The Neighbourhood Youth Inventory: development and validation

Chipuer, H. M. and Pretty, G. H. and Delorey, E. and Miller, M. and Powers, T. and Rumstein, O. and Barnes, A. and Cordasic, N. and Laurent, K. (1999) The Neighbourhood Youth Inventory: development and validation. Journal of Community and Applied Social Psychology, 9 (5). pp. 355-368. ISSN 1052-9284

Abstract

This paper describes the development and validation of an inventory to uncover youths' experiences in their neighbourhoods. The Neighbourhood Youth Inventory (NYI) was
developed from conversations with youths in Grades 7, 9 and 11. This paper reports the psychometric analyses of the NYI. Responses from 934 youths (511 urban, 423 rural) to the NYI resulted in a four-factor solution. This solution was stable across responses from youths in Grades 7, 9 and 11, and for urban and rural youths. Cronbach alphas ranged from 0.64 to 0.94. Construct, convergent and discriminant validity of the NYI subscales are demonstrated. Using
the NYI we will be able to assess youths' experiences within their neighbourhoods, which may contribute to a more ecological understanding of healthy developmental outcomes beyond family, peer and school environments.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 1999 John Wiley & Sons, Ltd.
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 30 Nov 2007 11:47
Last Modified: 08 Nov 2013 05:18
Uncontrolled Keywords: neighbourhood environment; sense of community; inventory; scale; adolescence; youth
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160807 Sociological Methodology and Research Methods
17 Psychology and Cognitive Sciences > 1701 Psychology > 170102 Developmental Psychology and Ageing
17 Psychology and Cognitive Sciences > 1701 Psychology > 170113 Social and Community Psychology
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
URI: http://eprints.usq.edu.au/id/eprint/14004

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