THE ROLE OF PEER RELATIONSHIPS ON POSITIVE YOUTH DEVELOPMENT (PYD) AMONG MALAYSIAN ADOLESCENTS: MODERATING ROLE OF SCHOOL TYPES

Abstract

This study examined the relationship between peer relationships and Positive Youth Development (PYD) among Malaysian adolescents, focusing on the moderating role of school type (government vs. international). Grounded in Lerner’s Positive Youth Development framework and Bronfenbrenner’s Ecological Systems Theory, the research adopted a descriptive–correlational design involving 231 adolescents aged 11 to 15 years (M = 13.50, SD = 1.68) from Kuala Lumpur. Stratified random sampling was used to ensure proportional representation across school types. Data were collected using the Positive Youth Development–Short Form (PYD-SF; Geldhof et al., 2014) and the Loneliness and Social Dissatisfaction Questionnaire (Asher & Wheeler, 1985). Both instruments demonstrated strong internal consistency (α = .79–.86). Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test hypotheses. Results revealed a significant negative relationship between loneliness in peer relationships and PYD (β = −.23, T = 9.36, p < .001), indicating that adolescents with higher-quality peer interactions demonstrated greater psychological well-being, competence, confidence, caring, and connection. However, school type did not significantly moderate this relationship, suggesting that the quality of peer relationships influences adolescent well-being similarly across different educational environments. The findings underscore the importance of fostering supportive peer connections in both school contexts to enhance social competence and emotional resilience. Recommendations include implementing structured peer support and mentorship programs, particularly in government schools, to promote belonging and psychological well-being among adolescents.