What Does it Take to Get Youth Involved

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What Does it Take to Get Youth Involved in Activities? A Pattern-Centered Approach to

What Does it Take to Get Youth Involved in Activities? A Pattern-Centered Approach to Youth, Family, and Community Predictors Nicole Zarrett Tufts University Stephen C. Peck and Jacquelynne S. Eccles University of Michigan

Acknowledgements n We thank the following people for their support of this project (listed

Acknowledgements n We thank the following people for their support of this project (listed alphabetically): Elaine Belansky, Todd Bartko, Heather Bouchey, Nick Butler, Celina Chatman, Diane Early, Kari Fraser, Leslie Gutman, Katie Jodl, Ariel Kalil, Linda Kuhn, Sarah Lord, Karen Mc. Carthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Stephen C. Peck, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong. n Data reported here come from grants to Jacquelynne S. Eccles and Arnold J. Sameroff from the Mac. Arthur Network on Successful Adolescent Development in High Risk Settings (Chair: R. Jessor), the National Institutes for Child Health and Human Development, and to Jacquelynne S. Eccles from the W. T. Grant Foundation.

Dynamic Systems Person Environment Fit Optimal Functioning f| Personal Environmental Needs Opportunities

Dynamic Systems Person Environment Fit Optimal Functioning f| Personal Environmental Needs Opportunities

Holistic Interactionism (Magnusson, et al. , 2001) Example: Activity Choice

Holistic Interactionism (Magnusson, et al. , 2001) Example: Activity Choice

Basic Expectancy Value Model (Eccles, 1993) Sport Expectancies Music + _ Expectancies + Sport

Basic Expectancy Value Model (Eccles, 1993) Sport Expectancies Music + _ Expectancies + Sport Values Music Values _ ACTIVITY CHOICE

Analyses • Activity Participation Patterns • Cluster analysis using Sleipner 2. 0 Package for

Analyses • Activity Participation Patterns • Cluster analysis using Sleipner 2. 0 Package for • 7 th, 9 th, and 11 th grade activity participation patterns • Adolescent Motivational Profile • Parent Socialization Patterns (behaviors and beliefs) • Community Resource Profiles • Participation Continuity • Beginning in the 7 /9 and continuing through Grade 11 • Comparisons • Univariate Analyses with Planned Contrasts • Identifying over-representation th th • Cross-tabs (Chi. Square analyses)

Maryland Adolescent Development in Context Study (MADICS) (PI’s J. Eccles and A. Sameroff) A

Maryland Adolescent Development in Context Study (MADICS) (PI’s J. Eccles and A. Sameroff) A community-based longitudinal study n 7 th, 9 th, and 11 th grades, 1 and 3 yrs post H. S. n 1, 482 adolescents and their families n 49% female n 61% African American, 35% White n Pretax family income in 1990: n Mean: 42, 500 -52, 500 / Range: 5, 000 -75, 000 n Income normatively distributed among both African Americans and Whites. n

Measures Youth Activities n Constructive Activities Sports, School-related, Community, Volunteer and Religious activities. n

Measures Youth Activities n Constructive Activities Sports, School-related, Community, Volunteer and Religious activities. n Reading, Homework, Work, Chores and playing a Musical Instrument. n § Passive Activities § Hanging out with Friends and Watching Television Activities were measured on a scale of 1 thru 5 (1=little to no involvement in the activity 5=participate daily)

Measures continued… Youth Motivation Profiles § Self-concepts of Ability in and Value of: §

Measures continued… Youth Motivation Profiles § Self-concepts of Ability in and Value of: § Academics, Sports, Music/Arts, Social § School Engagement, Self-Esteem, Alcohol Use Parent Socialization Patterns § Expectancy-Value of Youth in: § Academics, Sports, Music/Arts § Encouragement/Frustration with the Youth in the Activity § Own Activity Involvement § Time Spent with Youth Community Profiles § Neighborhood Problems § Neighborhood Resources § Neighborhood Social Support (collective efficacy) § School Quality

Activity Participation Patterns

Activity Participation Patterns

Youth Motivation Profile

Youth Motivation Profile

Parent Socialization Patterns

Parent Socialization Patterns

Community Support Profile

Community Support Profile

Developmental Outcomes n Low-Engagement = Negative n Participation in Activities = Positive n Sports

Developmental Outcomes n Low-Engagement = Negative n Participation in Activities = Positive n Sports Participation = Mixed

Under the Microscope SPORT-ONLY vs. SPORT+ACTIVITIES 11 th Grade Means by Continuous Activity Participation

Under the Microscope SPORT-ONLY vs. SPORT+ACTIVITIES 11 th Grade Means by Continuous Activity Participation Patterns

Predictors of Participation Community Family Sport+Activity Youth

Predictors of Participation Community Family Sport+Activity Youth

SOCIAL ECOLOGICAL MODEL COMMUNITY FAMILY PARENT SCHOOL CHILD PEERS

SOCIAL ECOLOGICAL MODEL COMMUNITY FAMILY PARENT SCHOOL CHILD PEERS

Nested Contextual Systems Community Family Youth Participation

Nested Contextual Systems Community Family Youth Participation

Highlights n ONE Youth Profile predictive of participation in the Sport+Activities pattern • Across

Highlights n ONE Youth Profile predictive of participation in the Sport+Activities pattern • Across race, gender, and SES

Youth Profile

Youth Profile

Highlights continued… n THREE Parent socialization patterns

Highlights continued… n THREE Parent socialization patterns

Parent Socialization

Parent Socialization

Highlights continued… n TWO Community Profiles

Highlights continued… n TWO Community Profiles

Community

Community

n Distal factors n n availability of resources and sense of safety in neighborhoods

n Distal factors n n availability of resources and sense of safety in neighborhoods and schools Proximal Parent n Peer n Individual n

Conclusions and Future Directions n Equifinal and Multifinal development n Dropping out of Activities

Conclusions and Future Directions n Equifinal and Multifinal development n Dropping out of Activities n Supports for a Diversity of Youth

Conceptual Model 7 th Grade 9 th Grade 11 th Grade Y F Y

Conceptual Model 7 th Grade 9 th Grade 11 th Grade Y F Y F A C A C Outcome

Thank you. For more information: nicole. zarrett@tufts. edu OR www. rcgd. isr. umich. edu/garp/

Thank you. For more information: nicole. zarrett@tufts. edu OR www. rcgd. isr. umich. edu/garp/