Affinity Project Update: From interests to passions
description
Transcript of Affinity Project Update: From interests to passions
![Page 1: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/1.jpg)
AFFINITY PROJECT UPDATE: FROM INTERESTS TO PASSIONS
From Interests….. to Passions: The role of caring adults
Jean Rhodes & Adar Ben Eli-YahuUMass Boston, CLRN
![Page 2: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/2.jpg)
A spark is a “passion for a self-identified interest, skill or capacity that metaphorically lights a fire in the adolescents’ life, providing energy, joy, purpose and direction.”
Peter Benson, Sparks 4.57
SPARKS
![Page 3: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/3.jpg)
Democratization of Production
![Page 4: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/4.jpg)
Proliferation of Tools
![Page 5: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/5.jpg)
Unmediated communication
![Page 6: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/6.jpg)
CONNECTED LEARNING
Interest Driven
Academically Oriented
Socially Supported
![Page 7: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/7.jpg)
Interest Driven
Maintained/
transferred to
academics and other contexts
Socially supported
Hidi & Renninger, 2006; Mitchel, 1996
A developmental perspective
![Page 8: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/8.jpg)
It is primarily through observing and playing and working with others older and younger than himself that a child discovers both what he can do and who can become—that he develops both his ability and his identity—
Uri Bronfenbrenner
interests
![Page 9: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/9.jpg)
FROM DOMAINS….
InterestTransferred to
Academic/Career Achievement
![Page 10: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/10.jpg)
TO DEVELOPMENTAL PROCESSES…
Socially Supported
InterestAcademic/Career
Achievement
![Page 11: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/11.jpg)
TO DEVELOPMENTAL PROCESSES…
Socially Supported
Interest
Tenacity/Expertise
![Page 12: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/12.jpg)
THREE RESEARCH QUESTIONS What is the nature of sparks? How do they relate to well-being
What role do relationships play?
![Page 13: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/13.jpg)
THE NATURE OF OF SPARKS
1. Although there might be pressure to claim that one has a deep interest, not all are approached with the same intensity
“Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.”
― Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience
2. The progression from passing interest to deep interests depends largely on support
![Page 14: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/14.jpg)
“When we choose a goal and invest ourselves in it to the limits of concentration, whatever we do will be enjoyable. And once we have tasted this joy, we will redouble our efforts to taste it again. This is the way the self grows.”
Mihaly Csikszentmihalyi, Flow: ThePsychology of Optimal Experience
Ben-Eliyahu, Rhodes, & Scales (under review)
![Page 15: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/15.jpg)
ATTENTION AND ENGAGEMENT GAPS
![Page 16: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/16.jpg)
METHODParticipants included 1,860 15-years-olds from across the
United States who were participating in the national Teen Voice survey
56% European American
![Page 17: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/17.jpg)
‘‘When people are really happy, energized, and passionate about their talents, interests, or hobbies, we say they have a ‘‘spark’’ in their life. This spark is more than just interesting or fun for them. They are passionate about it. It gives them joy and energy. It is a really important part of their life that gives them real purpose, direction, or focus. Do you have this kind of spark in your life?’’
