be a success 006 004 008 ndash010 075 011 014 ndash001 ndash001
r52 homehigh homemdashadult who always wants me to do my best 007 ndash007 004 000 085 ndash011 005 000 ndash001
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 002 003 015 005 067 ndash004 003
r55 homepart i do things at home that make a difference ndash003 017 ndash003 003 002 ndash004 078 ndash001 002
r56 homepart i help make decisions with my family 000 ndash001 002 ndash001 005 000 083 006 ndash005
r42 peercare a friend who really cares about me 004 ndash003 003 003 002 ndash005 ndash001 085 004
r43 peercare a friend who talks with me about my problems ndash001 001 ndash002 ndash002 000 002 001 095 ndash002
r44 peercare a friend who helps me when irsquom having a hard time 002 000 000 ndash003 002 ndash001 002 089 005
r45 peerhigh my friends get into a lot of trouble ndash009 015 002 002 ndash007 006 ndash004 008 ndash034
r46 peerhigh my friends try to do what is right ndash001 ndash001 001 000 ndash002 002 001 008 084
r47 peerhigh my friends do well in school ndash003 007 000 ndash002 000 004 ndash002 ndash001 077
116 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e52
Secondary rydM environmental asset efa results Mexican american 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 010 ndash017 016
r8 Schlcare Schoolmdashadult who notices when irsquom not there 071 010 ndash015 015
r10 Schlcare Schoolmdashadult who listens to me when i have something 079 011 ndash016 016
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 078 009 ndash014 015
r9 Schlhigh Schoolmdashadult who always wants me to do my best 085 008 ndash020 019
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 012 ndash015 017
r12 Schlpart Schoolmdashi do interesting activities 060 ndash007 018 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 074 ndash022 013 ndash013
r14 Schlpart Schoolmdashi do things that make a difference 072 ndash014 020 ndash013
r15 comcare communitymdashadult who really cares about me 004 090 ndash001 001
r17 comcare communitymdashadult who notices when i am upset about 003 084 010 001
r20 comcare communitymdashadult whom i trust 003 078 015 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 009 085 011 ndash005
r18 comhigh communitymdashadult who believes that i will be a success 005 086 012 ndash001
r19 comhigh communitymdashadult who always wants me to do my best 006 089 007 000
r21 compart i am part of clubs sports teams churchtemple or other 047 006 031 ndash035
r22 compart i am involved in taking lessons in music art literature 048 005 028 ndash032
r23 compart i help other people 041 007 027 ndash003
r49 homecare homemdashadult who is interested in my school work ndash012 005 083 008
r51 homecare homemdashadult who talks with me about my problems ndash008 006 087 002
r53 homecare homemdashadult who listens to me when i have something ndash009 006 089 000
r48 homehigh homemdashadult who expects me to follow the rules ndash010 008 066 019
r50 homehigh homemdashadult who believes that i will be a success ndash013 013 084 014
r52 homehigh homemdashadult who always wants me to do my best ndash015 013 086 015
r54 homepart i do fun things or go fun places with my parents or other 007 ndash003 073 001
r55 homepart i do things at home that make a difference 021 ndash007 069 ndash003
r56 homepart i help make decisions with my family 015 ndash005 073 000
r42 peercare a friend who really cares about me 008 006 008 081
r43 peercare a friend who talks with me about my problems 009 ndash001 006 089
r44 peercare a friend who helps me when irsquom having a hard time 006 001 010 087
r45 peerhigh my friends get into a lot of trouble ndash002 010 ndash008 ndash022
r46 peerhigh my friends try to do what is right 016 ndash011 029 048
r47 peerhigh my friends do well in school 016 ndash014 031 042
appendix e 117
taBle e53
Secondary rydM environmental asset efa results Mexican american 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 008 004 ndash006 003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 001 005 000 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 082 001 005 001 ndash002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 002 003 003 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash005 001 002 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 084 ndash001 006 003 ndash001
r12 Schlpart Schoolmdashi do interesting activities 022 057 ndash003 ndash001 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 026 071 ndash015 ndash010 000
r14 Schlpart Schoolmdashi do things that make a difference 025 069 ndash008 ndash002 ndash002
r15 comcare communitymdashadult who really cares about me 005 ndash001 091 ndash005 005
r17 comcare communitymdashadult who notices when i am upset about 000 004 085 005 004
r20 comcare communitymdashadult whom i trust 000 005 078 011 002
r16 comhigh communitymdashadult who tells me when i do a good job 005 008 085 007 ndash003
r18 comhigh communitymdashadult who believes that i will be a success 006 001 086 010 001
r19 comhigh communitymdashadult who always wants me to do my best 006 001 089 004 002
r21 compart i am part of clubs sports teams churchtemple or other ndash020 083 015 ndash006 ndash001
r22 compart i am involved in taking lessons in music art literature ndash016 080 014 ndash008 001
r23 compart i help other people 003 052 011 006 013
r49 homecare homemdashadult who is interested in my school work ndash001 ndash006 002 086 000
r51 homecare homemdashadult who talks with me about my problems 001 ndash001 004 090 ndash010
r53 homecare homemdashadult who listens to me when i have something 003 ndash004 003 094 ndash013
r48 homehigh homemdashadult who expects me to follow the rules 001 ndash012 006 068 014
r50 homehigh homemdashadult who believes that i will be a success 003 ndash013 010 087 006
r52 homehigh homemdashadult who always wants me to do my best 002 ndash016 010 089 007
r54 homepart i do fun things or go fun places with my parents or other ndash006 024 ndash004 071 ndash003
r55 homepart i do things at home that make a difference ndash004 040 ndash007 062 ndash004
r56 homepart i help make decisions with my family ndash002 029 ndash006 069 ndash004
r42 peercare a friend who really cares about me ndash001 ndash001 010 ndash007 089
r43 peercare a friend who talks with me about my problems ndash003 002 004 ndash010 098
r44 peercare a friend who helps me when irsquom having a hard time ndash005 000 005 ndash005 095
r45 peerhigh my friends get into a lot of trouble ndash003 005 011 ndash006 ndash024
r46 peerhigh my friends try to do what is right 008 004 ndash011 021 055
r47 peerhigh my friends do well in school 009 005 ndash014 024 047
118 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e54
Secondary rydM environmental asset efa results Mexican american 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 015 004 ndash005 ndash005 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 012 004 ndash011 001 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 083 007 004 ndash004 002 ndash003
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 007 002 ndash003 004 ndash004
r9 Schlhigh Schoolmdashadult who always wants me to do my best 092 000 ndash001 ndash004 003 ndash004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 002 004 ndash001 003 ndash004
r12 Schlpart Schoolmdashi do interesting activities 019 047 ndash002 033 ndash002 001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 017 073 ndash010 017 ndash010 009
r14 Schlpart Schoolmdashi do things that make a difference 017 070 ndash002 018 ndash002 007
r15 comcare communitymdashadult who really cares about me 004 ndash008 091 003 ndash006 005
r17 comcare communitymdashadult who notices when i am upset about ndash002 003 086 ndash001 005 007
r20 comcare communitymdashadult whom i trust ndash001 001 079 003 011 003
r16 comhigh communitymdashadult who tells me when i do a good job 004 002 086 006 006 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 005 ndash006 087 005 009 001
r19 comhigh communitymdashadult who always wants me to do my best 006 ndash008 090 006 003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash012 024 010 084 ndash007 ndash015
r22 compart i am involved in taking lessons in music art literature ndash008 019 008 088 ndash010 ndash014
r23 compart i help other people 003 028 010 044 004 008
r49 homecare homemdashadult who is interested in my school work 001 ndash005 000 001 086 ndash002
r51 homecare homemdashadult who talks with me about my problems 001 011 004 ndash016 091 ndash005
r53 homecare homemdashadult who listens to me when i have something 004 007 003 ndash016 095 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 004 ndash019 003 011 065 008
r50 homehigh homemdashadult who believes that i will be a success 005 ndash015 007 005 085 000
r52 homehigh homemdashadult who always wants me to do my best 005 ndash020 007 008 086 ndash001
r54 homepart i do fun things or go fun places with my parents or other ndash009 031 ndash002 ndash002 071 004
r55 homepart i do things at home that make a difference ndash009 046 ndash004 006 061 004
r56 homepart i help make decisions with my family ndash005 039 ndash004 ndash004 070 004
r42 peercare a friend who really cares about me ndash002 008 011 ndash009 ndash005 091
r43 peercare a friend who talks with me about my problems ndash005 016 006 ndash014 ndash008 100
r44 peercare a friend who helps me when irsquom having a hard time ndash006 013 007 ndash015 ndash002 097
r45 peerhigh my friends get into a lot of trouble ndash004 011 012 ndash010 ndash004 ndash020
r46 peerhigh my friends try to do what is right 010 ndash016 ndash013 035 015 045
r47 peerhigh my friends do well in school 012 ndash017 ndash016 037 018 035
appendix e 119
taBle e55
Secondary rydM environmental asset efa results Mexican american 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 015 004 ndash004 ndash005 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 073 010 003 ndash008 002 004 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 081 005 002 ndash001 003 ndash001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 000 ndash001 005 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 091 ndash004 ndash004 001 005 ndash001 ndash001
r11 Schlhigh Schoolmdashadult who believes that i will be a success 083 000 003 001 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 017 047 ndash002 029 ndash003 000 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 012 079 ndash005 007 ndash017 002 003
r14 Schlpart Schoolmdashi do things that make a difference 013 075 003 009 ndash008 001 002
r15 comcare communitymdashadult who really cares about me 003 ndash006 094 000 ndash007 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 089 ndash003 004 006 ndash005
r20 comcare communitymdashadult whom i trust ndash002 003 082 000 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 006 089 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 004 ndash003 090 001 007 ndash003 003
r19 comhigh communitymdashadult who always wants me to do my best 004 ndash005 093 002 001 ndash003 004
r21 compart i am part of clubs sports teams churchtemple or other ndash006 014 002 081 002 ndash003 ndash006
r22 compart i am involved in taking lessons in music art literature ndash002 005 ndash002 090 000 ndash002 ndash003
r23 compart i help other people 003 026 008 040 005 007 008
r49 homecare homemdashadult who is interested in my school work 002 ndash008 ndash003 007 085 001 ndash001
r51 homecare homemdashadult who talks with me about my problems 002 010 003 ndash011 090 001 ndash010
r53 homecare homemdashadult who listens to me when i have something 005 007 002 ndash012 094 ndash005 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash025 ndash002 018 066 009 009
r50 homehigh homemdashadult who believes that i will be a success 007 ndash018 004 011 084 001 006
r52 homehigh homemdashadult who always wants me to do my best 007 ndash024 004 014 086 000 008
r54 homepart i do fun things or go fun places with my parents or other ndash010 036 001 ndash008 066 ndash001 003
r55 homepart i do things at home that make a difference ndash011 052 000 ndash003 054 ndash002 004
r56 homepart i help make decisions with my family ndash007 044 ndash001 ndash010 064 001 000
r42 peercare a friend who really cares about me 002 ndash003 004 002 000 085 005
r43 peercare a friend who talks with me about my problems 000 004 ndash002 ndash002 ndash001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash002 002 000 ndash003 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 008 004 002 ndash041
r46 peerhigh my friends try to do what is right ndash001 006 004 ndash006 ndash003 005 086
r47 peerhigh my friends do well in school 003 004 ndash001 000 006 ndash003 074
120 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e56
Secondary rydM environmental asset efa results Mexican american 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 073 011 004 ndash004 ndash008 002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 075 003 003 ndash006 ndash005 007 005 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash005 002 003 ndash004 006 000 001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 081 004 000 ndash001 005 ndash003 ndash002 000
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 ndash006 ndash004 003 007 ndash007 ndash001 000
r11 Schlhigh Schoolmdashadult who believes that i will be a success 085 ndash002 002 003 005 ndash005 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 011 052 ndash002 022 006 ndash002 ndash001 000
r13 Schlpart Schoolmdashi help decide things like class activities or rules 001 093 ndash003 ndash009 ndash003 ndash001 000 000
r14 Schlpart Schoolmdashi do things that make a difference 004 080 004 ndash003 000 007 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 003 ndash004 095 000 ndash004 ndash006 003 000
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash002 089 ndash002 ndash003 009 006 ndash004
r20 comcare communitymdashadult whom i trust 000 ndash004 082 002 003 009 002 ndash001
r16 comhigh communitymdashadult who tells me when i do a good job 002 004 090 001 001 004 ndash005 001
r18 comhigh communitymdashadult who believes that i will be a success 002 004 090 ndash002 012 ndash006 ndash003 002
r19 comhigh communitymdashadult who always wants me to do my best 003 002 093 000 006 ndash008 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash003 002 001 083 000 004 ndash002 ndash005
r22 compart i am involved in taking lessons in music art literature 003 ndash009 ndash003 097 ndash001 ndash001 ndash002 ndash002
r23 compart i help other people 006 011 008 043 ndash006 018 007 009
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 086 004 000 ndash003
r51 homecare homemdashadult who talks with me about my problems 002 001 003 ndash010 069 036 000 ndash010
r53 homecare homemdashadult who listens to me when i have something 006 ndash007 001 ndash009 072 037 ndash005 ndash007
r48 homehigh homemdashadult who expects me to follow the rules 000 001 000 009 079 ndash019 008 006
r50 homehigh homemdashadult who believes that i will be a success 002 ndash001 006 003 086 000 001 004
r52 homehigh homemdashadult who always wants me to do my best 002 ndash005 005 006 090 ndash005 ndash001 006
r54 homepart i do fun things or go fun places with my parents or other ndash002 ndash005 ndash001 003 028 063 000 006
r55 homepart i do things at home that make a difference ndash005 011 ndash001 006 011 070 ndash001 007
r56 homepart i help make decisions with my family 002 001 ndash002 001 023 068 002 002
r42 peercare a friend who really cares about me 002 ndash003 004 002 003 ndash004 085 005
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash002 ndash002 001 095 000
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash001 ndash001 ndash002 002 004 092 001
r45 peerhigh my friends get into a lot of trouble 001 001 004 008 003 000 002 ndash041
r46 peerhigh my friends try to do what is right 000 000 003 ndash004 ndash003 005 005 086
r47 peerhigh my friends do well in school 003 ndash001 ndash001 001 006 004 ndash003 073
appendix e 121
taBle e57
Secondary rydM environmental asset efa results Mexican american 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 072 012 003 ndash001 ndash005 ndash006 005 003 010
r8 Schlcare Schoolmdashadult who notices when irsquom not there 074 003 003 ndash004 ndash003 001 005 ndash003 009
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 ndash006 002 003 ndash004 006 000 001 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 004 000 002 008 ndash008 ndash002 002 007
r9 Schlhigh Schoolmdashadult who always wants me to do my best 094 ndash006 ndash004 000 005 000 ndash001 ndash003 ndash009
r11 Schlhigh Schoolmdashadult who believes that i will be a success 086 ndash002 004 ndash002 001 006 ndash004 001 ndash015
r12 Schlpart Schoolmdashi do interesting activities 012 052 ndash001 020 004 003 ndash001 ndash002 ndash009
r13 Schlpart Schoolmdashi help decide things like class activities or rules 000 094 ndash003 ndash007 ndash002 ndash004 000 001 004
r14 Schlpart Schoolmdashi do things that make a difference 004 080 005 ndash004 ndash001 008 ndash001 ndash001 ndash001
r15 comcare communitymdashadult who really cares about me 002 ndash002 094 001 ndash001 ndash012 003 002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 ndash001 089 001 ndash001 003 006 ndash002 009
r20 comcare communitymdashadult whom i trust ndash001 ndash004 082 003 003 006 002 001 005
r16 comhigh communitymdashadult who tells me when i do a good job 001 005 089 002 004 ndash002 ndash005 002 005
r18 comhigh communitymdashadult who believes that i will be a success 003 003 091 ndash005 008 003 ndash002 ndash002 ndash010
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash001 094 ndash003 002 002 ndash002 000 ndash012
r21 compart i am part of clubs sports teams churchtemple or other ndash004 002 001 084 002 ndash001 ndash002 ndash003 002
r22 compart i am involved in taking lessons in music art literature 002 ndash009 ndash003 098 000 ndash005 ndash002 000 000
r23 compart i help other people 005 011 008 043 ndash006 016 007 010 001
r49 homecare homemdashadult who is interested in my school work ndash005 011 ndash002 ndash003 089 000 000 ndash003 013
