Abstract
BACKGROUND: Optimizing the development of adolescents in the post-pandemic era is an urgent concern. As an active initiative, the "Tin Ka Ping P.A.T.H.S. Project", rooted in the "Positive Youth Development (PYD)" approach, represents a curriculum-based program aimed at fostering the psychosocial competence and well-being of adolescents. This study presents evaluation findings of the program's effectiveness during the 2022-2023 academic year. METHODS: Using a validated "36-item Subjective Outcome Evaluation scale (SOES)", we evaluated perceptions of 2165 junior students (M(age) = 13.43 years, SD = 0.70 years, 51.3% females) and 3287 senior students (M(age) = 16.07 years, SD = 0.65 years, 52.8% females). RESULTS: Replicating our previous findings before and during the pandemic, the 36-item SOES exhibited satisfactory validity and reliability in the current study. Students commonly provided favorable evaluations regarding program quality, implementer quality, and perceived benefits. Senior-grade students were more likely to perceive the program more positively. CONCLUSIONS: These replications underscore the generalizability of the robustness of the 36-item SOES as a reliable evaluation measurement tool across different time periods and research backgrounds. The participants' positive responses indicated the positive impact of the "Tin Ka Ping P.A.T.H.S. Project" in enhancing the psychosocial competence and well-being of the students across background contexts and time periods.