Those who answered ‘‘yes’’ were counted as having a spark, and were asked to respond to an additional 7 items about their main spark:
(1)“Feel joy or energy”(2) “Lose track of time”(3) “Feel a sense of purpose or focus”. (4) “Given me skills that will help me in a job or career”(5) “Helped me get along with other people”(6)“Given me chances to improve my family, school, or community”(7) “Encouraged me to learn new or extra things outside of the schoolwork I have”
SPARK
![Page 18: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/18.jpg)
RELATIONSHIPS SUPPORTING SPARKMost common types
EncouragementFinancial helpTransportation
Most common providersParentsExtended family (grandparent or other family neighborsFriends parentsSchool (teacher, counselor, or other adult at school)Mentor, adult (in youth org or afterschool program)
![Page 19: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/19.jpg)
GOALS OF STUDYStudy variations in intensity of sparksExplore how emotional and instrumental supports were related
to sparks. Explore sparks were related to a range of outcomes
![Page 20: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/20.jpg)
SAMPLE: 1860 15 YEAR OLDSRace/Ethnicity
WhiteHispanicBlack/AAMixedAsian
![Page 21: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/21.jpg)
PARENTS’ EDUCATION
parent ed
Some high schoolHigh SchoolCollegePost-college
![Page 22: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/22.jpg)
Relationships:Encouragement, financial help, and transportationParents, extended family (grandparent or other family), neighbors, friends,
school (teacher, counselor, or other adult at school), mentor, adult (in youth org or afterschool program)
Outcomes:Social Leadership, social good contribution, civic engagementAcademic Mastery goals, missed school, grade point average, school effortAffective Sense of purpose, positive future outlook, worry
![Page 23: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/23.jpg)
NATURE OF SPARKSLatent class analyses
Low Spark Moderate Spark High Spark-1.5
-1
-0.5
0
0.5
1
1.5
Joy & EnergyLose track of timePurpose & focusSkills for careerGet alongImprove surroundingsEncourage learning
![Page 24: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/24.jpg)
SPARK BY GENDER
No Spark Low Spark Moderate Spark High Spark0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
MaleFemale
![Page 25: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/25.jpg)
SPARKS BY RACE/ETHNICITY
No Spark Low Spark Moderate Spark High Spark0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
WhiteBlack or African AmericanHispanicAsian or Pacific IslanderNative American or Alaskan NativeMixed RaceOther
![Page 26: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/26.jpg)
ENRICHMENT EXPENDITURES ON CHILDREN (TOP VS. BOT. 20%
Source: Duncan & Murnane, 2011
![Page 27: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/27.jpg)
SPARK BY PARENTAL EDUCATION
No Spark Low Spark Moderate Spark High Spark0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Less than high schoolCompleted some high schoolCompleted high schoolCompleted some collegeCompleted CollegeCompleted some graduate schoolCompleted graduate schoolAssociate Degree
![Page 28: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/28.jpg)
SPARK ACTIVITIES
Low Spark Moderate Spark High Spark0
5
10
15
20
25
30
35
Using computers, electronics, or other types of technologyParticipating in or leading art, dance, drama, music, writinParticipating in sports, athletics, or other physical activiStudying, reading, doing research, or other ways of learningBeing in nature, caring for animals, or par-ticipating in outServing others, participating in politics, or working on soc
![Page 29: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/29.jpg)
SPARK & WELL-BEING
No Spark Low Spark Moderate Spark
High Spark
0
0.5
1
1.5
2
2.5
3
3.5
LeadershipSocial GoodCivic engagement
No Spark Low Spark
Moderate Spark
High Spark
0
0.5
1
1.5
2
2.5
3
3.5
4
Mastery GoalsMissed SchoolEffortGrade Point Average
![Page 30: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/30.jpg)
SPARK AND WELL-BEING
No Spark Low Spark Middle Spark
High Spark0
0.51
1.52
2.53
3.54
4.5
Hopeful PurposPostive FutureWorry
![Page 31: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/31.jpg)
RELATIONSHIPS SUPPORTING SPARK
Encourages Funding Transportation1
1.52
2.53
3.54
Neighbors
Encourages Funding Transportation12
3
4
ParentLow SparkMiddle SparkHigh Spark
Encourages Funding Transportation1
2
3
4
Friends
Encourages Funding Transportation12
3
4
Extended Family
![Page 32: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/32.jpg)
RELATIONSHIPS SUPPORTING SPARK
Encourages Funding Transportation1
2
3
4
Teacher/Coach
Encourages Funding Transportation1
1.52
2.53
3.54
Mentor
![Page 33: Affinity Project Update: From interests to passions](https://reader035.fdocuments.net/reader035/viewer/2022070501/56816938550346895de09fc7/html5/thumbnails/33.jpg)
SOCIAL-ECOLOGICAL THEORY
U R I B R O N F E N B R E N N E R
Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else—especially somebody who's crazy about that child.