r51 homecare homemdashadult who talks with me about my problems ndash003 002 000 002 078 008 001 001 051
r53 homecare homemdashadult who listens to me when i have something 004 ndash007 000 ndash001 076 019 ndash006 001 034
r48 homehigh homemdashadult who expects me to follow the rules 001 001 001 005 078 ndash012 008 002 ndash006
r50 homehigh homemdashadult who believes that i will be a success 003 ndash001 006 ndash001 085 005 001 001 002
r52 homehigh homemdashadult who always wants me to do my best 003 ndash006 006 002 089 002 ndash001 002 000
r54 homepart i do fun things or go fun places with my parents or other 001 ndash006 000 ndash003 025 070 001 000 ndash002
r55 homepart i do things at home that make a difference ndash003 011 000 002 008 074 ndash001 003 001
r56 homepart i help make decisions with my family 004 001 ndash001 ndash004 020 072 003 ndash003 003
r42 peercare a friend who really cares about me 003 ndash003 005 001 002 ndash001 085 004 ndash006
r43 peercare a friend who talks with me about my problems 000 003 ndash002 ndash001 ndash001 ndash001 095 001 003
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash002 ndash001 ndash001 002 003 092 002 001
r45 peerhigh my friends get into a lot of trouble 001 000 004 007 002 002 002 ndash040 000
r46 peerhigh my friends try to do what is right ndash002 001 003 ndash001 ndash001 ndash001 004 090 003
r47 peerhigh my friends do well in school 003 000 ndash002 002 007 003 ndash002 070 ndash003
122 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e58
Secondary rydM environmental asset efa results White 4 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 082 011 ndash011 ndash003
r8 Schlcare Schoolmdashadult who notices when irsquom not there 086 011 ndash009 ndash011
r10 Schlcare Schoolmdashadult who listens to me when i have something 092 013 ndash002 ndash017
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 088 014 ndash009 ndash008
r9 Schlhigh Schoolmdashadult who always wants me to do my best 093 015 ndash006 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 088 016 ndash002 ndash011
r12 Schlpart Schoolmdashi do interesting activities 044 ndash013 013 020
r13 Schlpart Schoolmdashi help decide things like class activities or rules 056 ndash026 005 028
r14 Schlpart Schoolmdashi do things that make a difference 053 ndash021 009 032
r15 comcare communitymdashadult who really cares about me 012 082 003 012
r17 comcare communitymdashadult who notices when i am upset about 008 076 014 013
r20 comcare communitymdashadult whom i trust 013 069 018 009
r16 comhigh communitymdashadult who tells me when i do a good job 009 078 016 012
r18 comhigh communitymdashadult who believes that i will be a success 013 077 014 013
r19 comhigh communitymdashadult who always wants me to do my best 014 084 006 010
r21 compart i am part of clubs sports teams churchtemple or other 021 ndash006 032 028
r22 compart i am involved in taking lessons in music art literature 020 ndash007 032 028
r23 compart i help other people 024 001 024 030
r49 homecare homemdashadult who is interested in my school work ndash006 012 086 ndash009
r51 homecare homemdashadult who talks with me about my problems ndash011 009 095 ndash012
r53 homecare homemdashadult who listens to me when i have something ndash007 010 097 ndash016
r48 homehigh homemdashadult who expects me to follow the rules ndash006 017 069 001
r50 homehigh homemdashadult who believes that i will be a success ndash004 021 089 ndash010
r52 homehigh homemdashadult who always wants me to do my best ndash009 021 091 ndash009
r54 homepart i do fun things or go fun places with my parents or other 001 ndash007 080 ndash002
r55 homepart i do things at home that make a difference 013 ndash013 067 012
r56 homepart i help make decisions with my family 005 ndash010 080 003
r42 peercare a friend who really cares about me ndash014 023 ndash012 093
r43 peercare a friend who talks with me about my problems ndash019 021 ndash022 107
r44 peercare a friend who helps me when irsquom having a hard time ndash016 020 ndash018 104
r45 peerhigh my friends get into a lot of trouble ndash006 003 ndash009 ndash027
r46 peerhigh my friends try to do what is right 003 ndash008 020 054
r47 peerhigh my friends do well in school 006 ndash010 023 044
appendix e 123
taBle e59
Secondary rydM environmental asset efa results White 5 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 009 001 ndash003 004
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 004 000 001 ndash001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 002 000 008 ndash004
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 005 002 001 002
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 005 ndash002
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 006 006 ndash002
r12 Schlpart Schoolmdashi do interesting activities 015 064 003 ndash006 ndash005
r13 Schlpart Schoolmdashi help decide things like class activities or rules 018 082 ndash003 ndash020 ndash007
r14 Schlpart Schoolmdashi do things that make a difference 015 085 002 ndash017 ndash003
r15 comcare communitymdashadult who really cares about me 004 001 091 ndash002 004
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 085 007 003
r20 comcare communitymdashadult whom i trust 004 007 076 012 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 006 086 009 003
r18 comhigh communitymdashadult who believes that i will be a success 003 007 085 008 003
r19 comhigh communitymdashadult who always wants me to do my best 005 002 091 001 002
r21 compart i am part of clubs sports teams churchtemple or other ndash013 071 014 006 000
r22 compart i am involved in taking lessons in music art literature ndash012 069 012 007 001
r23 compart i help other people 000 055 013 005 011
r49 homecare homemdashadult who is interested in my school work 007 ndash010 002 083 002
r51 homecare homemdashadult who talks with me about my problems ndash002 ndash001 003 090 ndash006
r53 homecare homemdashadult who listens to me when i have something 001 ndash001 004 092 ndash009
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash009 009 067 011
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 013 084 003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash018 012 088 006
r54 homepart i do fun things or go fun places with my parents or other ndash006 029 ndash007 070 ndash008
r55 homepart i do things at home that make a difference ndash006 053 ndash006 050 ndash004
r56 homepart i help make decisions with my family ndash005 037 ndash009 068 ndash006
r42 peercare a friend who really cares about me 000 ndash006 012 ndash002 087
r43 peercare a friend who talks with me about my problems ndash004 ndash005 008 ndash010 099
r44 peercare a friend who helps me when irsquom having a hard time ndash001 ndash006 007 ndash006 097
r45 peerhigh my friends get into a lot of trouble ndash009 ndash004 013 ndash011 ndash031
r46 peerhigh my friends try to do what is right 003 024 ndash018 017 052
r47 peerhigh my friends do well in school 004 026 ndash019 018 041
124 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e60
Secondary rydM environmental asset efa results White 6 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 074 011 001 ndash002 ndash002 005
r8 Schlcare Schoolmdashadult who notices when irsquom not there 079 007 ndash001 ndash004 002 001
r10 Schlcare Schoolmdashadult who listens to me when i have something 085 004 000 000 007 ndash005
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 080 007 001 ndash001 001 003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 086 000 002 006 002 ndash006
r11 Schlhigh Schoolmdashadult who believes that i will be a success 079 008 007 004 004 ndash003
r12 Schlpart Schoolmdashi do interesting activities 014 060 003 005 ndash002 ndash002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 016 080 ndash005 ndash008 ndash010 006
r14 Schlpart Schoolmdashi do things that make a difference 014 080 001 001 ndash010 006
r15 comcare communitymdashadult who really cares about me 004 ndash003 095 000 ndash005 002
r17 comcare communitymdashadult who notices when i am upset about ndash002 006 088 ndash011 008 007
r20 comcare communitymdashadult whom i trust 004 004 080 ndash003 010 001
r16 comhigh communitymdashadult who tells me when i do a good job 000 004 089 ndash005 008 004
r18 comhigh communitymdashadult who believes that i will be a success 003 004 089 000 006 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash002 096 001 ndash002 000
r21 compart i am part of clubs sports teams churchtemple or other ndash011 051 016 050 ndash001 ndash019
r22 compart i am involved in taking lessons in music art literature ndash010 047 013 050 000 ndash017
r23 compart i help other people ndash001 045 013 027 003 004
r49 homecare homemdashadult who is interested in my school work 007 ndash010 001 011 079 ndash002
r51 homecare homemdashadult who talks with me about my problems ndash001 002 001 ndash008 090 001
r53 homecare homemdashadult who listens to me when i have something 002 002 003 ndash009 092 ndash002
r48 homehigh homemdashadult who expects me to follow the rules 006 ndash014 010 027 058 ndash001
r50 homehigh homemdashadult who believes that i will be a success 008 ndash012 013 013 078 ndash003
r52 homehigh homemdashadult who always wants me to do my best 008 ndash022 013 024 078 ndash005
r54 homepart i do fun things or go fun places with my parents or other ndash006 030 ndash009 ndash004 071 002
r55 homepart i do things at home that make a difference ndash006 053 ndash008 ndash002 052 007
r56 homepart i help make decisions with my family ndash005 039 ndash011 ndash010 071 008
r42 peercare a friend who really cares about me 000 ndash003 009 017 001 078
r43 peercare a friend who talks with me about my problems ndash004 003 004 006 ndash002 092
r44 peercare a friend who helps me when irsquom having a hard time ndash001 002 004 008 002 089
r45 peerhigh my friends get into a lot of trouble ndash010 009 009 ndash048 001 ndash007
r46 peerhigh my friends try to do what is right 002 004 ndash013 076 000 021
r47 peerhigh my friends do well in school 003 008 ndash013 066 005 010
appendix e 125
taBle e61
Secondary rydM environmental asset efa results White 7 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 075 012 001 ndash006 ndash002 005 000
r8 Schlcare Schoolmdashadult who notices when irsquom not there 081 007 ndash002 ndash004 003 002 ndash005
r10 Schlcare Schoolmdashadult who listens to me when i have something 086 004 000 ndash006 008 ndash005 002
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 082 006 000 ndash003 002 005 ndash003
r9 Schlhigh Schoolmdashadult who always wants me to do my best 088 ndash002 001 000 003 ndash005 004
r11 Schlhigh Schoolmdashadult who believes that i will be a success 080 007 007 ndash003 004 ndash004 005
r12 Schlpart Schoolmdashi do interesting activities 013 055 000 026 ndash002 001 ndash008
r13 Schlpart Schoolmdashi help decide things like class activities or rules 015 078 ndash003 014 ndash013 005 ndash009
r14 Schlpart Schoolmdashi do things that make a difference 012 076 003 020 ndash013 004 ndash002
r15 comcare communitymdashadult who really cares about me 004 ndash005 095 003 ndash005 000 001
r17 comcare communitymdashadult who notices when i am upset about ndash003 007 090 ndash007 006 005 ndash004
r20 comcare communitymdashadult whom i trust 004 003 081 ndash002 009 ndash002 001
r16 comhigh communitymdashadult who tells me when i do a good job ndash001 003 090 ndash001 007 002 ndash001
r18 comhigh communitymdashadult who believes that i will be a success 003 002 089 002 005 000 002
r19 comhigh communitymdashadult who always wants me to do my best 005 ndash005 096 003 ndash003 ndash003 002
r21 compart i am part of clubs sports teams churchtemple or other ndash009 030 002 073 007 ndash007 004
r22 compart i am involved in taking lessons in music art literature ndash007 025 ndash003 076 008 ndash003 001
r23 compart i help other people ndash001 036 009 035 004 006 010
r49 homecare homemdashadult who is interested in my school work 007 ndash009 ndash005 015 082 004 ndash006
r51 homecare homemdashadult who talks with me about my problems ndash001 007 ndash001 ndash001 091 004 ndash012
r53 homecare homemdashadult who listens to me when i have something 002 006 003 ndash006 092 ndash001 ndash008
r48 homehigh homemdashadult who expects me to follow the rules 007 ndash019 002 027 060 005 005
r50 homehigh homemdashadult who believes that i will be a success 009 ndash011 009 013 080 001 000
r52 homehigh homemdashadult who always wants me to do my best 009 ndash023 006 024 081 002 001
r54 homepart i do fun things or go fun places with my parents or other ndash006 032 ndash001 ndash012 067 ndash006 011
r55 homepart i do things at home that make a difference ndash008 055 002 ndash009 045 ndash004 016
r56 homepart i help make decisions with my family ndash005 042 ndash002 ndash018 066 ndash001 009
r42 peercare a friend who really cares about me 001 ndash003 004 003 004 082 008
r43 peercare a friend who talks with me about my problems ndash004 006 000 ndash005 001 096 000
r44 peercare a friend who helps me when irsquom having a hard time 000 004 ndash001 ndash005 004 092 003
r45 peerhigh my friends get into a lot of trouble ndash010 012 002 ndash003 003 000 ndash051
r46 peerhigh my friends try to do what is right ndash001 ndash002 001 001 ndash009 006 094
r47 peerhigh my friends do well in school 003 005 ndash002 005 001 ndash002 068
126 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e62
Secondary rydM environmental asset efa results White 8 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 076 007 001 ndash004 ndash006 004 006 ndash001
r8 Schlcare Schoolmdashadult who notices when irsquom not there 083 002 ndash002 000 ndash001 002 003 ndash006
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash004 006 002 ndash004 000
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 001 000 001 ndash001 001 006 ndash005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash003 001 003 005 ndash006 ndash005 003
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 002 007 000 001 002 ndash004 004
r12 Schlpart Schoolmdashi do interesting activities 005 063 000 013 011 ndash008 ndash002 ndash001
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 088 ndash003 ndash007 000 ndash001 001 000
r14 Schlpart Schoolmdashi do things that make a difference 004 078 003 005 ndash005 004 000 006
r15 comcare communitymdashadult who really cares about me 005 ndash007 095 005 ndash004 ndash005 001 000
r17 comcare communitymdashadult who notices when i am upset about ndash003 006 090 ndash008 003 006 004 ndash004
r20 comcare communitymdashadult whom i trust 005 ndash003 081 001 004 007 ndash001 000
r16 comhigh communitymdashadult who tells me when i do a good job 000 000 090 000 004 005 002 ndash002
r18 comhigh communitymdashadult who believes that i will be a success 001 005 090 ndash001 007 ndash003 ndash001 003
r19 comhigh communitymdashadult who always wants me to do my best 004 000 096 001 003 ndash009 ndash003 003
r21 compart i am part of clubs sports teams churchtemple or other ndash004 010 002 079 004 002 ndash005 ndash001
r22 compart i am involved in taking lessons in music art literature 001 ndash003 ndash004 093 002 003 000 ndash008
r23 compart i help other people 005 009 010 047 ndash012 023 008 005
r49 homecare homemdashadult who is interested in my school work 002 005 ndash004 001 085 ndash001 002 ndash001
r51 homecare homemdashadult who talks with me about my problems ndash005 009 000 ndash012 081 023 002 ndash008
r53 homecare homemdashadult who listens to me when i have something 000 003 004 ndash013 078 029 ndash003 ndash005
r48 homehigh homemdashadult who expects me to follow the rules 002 ndash003 002 016 072 ndash016 004 009
r50 homehigh homemdashadult who believes that i will be a success 005 ndash002 009 003 080 004 000 003
r52 homehigh homemdashadult who always wants me to do my best 004 ndash009 006 013 088 ndash009 000 004
r54 homepart i do fun things or go fun places with my parents or other 002 ndash008 ndash002 005 031 063 ndash004 003
r55 homepart i do things at home that make a difference ndash001 012 002 008 004 070 ndash001 008
r56 homepart i help make decisions with my family 004 ndash003 ndash003 001 025 072 003 000
r42 peercare a friend who really cares about me 002 ndash004 004 005 005 ndash005 082 007
r43 peercare a friend who talks with me about my problems ndash002 002 000 ndash002 ndash002 002 096 ndash001
r44 peercare a friend who helps me when irsquom having a hard time 001 001 ndash001 ndash003 002 001 093 002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash050
r46 peerhigh my friends try to do what is right ndash004 004 001 ndash008 ndash003 003 004 097
r47 peerhigh my friends do well in school 001 006 ndash002 000 004 007 ndash003 066
appendix e 127
taBle e63
Secondary rydM environmental asset efa results White 9 factor Solution
itemoriginal construct item description 1 2 3 4 5 6 7 8 9
r6 Schlcare Schoolmdashadult who really cares about me 077 004 002 003 ndash005 ndash003 006 003 012
r8 Schlcare Schoolmdashadult who notices when irsquom not there 082 000 ndash001 003 000 ndash002 003 ndash004 005
r10 Schlcare Schoolmdashadult who listens to me when i have something 087 001 000 ndash003 006 001 ndash004 001 ndash001
r7 Schlhigh Schoolmdashadult who tells me when i do a good job 084 ndash001 000 005 000 ndash004 005 ndash002 005
r9 Schlhigh Schoolmdashadult who always wants me to do my best 089 ndash001 000 ndash003 004 000 ndash004 ndash001 ndash016
r11 Schlhigh Schoolmdashadult who believes that i will be a success 082 004 007 ndash004 000 008 ndash003 001 ndash011
r12 Schlpart Schoolmdashi do interesting activities 005 062 000 014 011 ndash009 ndash002 ndash001 002
r13 Schlpart Schoolmdashi help decide things like class activities or rules 004 086 ndash002 ndash005 ndash001 ndash001 001 001 007
r14 Schlpart Schoolmdashi do things that make a difference 003 082 003 ndash002 ndash005 010 000 003 ndash009
r15 comcare communitymdashadult who really cares about me 005 ndash006 095 005 ndash004 ndash004 000 000 ndash003
r17 comcare communitymdashadult who notices when i am upset about ndash003 005 091 ndash004 004 001 004 ndash001 010
r20 comcare communitymdashadult whom i trust 005 ndash004 081 005 005 003 ndash001 002 007
r16 comhigh communitymdashadult who tells me when i do a good job 000 ndash001 091 003 005 001 002 000 005
r18 comhigh communitymdashadult who believes that i will be a success 001 006 089 ndash005 007 002 ndash001 001 ndash007
r19 comhigh communitymdashadult who always wants me to do my best 004 001 096 ndash003 001 ndash004 ndash003 000 ndash009
r21 compart i am part of clubs sports teams churchtemple or other ndash004 008 003 082 005 ndash005 ndash005 003 002
r22 compart i am involved in taking lessons in music art literature 001 ndash006 ndash004 094 003 ndash002 000 ndash005 ndash002
r23 compart i help other people 005 010 009 042 ndash013 027 008 002 ndash011
r49 homecare homemdashadult who is interested in my school work 002 004 ndash004 003 087 ndash005 002 000 001
r51 homecare homemdashadult who talks with me about my problems ndash005 004 001 001 083 007 002 ndash002 026
r53 homecare homemdashadult who listens to me when i have something 001 ndash003 005 ndash002 079 017 ndash003 001 022
r48 homehigh homemdashadult who expects me to follow the rules 001 002 001 005 071 ndash006 004 003 ndash026
r50 homehigh homemdashadult who believes that i will be a success 004 001 009 ndash004 081 008 000 000 ndash009
r52 homehigh homemdashadult who always wants me to do my best 004 ndash005 006 003 088 ndash001 000 ndash001 ndash019
r54 homepart i do fun things or go fun places with my parents or other 002 ndash007 ndash002 003 031 061 ndash003 002 008
r55 homepart i do things at home that make a difference ndash001 016 001 ndash002 003 077 ndash001 003 ndash005
r56 homepart i help make decisions with my family 003 ndash001 ndash003 ndash002 026 070 003 ndash002 008
r42 peercare a friend who really cares about me 002 ndash004 004 004 005 ndash003 082 006 ndash005
r43 peercare a friend who talks with me about my problems ndash002 001 000 ndash001 ndash002 000 097 000 004
r44 peercare a friend who helps me when irsquom having a hard time 001 002 ndash001 ndash004 002 003 093 001 ndash002
r45 peerhigh my friends get into a lot of trouble ndash009 008 003 000 ndash002 003 001 ndash049 005
r46 peerhigh my friends try to do what is right ndash004 003 001 ndash005 ndash003 002 004 095 ndash002
r47 peerhigh my friends do well in school 001 003 ndash001 006 004 001 ndash003 069 008
128 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e64
elementary rydM environmental assetsmdashMales and femalesmdashgoodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0095 0091 0089 0090 0089 0089 0091 0091
2 factor 0085 0069 0069 0062 0072 0061 0081 0065
3 factor 0072 0054 0049 0037 0063 0050 0072 0049
4 factor 0043 0033 0038 0028 0052 0039 0052 0035
5 factor 0023 0019 0044 0026
6 factor 0000 0012 0006 0014 0026 0021
7 factor 0000 0007 0000 0008 0028 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le 006)
RMSR = Root Mean Square Error (recommended value le 005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e65
elementary rydM environmental asset efa results Main Sample 2 factor Solution
item original construct item description 1 2
10 Schlcare do the teachers at school care about you 078 ndash004
13 Schlcare teachers listen when have something to say 065 002
11 Schlhigh teachers tell you when you do a good job 066 ndash006
14 Schlhigh teachers believe that you can do a good job 068 004
52 homecare parent care about your school work ndash007 083
55 homecare parent listen when you have something to say 012 057
53 homehigh parent believe that you can do a good job 004 082
54 homehigh parent at home want you to do your best ndash001 079
9 Schlpart make class ruleschoose things to do school 032 000
15 Schlpart do you do things to be helpful at school 036 017
56 homepart do you help out at home 005 036
56 homepart make rules or choose things to do at home 007 015
50 peerhigh do your best friends get into trouble 002 037
51 peerhigh do your best friends try to do the right thing 010 048
appendix e 129
taBle e66
elementary rydM environmental asset efa results validation Sample 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 081 ndash008
13 Schlcare teachers listen when have something to say 070 ndash007
11 Schlhigh teachers tell you when you do a good job 059 ndash003
14 Schlhigh teachers believe that you can do a good job 071 003
52 homecare parent care about your school work ndash005 074
55 homecare parent listen when you have something to say 012 058
53 homehigh parent believe that you can do a good job 001 085
54 homehigh parent at home want you to do your best 000 087
9 Schlpart make class ruleschoose things to do school 018 014
15 Schlpart do you do things to be helpful at school 029 028
56 homepart do you help out at home 005 038
56 homepart make rules or choose things to do at home ndash010 034
50 peerhigh do your best friends get into trouble 019 018
51 peerhigh do your best friends try to do the right thing 025 032
taBle e67
elementary rydM environmental asset efa results Main Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 078 ndash001 ndash004
13 Schlcare teachers listen when have something to say 065 002 001
11 Schlhigh teachers tell you when you do a good job 067 ndash002 ndash007
14 Schlhigh teachers believe that you can do a good job 068 005 ndash002
52 homecare parent care about your school work ndash006 085 000
55 homecare parent listen when you have something to say 013 057 002
53 homehigh parent believe that you can do a good job 006 081 000
54 homehigh parent at home want you to do your best 003 080 ndash005
9 Schlpart make class ruleschoose things to do school 032 ndash002 003
15 Schlpart do you do things to be helpful at school 035 005 017
56 homepart do you help out at home 005 031 009
56 homepart make rules or choose things to do at home 006 013 006
50 peerhigh do your best friends get into trouble 003 001 043
51 peerhigh do your best friends try to do the right thing ndash005 ndash003 101
130 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e68
elementary rydM environmental asset efa results validation Sample 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 002 005
13 Schlcare teachers listen when have something to say 063 002 005
11 Schlhigh teachers tell you when you do a good job 049 ndash004 017
14 Schlhigh teachers believe that you can do a good job 069 013 ndash001
52 homecare parent care about your school work 002 072 002
55 homecare parent listen when you have something to say 006 048 022
53 homehigh parent believe that you can do a good job 012 089 ndash008
54 homehigh parent at home want you to do your best 008 080 004
9 Schlpart make class ruleschoose things to do school 003 ndash010 042
15 Schlpart do you do things to be helpful at school 007 ndash004 062
56 homepart do you help out at home ndash009 017 038
56 homepart make rules or choose things to do at home ndash016 019 023
50 peerhigh do your best friends get into trouble 001 ndash010 048
51 peerhigh do your best friends try to do the right thing 003 ndash001 061
taBle e69
elementary rydM environmental asset efa results Main Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 005 001 ndash001
13 Schlcare teachers listen when have something to say 062 007 000 005
11 Schlhigh teachers tell you when you do a good job 056 ndash002 017 ndash007
14 Schlhigh teachers believe that you can do a good job 067 010 ndash002 003
52 homecare parent care about your school work 000 081 001 001
55 homecare parent listen when you have something to say 006 051 020 001
53 homehigh parent believe that you can do a good job 011 079 000 002
54 homehigh parent at home want you to do your best 010 077 ndash003 000
9 Schlpart make class ruleschoose things to do school 014 ndash016 048 ndash005
15 Schlpart do you do things to be helpful at school 016 ndash011 050 015
56 homepart do you help out at home ndash017 021 048 003
56 homepart make rules or choose things to do at home ndash010 005 037 ndash003
50 peerhigh do your best friends get into trouble 003 ndash001 ndash007 063
51 peerhigh do your best friends try to do the right thing ndash002 004 018 068
appendix e 131
taBle e71
elementary rydM environmental asset efa results Main Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 000 001 003 ndash001
13 Schlcare teachers listen when have something to say 067 ndash003 007 ndash004 006
11 Schlhigh teachers tell you when you do a good job 055 001 000 019 ndash008
14 Schlhigh teachers believe that you can do a good job 067 009 ndash007 005 002
52 homecare parent care about your school work 004 068 020 ndash008 003
55 homecare parent listen when you have something to say 014 030 048 ndash009 003
53 homehigh parent believe that you can do a good job 014 067 017 ndash006 004
54 homehigh parent at home want you to do your best ndash001 103 ndash027 018 ndash005
9 Schlpart make class ruleschoose things to do school 010 ndash008 011 042 ndash006
15 Schlpart do you do things to be helpful at school 007 004 ndash002 059 014
56 homepart do you help out at home ndash016 020 025 031 003
56 homepart make rules or choose things to do at home ndash005 ndash017 052 011 ndash001
50 peerhigh do your best friends get into trouble 004 000 ndash010 ndash001 060
51 peerhigh do your best friends try to do the right thing ndash001 ndash002 008 012 074
taBle e70
elementary rydM environmental asset efa results validation Sample 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 073 003 003 ndash001
13 Schlcare teachers listen when have something to say 065 002 003 ndash001
11 Schlhigh teachers tell you when you do a good job 051 ndash005 018 ndash002
14 Schlhigh teachers believe that you can do a good job 071 014 ndash007 002
52 homecare parent care about your school work 001 073 000 001
55 homecare parent listen when you have something to say 007 048 022 001
53 homehigh parent believe that you can do a good job 010 090 ndash009 ndash001
54 homehigh parent at home want you to do your best 007 081 001 004
9 Schlpart make class ruleschoose things to do school 005 ndash020 062 ndash006
15 Schlpart do you do things to be helpful at school 010 ndash005 050 018
56 homepart do you help out at home ndash007 016 036 008
56 homepart make rules or choose things to do at home ndash016 016 038 ndash009
50 peerhigh do your best friends get into trouble 002 ndash003 000 051
51 peerhigh do your best friends try to do the right thing ndash002 003 005 077
132 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e73
elementary rydM environmental asset efa results Males 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 080 ndash007
13 Schlcare teachers listen when have something to say 068 ndash002
11 Schlhigh teachers tell you when you do a good job 059 ndash001
14 Schlhigh teachers believe that you can do a good job 070 001
52 homecare parent care about your school work ndash002 079
55 homecare parent listen when you have something to say 015 053
53 homehigh parent believe that you can do a good job 003 084
54 homehigh parent at home want you to do your best ndash004 078
9 Schlpart make class ruleschoose things to do school 016 016
15 Schlpart do you do things to be helpful at school 024 021
56 homepart do you help out at home ndash005 044
56 homepart make rules or choose things to do at home ndash003 017
50 peerhigh do your best friends get into trouble 008 028
51 peerhigh do your best friends try to do the right thing 014 043
taBle e72
elementary rydM environmental asset efa results validation Sample 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 076 001 001 ndash003 001
13 Schlcare teachers listen when have something to say 068 ndash006 ndash003 011 ndash006
11 Schlhigh teachers tell you when you do a good job 054 ndash007 003 011 000
14 Schlhigh teachers believe that you can do a good job 073 019 000 ndash017 004
52 homecare parent care about your school work 001 067 ndash003 009 000
55 homecare parent listen when you have something to say 010 038 ndash002 033 ndash001
53 homehigh parent believe that you can do a good job 007 096 001 ndash012 001
54 homehigh parent at home want you to do your best 007 076 ndash001 008 003
9 Schlpart make class ruleschoose things to do school 001 000 147 ndash002 ndash001
15 Schlpart do you do things to be helpful at school 014 ndash006 009 035 023
56 homepart do you help out at home ndash007 ndash009 ndash006 072 000
56 homepart make rules or choose things to do at home ndash012 017 011 023 ndash003
50 peerhigh do your best friends get into trouble 000 001 000 ndash008 057
51 peerhigh do your best friends try to do the right thing ndash001 002 ndash002 008 072
appendix e 133
taBle e75
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 003 000 ndash002
13 Schlcare teachers listen when have something to say 064 002 ndash003 008
11 Schlhigh teachers tell you when you do a good job 054 ndash003 019 ndash008
14 Schlhigh teachers believe that you can do a good job 068 009 ndash005 002
52 homecare parent care about your school work 002 074 001 009
55 homecare parent listen when you have something to say 011 039 026 006
53 homehigh parent believe that you can do a good job 007 079 008 002
54 homehigh parent at home want you to do your best 006 087 ndash005 ndash010
9 Schlpart make class ruleschoose things to do school 009 ndash008 050 ndash009
15 Schlpart do you do things to be helpful at school 016 ndash011 048 010
56 homepart do you help out at home ndash018 020 050 003
56 homepart make rules or choose things to do at home ndash012 ndash006 033 009
50 peerhigh do your best friends get into trouble 006 000 ndash007 050
51 peerhigh do your best friends try to do the right thing ndash001 ndash001 011 085
taBle e74
elementary rydM environmental asset efa results Males 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 079 ndash002 ndash005
13 Schlcare teachers listen when have something to say 066 ndash004 006
11 Schlhigh teachers tell you when you do a good job 058 004 ndash005
14 Schlhigh teachers believe that you can do a good job 069 003 ndash002
52 homecare parent care about your school work 000 075 006
55 homecare parent listen when you have something to say 015 049 010
53 homehigh parent believe that you can do a good job 006 084 ndash001
54 homehigh parent at home want you to do your best 002 086 ndash014
9 Schlpart make class ruleschoose things to do school 015 016 002
15 Schlpart do you do things to be helpful at school 022 012 017
56 homepart do you help out at home ndash007 038 013
56 homepart make rules or choose things to do at home ndash006 009 016
50 peerhigh do your best friends get into trouble 004 ndash007 048
51 peerhigh do your best friends try to do the right thing ndash002 ndash006 094
134 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e77
elementary rydM environmental asset efa results females 2 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 075 002
13 Schlcare teachers listen when have something to say 063 007
11 Schlhigh teachers tell you when you do a good job 069 ndash007
14 Schlhigh teachers believe that you can do a good job 066 007
52 homecare parent care about your school work ndash010 086
55 homecare parent listen when you have something to say 008 063
53 homehigh parent believe that you can do a good job 007 078
54 homehigh parent at home want you to do your best 009 075
9 Schlpart make class ruleschoose things to do school 045 ndash012
15 Schlpart do you do things to be helpful at school 044 013
56 homepart do you help out at home 011 033
56 homepart make rules or choose things to do at home 017 013
50 peerhigh do your best friends get into trouble ndash002 039
51 peerhigh do your best friends try to do the right thing 009 046
taBle e76
elementary rydM environmental asset efa results Males 5 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 077 002 ndash002 003 ndash004
13 Schlcare teachers listen when have something to say 065 000 ndash003 ndash001 008
11 Schlhigh teachers tell you when you do a good job 053 ndash002 021 ndash001 ndash008
14 Schlhigh teachers believe that you can do a good job 066 008 001 ndash006 003
52 homecare parent care about your school work 006 075 ndash009 007 008
55 homecare parent listen when you have something to say 017 042 008 021 003
53 homehigh parent believe that you can do a good job 011 080 ndash001 006 001
54 homehigh parent at home want you to do your best ndash002 091 008 ndash026 ndash006
9 Schlpart make class ruleschoose things to do school 005 ndash005 049 004 ndash008
15 Schlpart do you do things to be helpful at school 008 ndash011 059 ndash005 013
56 homepart do you help out at home ndash020 024 045 006 004
56 homepart make rules or choose things to do at home ndash002 ndash010 001 080 001
50 peerhigh do your best friends get into trouble 002 ndash002 ndash002 ndash008 058
51 peerhigh do your best friends try to do the right thing 000 002 010 004 076
appendix e 135
taBle e79
elementary rydM environmental asset efa results females 4 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 071 007 006 ndash001
13 Schlcare teachers listen when have something to say 063 008 002 001
11 Schlhigh teachers tell you when you do a good job 061 ndash002 014 ndash008
14 Schlhigh teachers believe that you can do a good job 067 008 002 001
52 homecare parent care about your school work ndash002 087 ndash001 ndash004
55 homecare parent listen when you have something to say 006 063 011 ndash002
53 homehigh parent believe that you can do a good job 018 073 ndash007 007
54 homehigh parent at home want you to do your best 014 065 002 010
9 Schlpart make class ruleschoose things to do school 017 ndash024 050 003
15 Schlpart do you do things to be helpful at school 017 ndash005 048 015
56 homepart do you help out at home ndash015 026 042 004
56 homepart make rules or choose things to do at home ndash006 013 038 ndash007
50 peerhigh do your best friends get into trouble 005 003 ndash010 057
51 peerhigh do your best friends try to do the right thing ndash006 001 020 073
taBle e78
elementary rydM environmental asset efa results females 3 factor Solution
item original construct item description 1 2 3 4 5
10 Schlcare do the teachers at school care about you 074 002 000
13 Schlcare teachers listen when have something to say 067 001 001
11 Schlhigh teachers tell you when you do a good job 069 ndash008 ndash002
14 Schlhigh teachers believe that you can do a good job 069 004 001
52 homecare parent care about your school work ndash013 093 ndash007
55 homecare parent listen when you have something to say 007 065 001
53 homehigh parent believe that you can do a good job 008 077 001
54 homehigh parent at home want you to do your best 010 073 002
9 Schlpart make class ruleschoose things to do school 044 ndash009 ndash007
15 Schlpart do you do things to be helpful at school 045 011 000
56 homepart do you help out at home 009 037 ndash004
56 homepart make rules or choose things to do at home 015 020 ndash011
50 peerhigh do your best friends get into trouble ndash001 ndash003 116
51 peerhigh do your best friends try to do the right thing 016 026 027
136 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e81
environmental assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0130 0088 0129 0083 0120 0091 0125 0097
2 factor 0092 0052 0093 0051 0093 0071 0096 0075
3 factor 0071 0034 0071 0033 0069 0040 0071 0042
4 factor 0050 0022 0053 0023 0049 0025 0050 0025
5 factor 0027 0011 0034 0013 0032 0014 0027 0012
6 factor 0019 0007 0022 0008 0023 0010 0013 0007
7 factor 0015 0005 0019 0007 0016 0007 0013 0006
Note Analytic samples consist of 6000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
taBle e80
Secondary rydM internal assets grades 7 9 and 11 goodness of fit information for efa Models
grade 7 grade 9 grade 11
main sample validation sample main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0113 0078 0116 0076 0134 0094 0136 0095 0145 0106 0143 0104
2 factor 0079 0048 0086 0051 0102 0067 0106 0070 0107 0071 0104 0070
3 factor 0059 0029 0066 0031 0073 0036 0076 0037 0089 0048 0087 0049
4 factor 0041 0019 0043 0020 0054 0024 0058 0025 0071 0034 0070 0036
5 factor 0027 0012 0028 0012 0029 0013 0033 0013 0032 0014 0036 0015
6 factor 0022 0009 0020 0009 0024 0010 0015 0007 0018 0008 0026 0011
7 factor 0016 0006 0010 0005 0022 0008 0018 0007 0010 0006 0021 0009
Note Analytic samples consist of 4000 respondents per grade sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root mean square error of approximation (recommended value le 006)
RMSR = Root mean square residual (recommended value le 005)
appendix e 137
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014
80
087
018
80
115
018
90
119
015
90
084
016
40
091
017
30
103
017
00
092
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ctor
010
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049
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005
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003
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138 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e83B
Secondary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 031
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 063 018
r30 Selfeff i can do most things if i try 072 014
r32 Selfeff there are many things that i do well 071 009
r33 empathy i feel bad when someone gets their feelings hurt ndash004 084
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think 005 084
r35 probSolv When i need help i find someone to talk with 030 051
r27 probSolv i know where to go for help with a problem 055 026
r28 probSolv i try to work out problems by talking or writing about them 024 055
r39 Selfaware there is a purpose to my life 076 006
r40 Selfaware i understand my moods and feelings 093 ndash015
r41 Selfaware i understand why i do what i do 094 ndash018
r24 goals i have goals and plans for the future 065 013
r25 goals i plan to graduate from high school 073 015
r26 goals i plan to go to college or some other school after high school 065 016
taBle e83a
Secondary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 035
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 062 019
r30 Selfeff i can do most things if i try 071 014
r32 Selfeff there are many things that i do well 066 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash011 100
r38 empathy i try to understand what other people feel and think 005 083
r35 probSolv When i need help i find someone to talk with 027 057
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 024 056
r39 Selfaware there is a purpose to my life 073 008
r40 Selfaware i understand my moods and feelings 090 ndash012
r41 Selfaware i understand why i do what i do 090 ndash015
r24 goals i have goals and plans for the future 069 008
r25 goals i plan to graduate from high school 084 003
r26 goals i plan to go to college or some other school after high school 073 007
appendix e 139
taBle e84B
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 025
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 053 020 014
r30 Selfeff i can do most things if i try 047 042 004
r32 Selfeff there are many things that i do well 047 041 000
r33 empathy i feel bad when someone gets their feelings hurt ndash010 011 081
r34 empathy i try to understand what other people go through ndash015 007 096
r38 empathy i try to understand what other people feel and think 002 006 082
r35 probSolv When i need help i find someone to talk with 042 ndash017 055
r27 probSolv i know where to go for help with a problem 049 013 023
r28 probSolv i try to work out problems by talking or writing about them 032 ndash007 055
r39 Selfaware there is a purpose to my life 060 026 002
r40 Selfaware i understand my moods and feelings 097 ndash010 ndash007
r41 Selfaware i understand why i do what i do 097 ndash008 ndash010
r24 goals i have goals and plans for the future 019 064 002
r25 goals i plan to graduate from high school ndash008 097 004
r26 goals i plan to go to college or some other school after high school ndash008 087 008
taBle e84a
Secondary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 027 027 029
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 050 023 013
r30 Selfeff i can do most things if i try 045 043 003
r32 Selfeff there are many things that i do well 039 042 005
r33 empathy i feel bad when someone gets their feelings hurt ndash012 011 083
r34 empathy i try to understand what other people go through ndash014 003 101
r38 empathy i try to understand what other people feel and think 005 ndash001 084
r35 probSolv When i need help i find someone to talk with 036 ndash010 059
r27 probSolv i know where to go for help with a problem 043 020 024
r28 probSolv i try to work out problems by talking or writing about them 028 ndash001 055
r39 Selfaware there is a purpose to my life 056 028 003
r40 Selfaware i understand my moods and feelings 099 ndash012 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash009
r24 goals i have goals and plans for the future 017 067 000
r25 goals i plan to graduate from high school ndash008 100 ndash001
r26 goals i plan to go to college or some other school after high school ndash013 092 006
140 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e85B
Secondary rydM internal asset efa results validation Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 011 006 022
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 065 ndash006 013 012
r30 Selfeff i can do most things if i try 055 ndash010 010 036
r32 Selfeff there are many things that i do well 046 ndash010 016 036
r33 empathy i feel bad when someone gets their feelings hurt 012 068 ndash003 014
r34 empathy i try to understand what other people go through 002 084 003 011
r38 empathy i try to understand what other people feel and think 009 070 012 009
r35 probSolv When i need help i find someone to talk with 063 031 010 ndash021
r27 probSolv i know where to go for help with a problem 066 002 009 007
r28 probSolv i try to work out problems by talking or writing about them 081 026 ndash015 ndash014
r39 Selfaware there is a purpose to my life 017 005 045 027
r40 Selfaware i understand my moods and feelings ndash002 007 094 ndash007
r41 Selfaware i understand why i do what i do 009 001 079 ndash001
r24 goals i have goals and plans for the future 011 004 010 063
r25 goals i plan to graduate from high school ndash009 011 ndash003 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash008 085
taBle e85a
Secondary rydM internal asset efa results Main Sample 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 039 016 008 023
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 066 ndash009 015 011
r30 Selfeff i can do most things if i try 050 ndash011 016 035
r32 Selfeff there are many things that i do well 032 ndash002 021 037
r33 empathy i feel bad when someone gets their feelings hurt 006 071 ndash002 015
r34 empathy i try to understand what other people go through 002 088 002 009
r38 empathy i try to understand what other people feel and think 011 070 012 003
r35 probSolv When i need help i find someone to talk with 064 033 007 ndash018
r27 probSolv i know where to go for help with a problem 068 ndash001 007 011
r28 probSolv i try to work out problems by talking or writing about them 080 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 012 006 046 028
r40 Selfaware i understand my moods and feelings 001 005 091 ndash007
r41 Selfaware i understand why i do what i do 001 003 086 ndash004
r24 goals i have goals and plans for the future 011 002 010 064
r25 goals i plan to graduate from high school ndash009 007 ndash002 098
r26 goals i plan to go to college or some other school after high school 001 009 ndash011 088
appendix e 141
taBle e86B
Secondary rydM internal asset efa results validation Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 059 021 005 001 ndash001
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 057 ndash003 028 009 ndash005
r30 Selfeff i can do most things if i try 080 002 ndash003 003 010
r32 Selfeff there are many things that i do well 064 000 ndash002 012 014
r33 empathy i feel bad when someone gets their feelings hurt 003 070 010 ndash004 009
r34 empathy i try to understand what other people go through ndash001 088 003 001 005
r38 empathy i try to understand what other people feel and think 007 074 005 010 001
r35 probSolv When i need help i find someone to talk with ndash010 020 068 015 ndash004
r27 probSolv i know where to go for help with a problem 019 ndash010 056 010 014
r28 probSolv i try to work out problems by talking or writing about them 007 014 078 ndash012 ndash002
r39 Selfaware there is a purpose to my life 012 001 009 045 027
r40 Selfaware i understand my moods and feelings 001 005 ndash002 092 ndash005
r41 Selfaware i understand why i do what i do 009 000 002 078 ndash001
r24 goals i have goals and plans for the future 008 ndash001 008 011 063
r25 goals i plan to graduate from high school 010 008 ndash009 ndash002 089
r26 goals i plan to go to college or some other school after high school ndash003 004 007 ndash006 088
taBle e86a
Secondary rydM internal asset efa results Main Sample 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 023 009 000 002
r36 coop i enjoy working together with other students my age items dropped because of cross-loadingsr37 coop i stand up for myself without putting others down
r29 Selfeff i can work out my problems 056 ndash007 034 009 ndash005
r30 Selfeff i can do most things if i try 079 ndash002 003 003 008
r32 Selfeff there are many things that i do well 063 009 ndash009 012 013
r33 empathy i feel bad when someone gets their feelings hurt ndash001 073 006 ndash002 012
r34 empathy i try to understand what other people go through 003 093 001 ndash001 002
r38 empathy i try to understand what other people feel and think 006 073 008 010 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 027 063 013 ndash004
r27 probSolv i know where to go for help with a problem 015 ndash010 060 009 017
r28 probSolv i try to work out problems by talking or writing about them 003 017 073 ndash008 ndash001
r39 Selfaware there is a purpose to my life 016 005 003 044 025
r40 Selfaware i understand my moods and feelings 001 002 002 088 ndash003
r41 Selfaware i understand why i do what i do 004 000 001 083 ndash001
r24 goals i have goals and plans for the future 009 ndash002 008 012 062
r25 goals i plan to graduate from high school 006 004 ndash005 001 090
r26 goals i plan to go to college or some other school after high school ndash002 005 006 ndash006 088
142 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e88
Secondary rydM internal asset efa results grade 7 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 029 031
r29 Selfeff i can work out my problems 049 016 019
r30 Selfeff i can do most things if i try 040 040 011
r32 Selfeff there are many things that i do well 032 044 013
r33 empathy i feel bad when someone gets their feelings hurt ndash013 014 084
r34 empathy i try to understand what other people go through ndash008 003 095
r38 empathy i try to understand what other people feel and think 007 ndash003 085
r35 probSolv When i need help i find someone to talk with 035 ndash008 059
r27 probSolv i know where to go for help with a problem 045 015 027
r28 probSolv i try to work out problems by talking or writing about them 032 ndash006 054
r39 Selfaware there is a purpose to my life 059 024 003
r40 Selfaware i understand my moods and feelings 093 ndash005 ndash006
r41 Selfaware i understand why i do what i do 092 ndash006 ndash005
r24 goals i have goals and plans for the future 024 059 ndash002
r25 goals i plan to graduate from high school 000 096 ndash002
r26 goals i plan to go to college or some other school after high school ndash010 092 007
taBle e87
Secondary rydM internal asset efa results grade 7 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 038
r29 Selfeff i can work out my problems 051 030
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 063 022
r33 empathy i feel bad when someone gets their feelings hurt ndash002 084
r34 empathy i try to understand what other people go through ndash010 097
r38 empathy i try to understand what other people feel and think ndash002 090
r35 probSolv When i need help i find someone to talk with 019 066
r27 probSolv i know where to go for help with a problem 048 037
r28 probSolv i try to work out problems by talking or writing about them 018 062
r39 Selfaware there is a purpose to my life 066 016
r40 Selfaware i understand my moods and feelings 071 011
r41 Selfaware i understand why i do what i do 069 012
r24 goals i have goals and plans for the future 074 001
r25 goals i plan to graduate from high school 103 ndash017
r26 goals i plan to go to college or some other school after high school 090 ndash008
appendix e 143
taBle e90
Secondary rydM internal asset efa results grade 7 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 018 019 ndash001 009
r29 Selfeff i can work out my problems 042 ndash003 039 012 ndash004
r30 Selfeff i can do most things if i try 058 000 015 008 013
r32 Selfeff there are many things that i do well 067 012 ndash008 006 016
r33 empathy i feel bad when someone gets their feelings hurt ndash003 074 006 ndash002 017
r34 empathy i try to understand what other people go through 006 082 006 002 002
r38 empathy i try to understand what other people feel and think 013 075 005 011 ndash008
r35 probSolv When i need help i find someone to talk with ndash011 032 059 011 002
r27 probSolv i know where to go for help with a problem 010 ndash003 061 010 015
r28 probSolv i try to work out problems by talking or writing about them 000 021 072 ndash004 ndash004
r39 Selfaware there is a purpose to my life 026 006 002 042 015
r40 Selfaware i understand my moods and feelings 000 004 002 084 002
r41 Selfaware i understand why i do what i do 000 004 006 078 003
r24 goals i have goals and plans for the future 014 ndash005 012 012 053
r25 goals i plan to graduate from high school ndash002 002 ndash001 008 093
r26 goals i plan to go to college or some other school after high school 004 007 003 ndash005 083
taBle e89
Secondary rydM internal asset efa results grade 7 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 027 016 004
r29 Selfeff i can work out my problems 060 011 ndash003 016
r30 Selfeff i can do most things if i try 044 037 ndash003 015
r32 Selfeff there are many things that i do well 027 043 005 016
r33 empathy i feel bad when someone gets their feelings hurt 005 018 072 ndash003
r34 empathy i try to understand what other people go through 007 007 081 004
r38 empathy i try to understand what other people feel and think 010 000 073 014
r35 probSolv When i need help i find someone to talk with 060 ndash011 034 006
r27 probSolv i know where to go for help with a problem 069 010 000 007
r28 probSolv i try to work out problems by talking or writing about them 080 ndash014 023 ndash009
r39 Selfaware there is a purpose to my life 015 025 004 046
r40 Selfaware i understand my moods and feelings ndash001 ndash001 005 087
r41 Selfaware i understand why i do what i do 005 ndash001 005 080
r24 goals i have goals and plans for the future 016 058 ndash004 011
r25 goals i plan to graduate from high school ndash011 098 005 003
r26 goals i plan to go to college or some other school after high school ndash002 091 009 ndash009
144 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e92
Secondary rydM internal asset efa results grade 9 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 021 028
r29 Selfeff i can work out my problems 057 018 010
r30 Selfeff i can do most things if i try 050 041 000
r32 Selfeff there are many things that i do well 044 035 006
r33 empathy i feel bad when someone gets their feelings hurt ndash013 013 081
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 007 001 080
r35 probSolv When i need help i find someone to talk with 039 ndash016 060
r27 probSolv i know where to go for help with a problem 047 017 023
r28 probSolv i try to work out problems by talking or writing about them 028 ndash003 054
r39 Selfaware there is a purpose to my life 058 028 002
r40 Selfaware i understand my moods and feelings 097 ndash012 ndash006
r41 Selfaware i understand why i do what i do 098 ndash012 ndash011
r24 goals i have goals and plans for the future 016 067 005
r25 goals i plan to graduate from high school ndash005 098 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 091 008
taBle e91
Secondary rydM internal asset efa results grade 9 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 047 033
r29 Selfeff i can work out my problems 064 016
r30 Selfeff i can do most things if i try 074 011
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash012 101
r38 empathy i try to understand what other people feel and think 006 081
r35 probSolv When i need help i find someone to talk with 026 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 023 056
r39 Selfaware there is a purpose to my life 074 008
r40 Selfaware i understand my moods and feelings 088 ndash010
r41 Selfaware i understand why i do what i do 089 ndash015
r24 goals i have goals and plans for the future 069 011
r25 goals i plan to graduate from high school 086 000
r26 goals i plan to go to college or some other school after high school 075 007
appendix e 145
taBle e93
Secondary rydM internal asset efa results grade 9 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 015 013 018
r29 Selfeff i can work out my problems 066 ndash011 019 009
r30 Selfeff i can do most things if i try 053 ndash014 016 035
r32 Selfeff there are many things that i do well 032 000 024 032
r33 empathy i feel bad when someone gets their feelings hurt 003 070 ndash001 017
r34 empathy i try to understand what other people go through ndash002 091 003 009
r38 empathy i try to understand what other people feel and think 015 067 011 004
r35 probSolv When i need help i find someone to talk with 060 037 009 ndash021
r27 probSolv i know where to go for help with a problem 068 000 007 010
r28 probSolv i try to work out problems by talking or writing about them 078 026 ndash016 ndash010
r39 Selfaware there is a purpose to my life 010 006 048 029
r40 Selfaware i understand my moods and feelings 001 006 090 ndash007
r41 Selfaware i understand why i do what i do 002 002 087 ndash006
r24 goals i have goals and plans for the future 013 005 007 065
r25 goals i plan to graduate from high school ndash008 006 ndash001 097
r26 goals i plan to go to college or some other school after high school 003 010 ndash011 089
taBle e94
Secondary rydM internal asset efa results grade 9 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 023 009 002 ndash001
r29 Selfeff i can work out my problems 057 ndash008 031 011 ndash005
r30 Selfeff i can do most things if i try 079 ndash006 005 001 013
r32 Selfeff there are many things that i do well 064 012 ndash011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 073 003 ndash003 012
r34 empathy i try to understand what other people go through ndash003 095 002 ndash001 003
r38 empathy i try to understand what other people feel and think 008 069 011 007 ndash002
r35 probSolv When i need help i find someone to talk with ndash007 030 059 016 ndash007
r27 probSolv i know where to go for help with a problem 017 ndash010 059 011 017
r28 probSolv i try to work out problems by talking or writing about them 004 017 072 ndash010 002
r39 Selfaware there is a purpose to my life 018 007 000 045 026
r40 Selfaware i understand my moods and feelings 005 004 001 085 ndash003
r41 Selfaware i understand why i do what i do 000 ndash003 003 086 ndash001
r24 goals i have goals and plans for the future 007 001 011 011 064
r25 goals i plan to graduate from high school 007 004 ndash006 001 089
r26 goals i plan to go to college or some other school after high school ndash001 006 007 ndash006 088
146 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e96
Secondary rydM internal asset efa results grade 11 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 021 033 027
r29 Selfeff i can work out my problems 044 040 004
r30 Selfeff i can do most things if i try 042 052 ndash004
r32 Selfeff there are many things that i do well 038 050 ndash003
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 083
r34 empathy i try to understand what other people go through ndash012 ndash002 104
r38 empathy i try to understand what other people feel and think 007 ndash002 083
r35 probSolv When i need help i find someone to talk with 029 003 053
r27 probSolv i know where to go for help with a problem 033 036 017
r28 probSolv i try to work out problems by talking or writing about them 021 013 050
r39 Selfaware there is a purpose to my life 051 031 004
r40 Selfaware i understand my moods and feelings 104 ndash020 ndash003
r41 Selfaware i understand why i do what i do 097 ndash013 ndash006
r24 goals i have goals and plans for the future 012 074 ndash003
r25 goals i plan to graduate from high school ndash019 102 002
r26 goals i plan to go to college or some other school after high school ndash022 095 005
taBle e95
Secondary rydM internal asset efa results grade 11 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 037
r29 Selfeff i can work out my problems 067 016
r30 Selfeff i can do most things if i try 073 012
r32 Selfeff there are many things that i do well 068 012
r33 empathy i feel bad when someone gets their feelings hurt ndash009 086
r34 empathy i try to understand what other people go through ndash020 108
r38 empathy i try to understand what other people feel and think 001 084
r35 probSolv When i need help i find someone to talk with 028 053
r27 probSolv i know where to go for help with a problem 055 027
r28 probSolv i try to work out problems by talking or writing about them 026 054
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 099 ndash023
r41 Selfaware i understand why i do what i do 099 ndash027
r24 goals i have goals and plans for the future 061 019
r25 goals i plan to graduate from high school 056 032
r26 goals i plan to go to college or some other school after high school 049 031
appendix e 147
taBle e98
Secondary rydM internal asset efa results grade 11 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 053 027 006 ndash002 001
r29 Selfeff i can work out my problems 059 ndash011 038 006 ndash003
r30 Selfeff i can do most things if i try 090 001 ndash002 001 001
r32 Selfeff there are many things that i do well 065 006 ndash007 011 014
r33 empathy i feel bad when someone gets their feelings hurt ndash001 071 011 ndash003 009
r34 empathy i try to understand what other people go through 005 098 ndash001 ndash003 000
r38 empathy i try to understand what other people feel and think ndash001 072 009 013 004
r35 probSolv When i need help i find someone to talk with ndash008 021 071 010 ndash005
r27 probSolv i know where to go for help with a problem 016 ndash014 059 007 021
r28 probSolv i try to work out problems by talking or writing about them 003 014 077 ndash008 000
r39 Selfaware there is a purpose to my life 011 003 006 043 031
r40 Selfaware i understand my moods and feelings ndash001 000 006 093 ndash007
r41 Selfaware i understand why i do what i do 007 001 ndash004 084 ndash002
r24 goals i have goals and plans for the future 010 ndash002 002 014 066
r25 goals i plan to graduate from high school 008 006 ndash005 ndash005 089
r26 goals i plan to go to college or some other school after high school ndash007 003 008 ndash009 092
taBle e97
Secondary rydM internal asset efa results grade 11 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 036 017 008 024
r29 Selfeff i can work out my problems 070 ndash013 013 015
r30 Selfeff i can do most things if i try 051 ndash013 017 034
r32 Selfeff there are many things that i do well 035 ndash007 021 038
r33 empathy i feel bad when someone gets their feelings hurt 009 070 ndash002 012
r34 empathy i try to understand what other people go through 000 091 002 010
r38 empathy i try to understand what other people feel and think 006 071 014 007
r35 probSolv When i need help i find someone to talk with 071 031 003 ndash020
r27 probSolv i know where to go for help with a problem 066 ndash002 005 015
r28 probSolv i try to work out problems by talking or writing about them 082 024 ndash014 ndash012
r39 Selfaware there is a purpose to my life 011 007 045 030
r40 Selfaware i understand my moods and feelings 004 005 093 ndash012
r41 Selfaware i understand why i do what i do ndash003 003 090 ndash003
r24 goals i have goals and plans for the future 006 003 013 068
r25 goals i plan to graduate from high school ndash008 010 ndash007 097
r26 goals i plan to go to college or some other school after high school 001 011 ndash014 087
148 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e100
Secondary rydM internal asset efa results Male 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 026 028 033
r29 Selfeff i can work out my problems 046 023 017
r30 Selfeff i can do most things if i try 037 046 009
r32 Selfeff there are many things that i do well 031 046 013
r33 empathy i feel bad when someone gets their feelings hurt ndash011 013 081
r34 empathy i try to understand what other people go through ndash016 008 099
r38 empathy i try to understand what other people feel and think 003 003 082
r35 probSolv When i need help i find someone to talk with 047 ndash021 055
r27 probSolv i know where to go for help with a problem 046 019 023
r28 probSolv i try to work out problems by talking or writing about them 042 ndash016 052
r39 Selfaware there is a purpose to my life 057 030 001
r40 Selfaware i understand my moods and feelings 090 001 ndash007
r41 Selfaware i understand why i do what i do 091 003 ndash013
r24 goals i have goals and plans for the future 025 060 003
r25 goals i plan to graduate from high school ndash005 101 ndash005
r26 goals i plan to go to college or some other school after high school ndash005 083 009
taBle e99
Secondary rydM internal asset efa results Male 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 044 039
r29 Selfeff i can work out my problems 055 028
r30 Selfeff i can do most things if i try 069 016
r32 Selfeff there are many things that i do well 065 018
r33 empathy i feel bad when someone gets their feelings hurt ndash002 082
r34 empathy i try to understand what other people go through ndash011 099
r38 empathy i try to understand what other people feel and think ndash001 087
r35 probSolv When i need help i find someone to talk with 017 065
r27 probSolv i know where to go for help with a problem 052 032
r28 probSolv i try to work out problems by talking or writing about them 016 062
r39 Selfaware there is a purpose to my life 070 013
r40 Selfaware i understand my moods and feelings 073 011
r41 Selfaware i understand why i do what i do 074 007
r24 goals i have goals and plans for the future 077 003
r25 goals i plan to graduate from high school 102 ndash021
r26 goals i plan to go to college or some other school after high school 085 ndash007
appendix e 149
taBle e102
Secondary rydM internal asset efa results Male 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 050 018 017 ndash003 006
r29 Selfeff i can work out my problems 054 ndash002 027 011 ndash001
r30 Selfeff i can do most things if i try 076 000 ndash001 006 012
r32 Selfeff there are many things that i do well 054 011 ndash006 012 021
r33 empathy i feel bad when someone gets their feelings hurt ndash001 070 010 ndash003 012
r34 empathy i try to understand what other people go through 005 093 ndash001 000 000
r38 empathy i try to understand what other people feel and think 002 071 011 011 ndash001
r35 probSolv When i need help i find someone to talk with ndash006 022 067 013 ndash007
r27 probSolv i know where to go for help with a problem 015 ndash012 059 008 023
r28 probSolv i try to work out problems by talking or writing about them 002 013 078 ndash005 ndash004
r39 Selfaware there is a purpose to my life 009 006 002 050 026
r40 Selfaware i understand my moods and feelings 002 003 005 083 ndash002
r41 Selfaware i understand why i do what i do 003 000 001 084 000
r24 goals i have goals and plans for the future 009 001 008 018 056
r25 goals i plan to graduate from high school 010 000 ndash009 001 091
r26 goals i plan to go to college or some other school after high school ndash006 005 009 ndash005 088
taBle e101
Secondary rydM internal asset efa results Male 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 029 014 001
r29 Selfeff i can work out my problems 054 023 ndash005 015
r30 Selfeff i can do most things if i try 039 046 ndash007 012
r32 Selfeff there are many things that i do well 025 047 004 015
r33 empathy i feel bad when someone gets their feelings hurt 011 013 068 ndash003
r34 empathy i try to understand what other people go through 003 007 088 001
r38 empathy i try to understand what other people feel and think 014 001 069 011
r35 probSolv When i need help i find someone to talk with 070 ndash020 025 009
r27 probSolv i know where to go for help with a problem 065 021 ndash006 006
r28 probSolv i try to work out problems by talking or writing about them 085 ndash015 016 ndash008
r39 Selfaware there is a purpose to my life 005 030 006 050
r40 Selfaware i understand my moods and feelings 005 ndash002 005 084
r41 Selfaware i understand why i do what i do 001 001 001 085
r24 goals i have goals and plans for the future 009 061 002 016
r25 goals i plan to graduate from high school ndash016 105 003 ndash002
r26 goals i plan to go to college or some other school after high school ndash001 086 009 ndash008
150 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e104
Secondary rydM internal asset efa results female 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 022 025 035
r29 Selfeff i can work out my problems 047 030 010
r30 Selfeff i can do most things if i try 040 044 008
r32 Selfeff there are many things that i do well 036 037 014
r33 empathy i feel bad when someone gets their feelings hurt ndash009 006 081
r34 empathy i try to understand what other people go through ndash013 ndash006 105
r38 empathy i try to understand what other people feel and think 009 ndash006 083
r35 probSolv When i need help i find someone to talk with 039 004 041
r27 probSolv i know where to go for help with a problem 043 027 015
r28 probSolv i try to work out problems by talking or writing about them 028 018 034
r39 Selfaware there is a purpose to my life 054 030 002
r40 Selfaware i understand my moods and feelings 104 ndash019 ndash007
r41 Selfaware i understand why i do what i do 102 ndash016 ndash010
r24 goals i have goals and plans for the future 010 075 ndash007
r25 goals i plan to graduate from high school ndash015 101 004
r26 goals i plan to go to college or some other school after high school ndash017 102 ndash004
taBle e103
Secondary rydM internal asset efa results female 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 046 032
r29 Selfeff i can work out my problems 024 059
r30 Selfeff i can do most things if i try 031 058
r32 Selfeff there are many things that i do well 032 051
r33 empathy i feel bad when someone gets their feelings hurt 084 ndash010
r34 empathy i try to understand what other people go through 102 ndash019
r38 empathy i try to understand what other people feel and think 082 001
r35 probSolv When i need help i find someone to talk with 042 040
r27 probSolv i know where to go for help with a problem 028 054
r28 probSolv i try to work out problems by talking or writing about them 041 035
r39 Selfaware there is a purpose to my life 019 063
r40 Selfaware i understand my moods and feelings ndash020 098
r41 Selfaware i understand why i do what i do ndash022 098
r24 goals i have goals and plans for the future 043 032
r25 goals i plan to graduate from high school 079 012
r26 goals i plan to go to college or some other school after high school 069 012
appendix e 151
taBle e106
Secondary rydM internal asset efa results female 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 010 028 001 002
r29 Selfeff i can work out my problems 044 049 ndash008 006 ndash004
r30 Selfeff i can do most things if i try 074 014 ndash002 001 006
r32 Selfeff there are many things that i do well 061 ndash003 011 012 010
r33 empathy i feel bad when someone gets their feelings hurt 002 001 073 ndash001 011
r34 empathy i try to understand what other people go through ndash003 004 093 ndash003 003
r38 empathy i try to understand what other people feel and think 007 007 072 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash009 060 025 016 ndash003
r27 probSolv i know where to go for help with a problem 004 066 ndash007 011 015
r28 probSolv i try to work out problems by talking or writing about them 003 075 012 ndash010 001
r39 Selfaware there is a purpose to my life 018 007 004 040 026
r40 Selfaware i understand my moods and feelings ndash003 002 002 091 ndash003
r41 Selfaware i understand why i do what i do 004 003 ndash001 082 ndash002
r24 goals i have goals and plans for the future 008 009 ndash005 008 067
r25 goals i plan to graduate from high school ndash004 001 011 000 090
r26 goals i plan to go to college or some other school after high school 003 002 002 ndash007 089
taBle e105
Secondary rydM internal asset efa results female 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 025 008 020
r29 Selfeff i can work out my problems 074 ndash009 010 009
r30 Selfeff i can do most things if i try 049 ndash002 014 032
r32 Selfeff there are many things that i do well 028 009 021 032
r33 empathy i feel bad when someone gets their feelings hurt 001 072 ndash001 013
r34 empathy i try to understand what other people go through 002 092 ndash003 003
r38 empathy i try to understand what other people feel and think 011 071 010 001
r35 probSolv When i need help i find someone to talk with 065 025 010 ndash016
r27 probSolv i know where to go for help with a problem 075 ndash005 007 006
r28 probSolv i try to work out problems by talking or writing about them 085 012 ndash015 ndash008
r39 Selfaware there is a purpose to my life 016 004 042 030
r40 Selfaware i understand my moods and feelings 001 002 092 ndash008
r41 Selfaware i understand why i do what i do 003 ndash001 086 ndash005
r24 goals i have goals and plans for the future 012 ndash005 006 069
r25 goals i plan to graduate from high school ndash006 011 ndash004 094
r26 goals i plan to go to college or some other school after high school 000 002 ndash010 094
152 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e108
Secondary rydM internal asset efa results african american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 018 031 032
r29 Selfeff i can work out my problems 042 023 023
r30 Selfeff i can do most things if i try 029 055 009
r32 Selfeff there are many things that i do well 021 052 016
r33 empathy i feel bad when someone gets their feelings hurt ndash015 007 086
r34 empathy i try to understand what other people go through ndash011 003 095
r38 empathy i try to understand what other people feel and think 000 000 083
r35 probSolv When i need help i find someone to talk with 035 ndash011 057
r27 probSolv i know where to go for help with a problem 034 031 022
r28 probSolv i try to work out problems by talking or writing about them 026 ndash001 052
r39 Selfaware there is a purpose to my life 038 042 011
r40 Selfaware i understand my moods and feelings 092 ndash001 ndash007
r41 Selfaware i understand why i do what i do 090 001 ndash010
r24 goals i have goals and plans for the future 012 076 003
r25 goals i plan to graduate from high school ndash001 098 000
r26 goals i plan to go to college or some other school after high school ndash008 091 007
taBle e107
Secondary rydM internal asset efa results african american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 042 037
r29 Selfeff i can work out my problems 054 030
r30 Selfeff i can do most things if i try 072 016
r32 Selfeff there are many things that i do well 063 021
r33 empathy i feel bad when someone gets their feelings hurt ndash006 084
r34 empathy i try to understand what other people go through ndash007 094
r38 empathy i try to understand what other people feel and think 000 083
r35 probSolv When i need help i find someone to talk with 021 058
r27 probSolv i know where to go for help with a problem 055 028
r28 probSolv i try to work out problems by talking or writing about them 020 054
r39 Selfaware there is a purpose to my life 069 017
r40 Selfaware i understand my moods and feelings 080 ndash001
r41 Selfaware i understand why i do what i do 081 ndash004
r24 goals i have goals and plans for the future 083 004
r25 goals i plan to graduate from high school 098 ndash004
r26 goals i plan to go to college or some other school after high school 085 001
appendix e 153
taBle e110
Secondary rydM internal asset efa results african american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 051 018 017 ndash004 005
r29 Selfeff i can work out my problems 046 047 ndash008 010 000
r30 Selfeff i can do most things if i try 057 004 000 009 028
r32 Selfeff there are many things that i do well 044 ndash003 014 009 030
r33 empathy i feel bad when someone gets their feelings hurt ndash001 007 074 ndash005 009
r34 empathy i try to understand what other people go through 001 003 086 001 004
r38 empathy i try to understand what other people feel and think 008 005 074 007 ndash003
r35 probSolv When i need help i find someone to talk with ndash009 059 028 014 ndash002
r27 probSolv i know where to go for help with a problem 009 052 ndash008 009 031
r28 probSolv i try to work out problems by talking or writing about them 006 066 016 ndash007 000
r39 Selfaware there is a purpose to my life 010 ndash003 017 037 037
r40 Selfaware i understand my moods and feelings 006 003 003 084 ndash002
r41 Selfaware i understand why i do what i do ndash003 009 ndash001 079 007
r24 goals i have goals and plans for the future 008 004 004 011 069
r25 goals i plan to graduate from high school 007 002 003 003 088
r26 goals i plan to go to college or some other school after high school ndash005 010 005 ndash005 089
taBle e109
Secondary rydM internal asset efa results african american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 043 027 012 000
r29 Selfeff i can work out my problems 071 015 ndash009 010
r30 Selfeff i can do most things if i try 034 051 ndash004 012
r32 Selfeff there are many things that i do well 021 049 008 012
r33 empathy i feel bad when someone gets their feelings hurt 006 010 074 ndash005
r34 empathy i try to understand what other people go through 002 007 085 002
r38 empathy i try to understand what other people feel and think 008 003 072 008
r35 probSolv When i need help i find someone to talk with 059 ndash016 030 010
r27 probSolv i know where to go for help with a problem 057 026 ndash004 007
r28 probSolv i try to work out problems by talking or writing about them 075 ndash009 018 ndash009
r39 Selfaware there is a purpose to my life 000 043 016 037
r40 Selfaware i understand my moods and feelings 004 000 003 086
r41 Selfaware i understand why i do what i do 007 006 000 076
r24 goals i have goals and plans for the future 005 074 005 009
r25 goals i plan to graduate from high school ndash002 096 004 000
r26 goals i plan to go to college or some other school after high school 002 088 008 ndash008
154 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e112
Secondary rydM internal asset efa results chinese american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 024 029
r29 Selfeff i can work out my problems 057 006 025
r30 Selfeff i can do most things if i try 053 ndash001 039
r32 Selfeff there are many things that i do well 054 ndash006 038
r33 empathy i feel bad when someone gets their feelings hurt ndash010 075 016
r34 empathy i try to understand what other people go through ndash013 100 004
r38 empathy i try to understand what other people feel and think 009 085 ndash007
r35 probSolv When i need help i find someone to talk with 045 048 ndash012
r27 probSolv i know where to go for help with a problem 054 015 016
r28 probSolv i try to work out problems by talking or writing about them 041 045 ndash004
r39 Selfaware there is a purpose to my life 075 ndash003 009
r40 Selfaware i understand my moods and feelings 101 ndash003 ndash023
r41 Selfaware i understand why i do what i do 099 ndash007 ndash017
r24 goals i have goals and plans for the future 042 000 037
r25 goals i plan to graduate from high school ndash016 004 101
r26 goals i plan to go to college or some other school after high school ndash009 000 096
taBle e111
Secondary rydM internal asset efa results chinese american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 040 039
r29 Selfeff i can work out my problems 059 026
r30 Selfeff i can do most things if i try 064 022
r32 Selfeff there are many things that i do well 065 015
r33 empathy i feel bad when someone gets their feelings hurt ndash005 080
r34 empathy i try to understand what other people go through ndash019 104
r38 empathy i try to understand what other people feel and think ndash008 091
r35 probSolv When i need help i find someone to talk with 024 057
r27 probSolv i know where to go for help with a problem 052 030
r28 probSolv i try to work out problems by talking or writing about them 025 056
r39 Selfaware there is a purpose to my life 071 010
r40 Selfaware i understand my moods and feelings 080 003
r41 Selfaware i understand why i do what i do 082 000
r24 goals i have goals and plans for the future 060 013
r25 goals i plan to graduate from high school 100 ndash022
r26 goals i plan to go to college or some other school after high school 096 ndash021
appendix e 155
taBle e114
Secondary rydM internal asset efa results chinese american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 058 023 002 ndash001 002
r29 Selfeff i can work out my problems 065 ndash001 022 009 ndash008
r30 Selfeff i can do most things if i try 085 000 ndash002 004 002
r32 Selfeff there are many things that i do well 063 ndash003 ndash002 015 012
r33 empathy i feel bad when someone gets their feelings hurt 004 065 010 ndash007 017
r34 empathy i try to understand what other people go through 000 091 002 001 006
r38 empathy i try to understand what other people feel and think 002 077 005 016 ndash006
r35 probSolv When i need help i find someone to talk with ndash005 020 067 011 ndash007
r27 probSolv i know where to go for help with a problem 021 ndash010 054 011 012
r28 probSolv i try to work out problems by talking or writing about them 007 012 083 ndash009 ndash008
r39 Selfaware there is a purpose to my life 010 ndash002 008 056 018
r40 Selfaware i understand my moods and feelings 002 008 ndash005 093 ndash009
r41 Selfaware i understand why i do what i do 009 002 000 081 ndash003
r24 goals i have goals and plans for the future 006 ndash007 021 023 044
r25 goals i plan to graduate from high school 001 010 ndash011 ndash002 096
r26 goals i plan to go to college or some other school after high school 002 000 002 ndash006 092
taBle e113
Secondary rydM internal asset efa results chinese american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 052 014 ndash001 020
r29 Selfeff i can work out my problems 074 ndash006 009 007
r30 Selfeff i can do most things if i try 073 ndash011 004 024
r32 Selfeff there are many things that i do well 057 ndash012 013 026
r33 empathy i feel bad when someone gets their feelings hurt 011 066 ndash008 019
r34 empathy i try to understand what other people go through ndash002 090 001 014
r38 empathy i try to understand what other people feel and think 003 076 015 003
r35 probSolv When i need help i find someone to talk with 060 034 009 ndash025
r27 probSolv i know where to go for help with a problem 068 003 011 000
r28 probSolv i try to work out problems by talking or writing about them 079 028 ndash007 ndash025
r39 Selfaware there is a purpose to my life 022 001 054 014
r40 Selfaware i understand my moods and feelings 001 007 090 ndash008
r41 Selfaware i understand why i do what i do 011 001 079 ndash003
r24 goals i have goals and plans for the future 029 001 022 033
r25 goals i plan to graduate from high school ndash010 013 ndash002 098
r26 goals i plan to go to college or some other school after high school 006 006 ndash004 085
156 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e116
Secondary rydM internal asset efa results Mexican american 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 035 025 022
r29 Selfeff i can work out my problems 051 012 019
r30 Selfeff i can do most things if i try 046 009 037
r32 Selfeff there are many things that i do well 045 008 031
r33 empathy i feel bad when someone gets their feelings hurt ndash013 089 005
r34 empathy i try to understand what other people go through ndash013 099 002
r38 empathy i try to understand what other people feel and think 014 075 ndash001
r35 probSolv When i need help i find someone to talk with 034 058 ndash008
r27 probSolv i know where to go for help with a problem 039 029 017
r28 probSolv i try to work out problems by talking or writing about them 028 051 001
r39 Selfaware there is a purpose to my life 052 006 029
r40 Selfaware i understand my moods and feelings 096 ndash005 ndash009
r41 Selfaware i understand why i do what i do 098 ndash010 ndash011
r24 goals i have goals and plans for the future 017 ndash001 071
r25 goals i plan to graduate from high school ndash004 000 096
r26 goals i plan to go to college or some other school after high school ndash012 004 093
taBle e115
Secondary rydM internal asset efa results Mexican american 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 045 034
r29 Selfeff i can work out my problems 055 025
r30 Selfeff i can do most things if i try 066 021
r32 Selfeff there are many things that i do well 061 020
r33 empathy i feel bad when someone gets their feelings hurt ndash010 089
r34 empathy i try to understand what other people go through ndash012 099
r38 empathy i try to understand what other people feel and think 007 080
r35 probSolv When i need help i find someone to talk with 018 065
r27 probSolv i know where to go for help with a problem 044 038
r28 probSolv i try to work out problems by talking or writing about them 020 059
r39 Selfaware there is a purpose to my life 066 017
r40 Selfaware i understand my moods and feelings 071 012
r41 Selfaware i understand why i do what i do 071 008
r24 goals i have goals and plans for the future 081 ndash002
r25 goals i plan to graduate from high school 099 ndash016
r26 goals i plan to go to college or some other school after high school 088 ndash012
appendix e 157
taBle e118
Secondary rydM internal asset efa results Mexican american 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 054 018 006 003 002
r29 Selfeff i can work out my problems 056 ndash008 031 008 ndash003
r30 Selfeff i can do most things if i try 078 001 005 ndash001 010
r32 Selfeff there are many things that i do well 060 009 ndash007 014 011
r33 empathy i feel bad when someone gets their feelings hurt ndash002 079 005 ndash002 007
r34 empathy i try to understand what other people go through 004 091 000 ndash003 003
r38 empathy i try to understand what other people feel and think 010 065 010 012 ndash002
r35 probSolv When i need help i find someone to talk with ndash008 029 059 014 ndash003
r27 probSolv i know where to go for help with a problem 012 ndash007 065 005 015
r28 probSolv i try to work out problems by talking or writing about them 008 016 070 ndash007 ndash002
r39 Selfaware there is a purpose to my life 017 007 005 038 027
r40 Selfaware i understand my moods and feelings ndash003 001 006 087 002
r41 Selfaware i understand why i do what i do 010 000 ndash001 079 ndash002
r24 goals i have goals and plans for the future 016 ndash002 007 008 063
r25 goals i plan to graduate from high school 002 005 ndash003 004 089
r26 goals i plan to go to college or some other school after high school ndash001 003 006 ndash006 088
taBle e117
Secondary rydM internal asset efa results Mexican american 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 038 012 017 018
r29 Selfeff i can work out my problems 064 ndash010 018 009
r30 Selfeff i can do most things if i try 050 ndash007 019 030
r32 Selfeff there are many things that i do well 031 001 028 027
r33 empathy i feel bad when someone gets their feelings hurt 005 076 ndash001 009
r34 empathy i try to understand what other people go through 002 086 001 008
r38 empathy i try to understand what other people feel and think 017 062 016 002
r35 probSolv When i need help i find someone to talk with 061 034 006 ndash015
r27 probSolv i know where to go for help with a problem 073 001 000 009
r28 probSolv i try to work out problems by talking or writing about them 082 021 ndash014 ndash010
r39 Selfaware there is a purpose to my life 013 007 042 030
r40 Selfaware i understand my moods and feelings 002 006 085 ndash003
r41 Selfaware i understand why i do what i do ndash002 002 090 ndash005
r24 goals i have goals and plans for the future 013 ndash001 008 068
r25 goals i plan to graduate from high school ndash008 007 001 095
r26 goals i plan to go to college or some other school after high school 002 006 ndash011 090
158 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e120
Secondary rydM internal asset efa results White 3 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 025 028 031
r29 Selfeff i can work out my problems 055 021 010
r30 Selfeff i can do most things if i try 046 047 ndash004
r32 Selfeff there are many things that i do well 038 049 000
r33 empathy i feel bad when someone gets their feelings hurt ndash011 017 077
r34 empathy i try to understand what other people go through ndash015 004 101
r38 empathy i try to understand what other people feel and think 000 000 088
r35 probSolv When i need help i find someone to talk with 038 ndash011 060
r27 probSolv i know where to go for help with a problem 049 020 020
r28 probSolv i try to work out problems by talking or writing about them 029 ndash006 058
r39 Selfaware there is a purpose to my life 060 026 001
r40 Selfaware i understand my moods and feelings 101 ndash015 ndash007
r41 Selfaware i understand why i do what i do 097 ndash011 ndash008
r24 goals i have goals and plans for the future 015 062 005
r25 goals i plan to graduate from high school ndash012 102 ndash001
r26 goals i plan to go to college or some other school after high school ndash011 088 010
taBle e119
Secondary rydM internal asset efa results White 2 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 041 039
r29 Selfeff i can work out my problems 067 014
r30 Selfeff i can do most things if i try 073 010
r32 Selfeff there are many things that i do well 066 014
r33 empathy i feel bad when someone gets their feelings hurt ndash003 083
r34 empathy i try to understand what other people go through ndash018 106
r38 empathy i try to understand what other people feel and think ndash004 090
r35 probSolv When i need help i find someone to talk with 029 056
r27 probSolv i know where to go for help with a problem 060 023
r28 probSolv i try to work out problems by talking or writing about them 023 057
r39 Selfaware there is a purpose to my life 075 005
r40 Selfaware i understand my moods and feelings 098 ndash022
r41 Selfaware i understand why i do what i do 097 ndash023
r24 goals i have goals and plans for the future 053 024
r25 goals i plan to graduate from high school 055 033
r26 goals i plan to go to college or some other school after high school 048 036
appendix e 159
taBle e122
Secondary rydM internal asset efa results White 5 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 048 027 012 ndash001 002
r29 Selfeff i can work out my problems 052 ndash007 037 013 ndash007
r30 Selfeff i can do most things if i try 084 ndash003 002 003 006
r32 Selfeff there are many things that i do well 064 010 ndash012 011 016
r33 empathy i feel bad when someone gets their feelings hurt ndash002 069 007 ndash001 018
r34 empathy i try to understand what other people go through 003 095 002 ndash002 ndash001
r38 empathy i try to understand what other people feel and think 002 079 007 009 ndash002
r35 probSolv When i need help i find someone to talk with ndash006 026 066 010 ndash003
r27 probSolv i know where to go for help with a problem 016 ndash013 057 014 019
r28 probSolv i try to work out problems by talking or writing about them ndash001 019 076 ndash008 000
r39 Selfaware there is a purpose to my life 015 004 002 049 024
r40 Selfaware i understand my moods and feelings 004 003 001 090 ndash008
r41 Selfaware i understand why i do what i do ndash002 000 002 086 000
r24 goals i have goals and plans for the future 005 000 009 011 061
r25 goals i plan to graduate from high school 011 002 ndash006 ndash003 090
r26 goals i plan to go to college or some other school after high school ndash005 005 007 ndash005 090
taBle e121
Secondary rydM internal asset efa results White 4 factor Model
itemoriginal construct item description 1 2 3 4 5
r31 coop i can work with someone who has different opinions than mine 032 026 019 010
r29 Selfeff i can work out my problems 059 014 ndash011 022
r30 Selfeff i can do most things if i try 038 043 ndash014 021
r32 Selfeff there are many things that i do well 020 047 ndash003 024
r33 empathy i feel bad when someone gets their feelings hurt 007 020 066 ndash001
r34 empathy i try to understand what other people go through 004 008 088 002
r38 empathy i try to understand what other people feel and think 009 003 075 012
r35 probSolv When i need help i find someone to talk with 071 ndash017 030 004
r27 probSolv i know where to go for help with a problem 063 015 ndash005 013
r28 probSolv i try to work out problems by talking or writing about them 082 ndash012 025 ndash014
r39 Selfaware there is a purpose to my life 006 027 005 052
r40 Selfaware i understand my moods and feelings ndash002 ndash012 006 097
r41 Selfaware i understand why i do what i do ndash002 ndash005 004 089
r24 goals i have goals and plans for the future 008 063 005 008
r25 goals i plan to graduate from high school ndash013 103 006 ndash007
r26 goals i plan to go to college or some other school after high school ndash002 089 012 ndash012
160 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e123
elementary rydM internal assets Males and females goodness of fit information for efa Models
males females
main sample validation sample main sample validation sample
model rmSea rmSr rmSea rmSr rmSea rmSr rmSea rmSr
1 factor 0068 0082 0104 0129 0066 0092 0070 0090
2 factor 0023 0044 0062 0049 0044 0077 0041 0048
3 factor 0000 0008 0000 0017
Note Analytic samples consist of 1000 respondents per gender sampled from surveys administered between spring 2003 and spring 2005
Weighted data
RMSEA = Root Mean Square Error of Approximation (recommended value le006)
RMSR = Root Mean Square Error (recommended value le005)
Solution could not be obtained due to overndashfactoring (Heywood case)
taBle e124a
elementary rydM internal asset efa results Main Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 070
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 059
41 goalsasp do you try to do your best 058
42 goalsasp do you have goals and plans for the future 029
16 goalsasp do you plan to go to college after high school 022
taBle e124B
elementary rydM internal asset efa results validation Sample 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069
38 empathy do you feel bad when someone gets their feelings hurt 076
39 probSolv do you know where to go to get help with a problem 047
40 probSolv do you try to work out your problems by talkingwriting 052
41 goalsasp do you try to do your best 057
42 goalsasp do you have goals and plans for the future 033
16 goalsasp do you plan to go to college after high school 029
appendix e 161
taBle e125B
elementary rydM internal asset efa results validation Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 080 ndash013
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash006
39 probSolv do you know where to go to get help with a problem 020 042
40 probSolv do you try to work out your problems by talkingwriting 038 022
41 goalsasp do you try to do your best 034 036
42 goalsasp do you have goals and plans for the future ndash017 076
16 goalsasp do you plan to go to college after high school ndash008 056
taBle e125a
elementary rydM internal asset efa results Main Sample 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 070 004
38 empathy do you feel bad when someone gets their feelings hurt 073 003
39 probSolv do you know where to go to get help with a problem ndash006 063
40 probSolv do you try to work out your problems by talkingwriting 031 036
41 goalsasp do you try to do your best 017 052
42 goalsasp do you have goals and plans for the future ndash003 038
16 goalsasp do you plan to go to college after high school ndash007 034
taBle e126
elementary rydM internal asset efa results Main Sample 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 077 004 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 080 ndash009 ndash004
39 probSolv do you know where to go to get help with a problem ndash010 ndash006 082
40 probSolv do you try to work out your problems by talkingwriting 040 006 022
41 goalsasp do you try to do your best 029 008 034
42 goalsasp do you have goals and plans for the future ndash004 082 ndash005
16 goalsasp do you plan to go to college after high school ndash001 043 003
162 meaSuring reSilience and youth development the pSychometric propertieS of the healthy KidS Survey
taBle e127
elementary rydM internal asset efa results Males 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072
38 empathy do you feel bad when someone gets their feelings hurt 069
39 probSolv do you know where to go to get help with a problem 045
40 probSolv do you try to work out your problems by talkingwriting 062
41 goalsasp do you try to do your best 061
42 goalsasp do you have goals and plans for the future 032
16 goalsasp do you plan to go to college after high school 027
taBle e128
elementary rydM internal asset efa results Males 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 072 006
38 empathy do you feel bad when someone gets their feelings hurt 072 001
39 probSolv do you know where to go to get help with a problem 002 057
40 probSolv do you try to work out your problems by talkingwriting 044 025
41 goalsasp do you try to do your best 019 057
42 goalsasp do you have goals and plans for the future ndash007 048
16 goalsasp do you plan to go to college after high school ndash007 042
taBle e129
elementary rydM internal asset efa results Males 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 006 ndash002
38 empathy do you feel bad when someone gets their feelings hurt 070 ndash005 005
39 probSolv do you know where to go to get help with a problem ndash002 000 058
40 probSolv do you try to work out your problems by talkingwriting 043 001 025
41 goalsasp do you try to do your best 008 ndash009 072
42 goalsasp do you have goals and plans for the future ndash004 025 032
16 goalsasp do you plan to go to college after high school 001 097 ndash006
appendix e 163
taBle e130
elementary rydM internal asset efa results females 1 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 061
38 empathy do you feel bad when someone gets their feelings hurt 068
39 probSolv do you know where to go to get help with a problem 044
40 probSolv do you try to work out your problems by talkingwriting 051
41 goalsasp do you try to do your best 053
42 goalsasp do you have goals and plans for the future 023
16 goalsasp do you plan to go to college after high school 015
taBle e131
elementary rydM internal asset efa results females 2 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 076 ndash011
38 empathy do you feel bad when someone gets their feelings hurt 070 000
39 probSolv do you know where to go to get help with a problem ndash017 082
40 probSolv do you try to work out your problems by talkingwriting 020 040
41 goalsasp do you try to do your best 025 035
42 goalsasp do you have goals and plans for the future 010 016
16 goalsasp do you plan to go to college after high school 007 009
taBle e132
elementary rydM internal asset efa results females 3 factor Model
itemoriginal construct item description 1 2 3
37 empathy do you try to understand how other people feel 069 003 ndash010
38 empathy do you feel bad when someone gets their feelings hurt 081 ndash011 ndash007
39 probSolv do you know where to go to get help with a problem ndash010 ndash004 097
40 probSolv do you try to work out your problems by talkingwriting 029 012 025
41 goalsasp do you try to do your best 035 004 022
42 goalsasp do you have goals and plans for the future ndash007 107 ndash003
16 goalsasp do you plan to go to college after high school 004 031 ndash002
164 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Notes
Staff from WestEdrsquos Health and Human 1 Development Program (HHDP) originally developed the resilience and youth develop-ment module between 1998 and 2000 Within WestEd HHDP is a distinct program from REL West The authors of this report were not involved in the development of the module
The secondary school module was origi-2 nally designed to measure 11 environmental and 6 internal resilience assets REL Westrsquos analyses suggested that some of the environ-mental asset measures could be combined to make more general measures reducing the measures assessed from 11 to 8 In addition two of the original six measures of internal resilience assets were dropped because of inadequate psychometric properties
In 2001 a school connectedness scale derived 3 from the National Adolescent Health Survey was added to the module because it was found to be predictive of low risk behavior and positive educational outcomes The admin-istration of the part of the instrument that includes this measure has been required since 2003 This measure was not included in the analysis however because it was not part of the original RYDM framework
See 4 httpwwwwestedorgchkspdfrydm_aggregatepdf for a sample RYDM state-level report (accessed September 19 2007)
Analyses of the secondary school envi-5 ronmental asset items revealed that the instrument measures 8 of the 11 assets that the instrument was originally designed to measure Within the school community and home domains the items designed to measure adult high expectations messages and caring relationships with adults actually measure a single dimensionmdashsupportive relationships Combining the high expectations and caring relationships items reduces the number of constructs assessed from 11 to 8 Moreover of the six internal asset constructs that the
module was designed to measure only four could be measured validly
These numerical discrepancies came about 6 because the school and community asset sections of the RYDM are required while the other sections of the RYDM are not
Mutheacutenrsquos WLSMV estimator was used to 7 obtain model estimates This estimator uses the diagonal of the weight matrix to obtain parameter estimates and the full weight ma-trix to obtain standard errors and measures of model fit (Mutheacuten duToit amp Spisic 1997)
The model assumes invariant-factor load-8 ings measurement intercepts and residual variancescovariance
Please see appendix C for more details on the 9 EFA model selection process
See tables E14 E20 E26 E32 E38 E44 E50 10 E56 and E62 in appendix E
See appendix C for a description of the CFA 11 model selection process
The factor loadings and factor correlations 12 estimated from the main and validation samples were nearly identical
EFA goodness-of-fit information for analyses 13 of demographic subgroups is presented in ap-pendix tables E1ndashE3
See tables E14 E20 E26 E32 E38 E44 E50 14 E56 and E62 in appendix E
The fit indices for models 3a and 3b differ be-15 cause the latter model includes covariates for student grade gender and raceethnicity
The elementary survey does not include ques-16 tions about student raceethnicity nor is it ad-ministered to students in more than one grade
These 40 assets are assessed from 92 of the 17 questions on the inventory
The breadth of domain coverage of the RYDM 18 in combination with its brevity is its weak-ness With few items per scale reliability may be compromised
references 165
RefeReNces
Akey T (2006) School content student attitudes and behavior and academic achievement An exploratory analysis New York Manpower Demonstration Re-search Corporation
Arthur M W Hawkins J D Pollard J A Catalano R F amp Baglioni A J (2002) Measuring risk and protec-tive factors for substance use delinquency and other adolescent problem behaviors Evaluation Review 26(6) 575ndash601
Battistich V (2003) Effects of a school-based program to enhance prosocial development on childrenrsquos peer relations and social adjustment Journal of Research in Character Education 1(1) 1ndash17
Battistich V Schaps E amp Wilson N (2004) Effects of an elementary school intervention on studentsrsquo ldquocon-nectednessrdquo to school and social adjustment during middle school Journal of Primary Prevention 24(3) 243ndash261
Battistich V Schaps E Watson M Solomon D amp Lewis C (2000) Effects of the child development project on studentsrsquo drug use and other problem behaviors Jour-nal of Primary Prevention 21(1) 75ndash99
Bedrisk E J amp Breslin F C (1996) Estimating the polyserial correlation coefficient Psychometrika 61(3) 427ndash443
Benard B (1991) Protective factors in the family school and community Portland OR Western Center for Drug-Free Schools and Communities
Benard B (1995) Fostering resilience in children (Report No EDO-PS-95-9) Champaign IL ERIC Clearing-house on Elementary and Childhood Education
Benard B (2004) Resiliency What have we learned San Francisco WestEd
Bensen P L (1990) The troubled journey A portrait of 6thndash12th grade youth Minneapolis MN Search Institute
Beyers J M Toumbourou J W Catalano R F Arthur M W amp Hawkins J D (2004) A cross-national com-parison of risk and protective factors for adolescent substance use The United States and Australia Journal of Adolescent Health 35 3ndash16
Cohen J (1988) Statistical power analysis for the behavioral sciences Hillsdale NJ Lawrence Erlbaum Associates
Colarossi L amp Eccles J S (2000) A prospective study of adolescentsrsquo peer support Gender differences and the influence on parental relationships Journal of Youth and Adolescence 29 661ndash678
Constantine N Benard B amp Diaz M (1999 June) Mea-suring protective factors and resilience traits in youth The healthy kids resilience assessment Paper presented at the Seventh Annual Meeting of the Society for Pre-vention Research New Orleans LA
Covell K MacIntrye P amp Wall J (1999) Implications of social supports for adolescentsrsquo education and career aspirations Canadian Journal of Behavioural Science 31(2) 63ndash72
Crosnoe R Johnson M K amp Elder G H (2004) Inter-generational bonding in school The behavior and contextual correlates of student-teacher relationships Sociology of Education 77 60ndash81
Eisenberg N amp Lennon R (1983) Sex differences in empathy and related capacities Psychological Bulletin 94 100ndash131
Frey C U amp Roumlthlisberger C (1996) Social support in healthy adolescents Journal of Youth and Adolescence 25 17ndash31
Gresham F M amp Elliott S N (1990) Social Skills Rat-ing System (SSRS) Bloomington MN Pearson Assessments
Hawkins J D Catalano R F amp Miller J Y (1992) Risk and protective factors for alcohol and other drug prob-lems in adolescent and early adulthood Implications for substance abuse prevention Psychological Bulletin 112(1) 64ndash105
166 Measuring resilience and youth developMent the psychoMetric properties of the healthy Kids survey
Hjemda O Friborg O Stiles T C Martinussen M amp Rosenvinge J H (2006) A new scale for adolescent resilience Grasping the central protective resources behind healthy development Measurement and Evalu-ation in Counseling and Development 39 84ndash96
Hu L amp Bentler P M (1999) Cutoff criteria for fit indexes in covariance structure analysis Conventional criteria versus new alternatives Structural Equation Modeling 6(1) 1ndash55
Klein J D Sabaratnam P Auerbach M M Smith S M Kodjo C Lewis C Ryan S amp Dandino C (2006) Development and factor structure of a brief instrument to assess the impact of community programs on posi-tive youth development The Rochester evaluation of asset development for youth (READY) tool Journal of Adolescent Health 39 252ndash260
Little R J amp Rubin D B (2002) Statistical analysis with missing data (2nd ed) New York John Wiley amp Sons
Long S (1983) Covariance structure models An introduc-tion to LISREL Newbury Park Sage
MacCallum R C (1995) Model specification Procedures strategies and related issues In R H Hoyle (Ed) Structural equation modeling Concepts issues and ap-plications (pp 16ndash36) Thousand Oaks CA Sage
Masten A (2001) Ordinary magic Resilience processes in development American Psychologist 56 227ndash238
Masten A amp Coatsworth D (1998) The development of competence in favorable and unfavorable environ-ments Lessons from research on successful children American Psychologist 53 205ndash220
Mutheacuten B O (1984) A general structural equation model with dichotomous ordered categorical and con-tinuous latent variable indicators Psychometrica 49 115ndash132
Mutheacuten B O (1987) Liscomp An analysis of linear struc-tural relations using a comprehensive measurement model Mooresville IN Scientific Software
Mutheacuten B O du Toit S H C amp Spisic D (1997) Robust inference using weighted least squares and quadratic estimating equations in latent variable modeling with categorical and continuous outcomes Unpublished manuscript University of California Los Angeles
Mutheacuten L K amp Mutheacuten B O (2006) Mplus userrsquos guide Fourth edition Los Angeles Mutheacuten amp Mutheacuten
Nunnally J C (1978) Psychometric theory New York McGraw-Hill
Oman R F Vesely S K McLeroy K R Harris-Wyatt V Aspy C B Rodin S amp Marshall L (2002) Reliability and validity of the Youth Asset Survey (YAS) Journal of Adolescent Health 31 247ndash55
Price J H Dake J A amp Kucharewski R (2002) Assessing assets in racially diverse inner-city youths Psycho-metric properties of the Search Institute asset ques-tionnaire Family and Community Health 25 1ndash9
Resnick M Bearman P Blum R Bauman K Harris K Jones J Tabor J Beuring T Sieving R Shew M Ireland M Bearinger L amp Udry J (1997) Protecting adolescents from harm Findings from the National Longitudinal Study on Adolescent Health Journal of the American Medical Association 278 823ndash832
Rutter M (1987) Psychosocial resilience and protective mechanisms American Journal of Orthopsychiatry 57 316ndash331
Satorra A (2000) Scaled and adjusted restricted tests in multi-sample analysis of moment structures In R D H Heijmans D S G Pollock amp A Satorra (Eds) Innovations in multivariate statistical analysis A Festschrift for Heinz Neudecker (pp 233ndash247) London Kluwer Academic Publishers
Satorra A amp Bentler P M (1999) A scaled difference chi-square test statistics for moment structure analysis (Technical report) Los Angeles University of Califor-nia Los Angeles
references 167
Springer J F amp Philips J L (1995) Individual protective factors index A measure of adolescent resiliency Fol-som CA EMT Associates
Wagnild G M amp Young H M (1993) Development and psychometric evaluation of the Resilience Scale Jour-nal of Nursing Measurement 1 165ndash178
Werner E amp Smith R (1982) Vulnerable but invincible A longitudinal study of resilient children and youth New York McGraw Hill
Werner E amp Smith R (1992) Overcoming the odds High-risk children from birth to adulthood New York Cornell University Press
WestEd (2002) Resilience and youth development module Aggregated California datamdashfall 1999 to spring 2002 Los Alamitos CA Author
Yu C Y amp Mutheacuten B O (2001) Evaluation of model fit indices for latent variable models with categorical and continuous outcomes (Technical report) Los Angeles University of California Los Angeles Graduate School of Education and Information Studies
- Measuring resilience and youth development the psychometric properties of the Healthy Kids Survey
- Summary
- Table of contents
- Why this study
- Developing a risk and resilience assessment tool
- The Healthy Kids Surveymdashassessing risk and protective factors
- Box 1 Specifications of the Healthy Kids Survey
- The resilience and youth development modulemdashassessing the other side of risk
- Figure 1 Conceptual model for the resilience and youth development module
- Table 1 Items on the secondary school resilience and youth development module by construct 200607
- Table 2 Elementary school resilience and youth development module items by construct 200607
- Evaluating the psychometric properties of the resilience and youth development module
- Box 2 Data and analytic strategies
- Results of the analysis of the secondary school module
- Results of the analysis of the elementary school module
- Recommendations
- Table 3 Recommended measures of environmental resilience assets among secondary school students
- Table 4 Recommended measures of internal resilience assets among secondary school students
- Table 5 Recommended measures of environmental and internal resilience assets among elementary school students
- Secondary school environmental resilience assets
- Secondary school internal resilience assets
- Elementary school environmental and internal assets
- Appendix A Analytic strategy
- Table A1 Missing data patterns for secondary and elementary samples from the resilience and youth development module
- Figure A1 Hypothetical example of MIMIC approach for testing for measurement equivalence
- Appendix B Results
- Table B1 Secondary school environmental resilience asset exploratory factor analysis results main sample 8-factor solution
- Table B2 Secondary school environmental resilience asset exploratory factor analysis results validation sample 8-factor solution
- Table B3 Final secondary school environmental assets model main sample
- Table B4 Correlations among secondary school environmental resilience assets final confirmatory factor analysis model
- Table B5 Elementary school environmental resilience asset exploratory factor analysis results main sample 4-factor solution
- Table B6 Elementary school environmental resilience asset exploratory factor analysis results validation sample 4-factor solution
- Table B7 Final elementary school environmental resilience assets model main sample
- Table B8 Secondary school internal resilience asset exploratory factor analysis results main sample 4-factor model
- Table B9 Secondary school internal resilience asset exploratory factor analysis results validation sample 4-factor model
- Table B10 Final secondary school internal resilience assets model main sample
- Table B11 Elementary school internal resilience asset exploratory factor analysis results main sample 2-factor model
- Table B12 Elementary school internal resilience asset exploratory factor analysis results validation sample 2-factor model
- Table B13 Final elementary school internal resilience asset model main sample
- Table B14 Secondary school internal consistency reliability coefficients by demographic subgroup
- Table B15 Elementary school internal consistency reliability coefficients by gender
- Table B16 Test-retest reliability of secondary school environmental resilience asset constructs and items
- Table B17 Test-retest reliability of secondary school internal resilience asset constructs and items
- Table B18 Test-retest reliability of elementary school resilience asset constructs and items
- Table B19 Secondary school subscale means by demographic subgroup
- Table B20 Elementary school subscale means by gender
- Table B21 Correlations between secondary school environmental resilience assets and criterion variables
- Table B22 Correlations between secondary school internal resilience assets and criterion variables
- Table B23 Correlations between elementary school resilience assets and criterion variables
- Table B24 Current and recommended measures of environmental resilience assets among secondary school students
- Table B25 Current and recommended measures of internal resilience assets among secondary school students
- Table B26 Current and recommended measures of environmental resilience assets among elementary school students
- Table B27 Current and recommended measurement of internal resilience assets among elementary school students
- Appendix C Results and model selection details
- Table C1 Secondary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Figure C1 Secondary environmental resilience asset scree plot total analytic samples
- Table C2 Secondary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Figure C2 Elementary school environmental resilience asset scree plot total analytic samples
- Table C3 Measurement intercept differences for environmental resilience assets secondary school sample
- Table C4 Elementary school environmental resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C5 Elementary school environmental resilience asset total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C6 Gender measurement intercept differences for environmental resilience assets elementary school sample
- Figure C3 Secondary school internal resilience asset scree plot total analytic samples
- Table C7 Secondary school internal resilience assets total analytic sample goodness-of-fit information for exploratory factor analysis models
- Table C8 Secondary school internal assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Table C9 Measurement intercept differences for internal resilience assets secondary school sample
- Figure C4 Elementary school internal resilience asset scree plot total analytic samples
- Table C10 Elementary school internal resilience assets total analytic sample goodness-of-fit information for confirmatory factor analysis models
- Appendix D Other assessments of resilience and related factors
- Appendix E Detailed tables
- Table E1 Secondary RYDM Environmental Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E2 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E3 Environmental Assets African American Chinese American Mexican American and White
- Table E4A Secondary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E4B Secondary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E5A Secondary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E5B Secondary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E6A Secondary RYDM Environmental Asset EFA Results Main Sample 6 Factor Solution
- Table E6B Secondary RYDM Environmental Asset EFA Results Validation Sample 6 Factor Solution
- Table E7A Secondary RYDM Environmental Asset EFA Results Main Sample 7 Factor Solution
- Table E7B Secondary RYDM Environmental Asset EFA Results Validation Sample 7 Factor Solution
- Table E8A Secondary RYDM Environmental Asset EFA Results Main Sample 8 Factor Solution
- Table E8B Secondary RYDM Environmental Asset EFA Results Validation Sample 8 Factor Solution
- Table E9A Secondary RYDM Environmental Asset EFA Results Main Sample 9 Factor Solution
- Table E9B Secondary RYDM Environmental Asset EFA Results Validation Sample 9 Factor Solution
- Table E10 Secondary RYDM Environmental Asset EFA Results Grade 7 4 Factor Solution
- Table E11 Secondary RYDM Environmental Asset EFA Results Grade 7 5 Factor Solution
- Table E12 Secondary RYDM Environmental Asset EFA Results Grade 7 6 Factor Solution
- Table E13 Secondary RYDM Environmental Asset EFA Results Grade 7 7 Factor Solution
- Table E14 Secondary RYDM Environmental Asset EFA Results Grade 7 8 Factor Solution
- Table E15 Secondary RYDM Environmental Asset EFA Results Grade 7 9 Factor Solution
- Table E16 Secondary RYDM Environmental Asset EFA Results Grade 9 4 Factor Solution
- Table E17 Secondary RYDM Environmental Asset EFA Results Grade 9 5 Factor Solution
- Table E18 Secondary RYDM Environmental Asset EFA Results Grade 9 6 Factor Solution
- Table E19 Secondary RYDM Environmental Asset EFA Results Grade 9 7 Factor Solution
- Table E20 Secondary RYDM Environmental Asset EFA Results Grade 9 8 Factor Solution
- Table E21 Secondary RYDM Environmental Asset EFA Results Grade 9 9 Factor Solution
- Table E22 Secondary RYDM Environmental Asset EFA Results Grade 11 4 Factor Solution
- Table E23 Secondary RYDM Environmental Asset EFA Results Grade 11 5 Factor Solution
- Table E24 Secondary RYDM Environmental Asset EFA Results Grade 11 6 Factor Solution
- Table E25 Secondary RYDM Environmental Asset EFA Results Grade 11 7 Factor Solution
- Table E26 Secondary RYDM Environmental Asset EFA Results Grade 11 8 Factor Solution
- Table E27 Secondary RYDM Environmental Asset EFA Results Grade 11 9 Factor Solution
- Table E28 Secondary RYDM Environmental Asset EFA Results Male 4 Factor Solution
- Table E29 Secondary RYDM Environmental Asset EFA Results Male 5 Factor Solution
- Table E30 Secondary RYDM Environmental Asset EFA Results Male 6 Factor Solution
- Table E31 Secondary RYDM Environmental Asset EFA Results Male 7 Factor Solution
- Table E32 Secondary RYDM Environmental Asset EFA Results Male 8 Factor Solution
- Table E33 Secondary RYDM Environmental Asset EFA Results Male 9 Factor Solution
- Table E34 Secondary RYDM Environmental Asset EFA Results Female 4 Factor Solution
- Table E35 Secondary RYDM Environmental Asset EFA Results Female 5 Factor Solution
- Table E36 Secondary RYDM Environmental Asset EFA Results Female 6 Factor Solution
- Table E37 Secondary RYDM Environmental Asset EFA Results Female 7 Factor Solution
- Table E38 Secondary RYDM Environmental Asset EFA Results Female 8 Factor Solution
- Table E39 Secondary RYDM Environmental Asset EFA Results Female 9 Factor Solution
- Table E40 Secondary RYDM Environmental Asset EFA Results African American 4 Factor Solution
- Table E41 Secondary RYDM Environmental Asset EFA Results African American 5 Factor Solution
- Table E42 Secondary RYDM Environmental Asset EFA Results African American 6 Factor Solution
- Table E43 Secondary RYDM Environmental Asset EFA Results African American 7 Factor Solution
- Table E44 Secondary RYDM Environmental Asset EFA Results African American 8 Factor Solution
- Table E45 Secondary RYDM Environmental Asset EFA Results African American 9 Factor Solution
- Table E46 Secondary RYDM Environmental Asset EFA Results Chinese American 4 Factor Solution
- Table E47 Secondary RYDM Environmental Asset EFA Results Chinese American 5 Factor Solution
- Table E48 Secondary RYDM Environmental Asset EFA Results Chinese American 6 Factor Solution
- Table E49 Secondary RYDM Environmental Asset EFA Results Chinese American 7 Factor Solution
- Table E50 Secondary RYDM Environmental Asset EFA Results Chinese American 8 Factor Solution
- Table E51 Secondary RYDM Environmental Asset EFA Results Chinese American 9 Factor Solution
- Table E52 Secondary RYDM Environmental Asset EFA Results Mexican American 4 Factor Solution
- Table E53 Secondary RYDM Environmental Asset EFA Results Mexican American 5 Factor Solution
- Table E54 Secondary RYDM Environmental Asset EFA Results Mexican American 6 Factor Solution
- Table E55 Secondary RYDM Environmental Asset EFA Results Mexican American 7 Factor Solution
- Table E56 Secondary RYDM Environmental Asset EFA Results Mexican American 8 Factor Solution
- Table E57 Secondary RYDM Environmental Asset EFA Results Mexican American 9 Factor Solution
- Table E58 Secondary RYDM Environmental Asset EFA Results White 4 Factor Solution
- Table E59 Secondary RYDM Environmental Asset EFA Results White 5 Factor Solution
- Table E60 Secondary RYDM Environmental Asset EFA Results White 6 Factor Solution
- Table E61 Secondary RYDM Environmental Asset EFA Results White 7 Factor Solution
- Table E62 Secondary RYDM Environmental Asset EFA Results White 8 Factor Solution
- Table E63 Secondary RYDM Environmental Asset EFA Results White 9 Factor Solution
- Table E64 Elementary RYDM Environmental AssetsmdashMales and FemalesmdashGoodness of Fit Information
- Table E65 Elementary RYDM Environmental Asset EFA Results Main Sample 2 Factor Solution
- Table E66 Elementary RYDM Environmental Asset EFA Results Validation Sample 2 Factor Solution
- Table E67 Elementary RYDM Environmental Asset EFA Results Main Sample 3 Factor Solution
- Table E68 Elementary RYDM Environmental Asset EFA Results Validation Sample 3 Factor Solution
- Table E69 Elementary RYDM Environmental Asset EFA Results Main Sample 4 Factor Solution
- Table E70 Elementary RYDM Environmental Asset EFA Results Validation Sample 4 Factor Solution
- Table E71 Elementary RYDM Environmental Asset EFA Results Main Sample 5 Factor Solution
- Table E72 Elementary RYDM Environmental Asset EFA Results Validation Sample 5 Factor Solution
- Table E73 Elementary RYDM Environmental Asset EFA Results Males 2 Factor Solution
- Table E74 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E75 Elementary RYDM Environmental Asset EFA Results Males 3 Factor Solution
- Table E76 Elementary RYDM Environmental Asset EFA Results Males 5 Factor Solution
- Table E77 Elementary RYDM Environmental Asset EFA Results Females 2 Factor Solution
- Table E78 Elementary RYDM Environmental Asset EFA Results Females 3 Factor Solution
- Table E79 Elementary RYDM Environmental Asset EFA Results Females 4 Factor Solution
- Table E80 Secondary RYDM Internal Assets Grades 7 9 and 11 Goodness of Fit Information for EFA Models
- Table E81 Environmental Assets Males and Females Goodness of Fit Information for EFA Models
- Table E82 Environmental Assets African American Chinese American Mexican American and White
- Table E83A Secondary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E83B Secondary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E84A Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E84B Secondary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E85A Secondary RYDM Internal Asset EFA Results Main Sample 4 Factor Model
- Table E85B Secondary RYDM Internal Asset EFA Results Validation Sample 4 Factor Model
- Table E86A Secondary RYDM Internal Asset EFA Results Main Sample 5 Factor Model
- Table E86B Secondary RYDM Internal Asset EFA Results Validation Sample 5 Factor Model
- Table E87 Secondary RYDM Internal Asset EFA Results Grade 7 2 Factor Model
- Table E88 Secondary RYDM Internal Asset EFA Results Grade 7 3 Factor Model
- Table E89 Secondary RYDM Internal Asset EFA Results Grade 7 4 Factor Model
- Table E90 Secondary RYDM Internal Asset EFA Results Grade 7 5 Factor Model
- Table E91 Secondary RYDM Internal Asset EFA Results Grade 9 2 Factor Model
- Table E92 Secondary RYDM Internal Asset EFA Results Grade 9 3 Factor Model
- Table E93 Secondary RYDM Internal Asset EFA Results Grade 9 4 Factor Model
- Table E94 Secondary RYDM Internal Asset EFA Results Grade 9 5 Factor Model
- Table E95 Secondary RYDM Internal Asset EFA Results Grade 11 2 Factor Model
- Table E96 Secondary RYDM Internal Asset EFA Results Grade 11 3 Factor Model
- Table E97 Secondary RYDM Internal Asset EFA Results Grade 11 4 Factor Model
- Table E98 Secondary RYDM Internal Asset EFA Results Grade 11 5 Factor Model
- Table E99 Secondary RYDM Internal Asset EFA Results Male 2 Factor Model
- Table E100 Secondary RYDM Internal Asset EFA Results Male 3 Factor Model
- Table E101 Secondary RYDM Internal Asset EFA Results Male 4 Factor Model
- Table E102 Secondary RYDM Internal Asset EFA Results Male 5 Factor Model
- Table E103 Secondary RYDM Internal Asset EFA Results Female 2 Factor Model
- Table E104 Secondary RYDM Internal Asset EFA Results Female 3 Factor Model
- Table E105 Secondary RYDM Internal Asset EFA Results Female 4 Factor Model
- Table E106 Secondary RYDM Internal Asset EFA Results Female 5 Factor Model
- Table E107 Secondary RYDM Internal Asset EFA Results African American 2 Factor Model
- Table E108 Secondary RYDM Internal Asset EFA Results African American 3 Factor Model
- Table E109 Secondary RYDM Internal Asset EFA Results African American 4 Factor Model
- Table E110 Secondary RYDM Internal Asset EFA Results African American 5 Factor Model
- Table E111 Secondary RYDM Internal Asset EFA Results Chinese American 2 Factor Model
- Table E112 Secondary RYDM Internal Asset EFA Results Chinese American 3 Factor Model
- Table E113 Secondary RYDM Internal Asset EFA Results Chinese American 4 Factor Model
- Table E114 Secondary RYDM Internal Asset EFA Results Chinese American 5 Factor Model
- Table E115 Secondary RYDM Internal Asset EFA Results Mexican American 2 Factor Model
- Table E116 Secondary RYDM Internal Asset EFA Results Mexican American 3 Factor Model
- Table E117 Secondary RYDM Internal Asset EFA Results Mexican American 4 Factor Model
- Table E118 Secondary RYDM Internal Asset EFA Results Mexican American 5 Factor Model
- Table E119 Secondary RYDM Internal Asset EFA Results White 2 Factor Model
- Table E120 Secondary RYDM Internal Asset EFA Results White 3 Factor Model
- Table E121 Secondary RYDM Internal Asset EFA Results White 4 Factor Model
- Table E122 Secondary RYDM Internal Asset EFA Results White 5 Factor Model
- Table E123 Elementary RYDM Internal Assets Males and Females Goodness of Fit Information for EFA Models
- Table E124A Elementary RYDM Internal Asset EFA Results Main Sample 1 Factor Model
- Table E124B Elementary RYDM Internal Asset EFA Results Validation Sample 1 Factor Model
- Table E125A Elementary RYDM Internal Asset EFA Results Main Sample 2 Factor Model
- Table E125B Elementary RYDM Internal Asset EFA Results Validation Sample 2 Factor Model
- Table E126 Elementary RYDM Internal Asset EFA Results Main Sample 3 Factor Model
- Table E127 Elementary RYDM Internal Asset EFA Results Males 1 Factor Model
- Table E128 Elementary RYDM Internal Asset EFA Results Males 2 Factor Model
- Table E129 Elementary RYDM Internal Asset EFA Results Males 3 Factor Model
- Table E130 Elementary RYDM Internal Asset EFA Results Females 1 Factor Model
- Table E131 Elementary RYDM Internal Asset EFA Results Females 2 Factor Model
- Table E132 Elementary RYDM Internal Asset EFA Results Females 3 Factor Model
- Notes
- References
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