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Does  Quality  MaDer?  The  AssociaHon  Between  Youth  Adult  RelaHonships  (YAR)  and  Youths’  Future  AspiraHons  

Ashley  Metelus,  Mark  Vincent  B.  Yu,  Shannon  M.  Varga,  Valerie  A.  Futch  Ehrlich,  Ph.D.,  Nancy  L  Deutsch,  Ph.D.    University  of  Virginia,  Curry  School  of  EducaAon,  Youth-­‐Nex  Center  for  PosiAve  Youth  Development  

Ashley  Metelus  University  of  South  Florida  Sarasota  Manatee  Email:  Ametelus@mail.usf.edu    

Contact   Acknowledgements  The  research  reported  here  was  supported  by  the  InsAtute  of  EducaAon  Sciences,  U.S.  Department  of  EducaAon,  through  Grant  #R305B090002  to  the  University  of  Virginia.  Funding  for  this  project  is  also  provided  by  the  William  T.  Grant  FoundaAon  (Grant  #  181357).  The  opinions  expressed  are  those  of  the  authors  and  do  not  represent  views  of  the  InsAtute,  the  U.S.  Department  of  EducaAon,  or  the  W.T.  Grant  FoundaAon.    

 

- Over 70% of youth report having non-parental adults in their lives who are important to them (Dubois & Silverthorn, 2005; Beam, Chen & Greenberger, 2002) - Quality of the youth adult relationship (YAR) is associated with positive youth development (Chu, Saucier & Hafner, 2010)

- Quality of the relationship has been shown to positively affect outcomes such as completing high school, attending college, and obtaining a job that pays well (Dubois & Silverthorn, 2005)

- In addition to the outcomes noted above, youth’s interests, plans, and beliefs about the future are learned in social interactions with other people (Nurmi, 1991). Possible selves, one’s personalized representation of one’s self in future states is one such construct (Cross & Markus, 1991). Yet the quality of the YAR and its association on perceptions of youths’ possible selves and internal future aspirations has not been examined. Objective: To examine possible association between the quality of YARs and youth’s possible selves (in the form of future aspirations) RQ: Is the quality of a significant YAR associated with youths’ future aspirations? Hypothesis: It is expected that there will be a positive relationship between the quality of the YAR and youth’s future aspirations

IntroducHon  

- Fail to reject the null hypothesis - p = 0.635 -  No association between the quality of the YAR and perceptions of youth possible selves

regarding internal future aspirations

a. Dependent Variable: Future Aspirations Average at Time 2 Methods  and  Materials    

Although the results were not significant quantitatively, there was qualitative evidence from the in depth interviews that youth are engaging in conversations related to their future aspirations with their VIPs. Additionally, the majority of youth in this study already reported having high aspirations. It seems from the interviews that VIPs might not be influencing the youths future aspirations but they are providing them with concrete information for how to achieve their aspirations. Limitations: - Small sample size - There may not have been enough time between time points to reflect changes in their aspirations - Used variables that were not what the original study intended to study - The future aspiration scale measured internal aspirations whereas past studies examined youths external outcomes (e.g. attended college; Dubois & Silverthorn, 2005). - Majority of sample started with high aspirations so it explains why no relationship was found Future Research: - Develop a more suitable internal future aspirations scale - Using longitudinal data, first measure the internal future aspirations of youth and then later examine their external outcomes - Bigger sample size - Larger time frame between time points

Discussion  

-  Longitudinal, mixed methods study -  A screening survey was distributed to a community sample of youth (N=289) through after-

school programs, schools, and other community-based locations. -  From this sample, a longitudinal sample (N=41) was drawn through a combination of

stratified random and purposeful sampling. -  Youth were surveyed and interviewed twice, approximately 6 months to one year apart. -  Surveys included quantitative scales focused on psychosocial and relational characteristics.

Interviews were semi-structured and included open ended questions about youth’s relationships with important adults.

-  The data for this paper includes survey and interview data from all youth from the longitudinal sample who had complete data for both T1 and T2 (N=36).

-  Female: 21, Male: 15 -  Mean Age T1: 14.08, Mean Age T2: 15.56 -  Grades: 10th – Undergraduate Freshman -  Likert Scales:

-  Future Aspirations (Center for Urban Affairs and Policy Research, 1995) -  6 items: (Not all important – Very important) “You will go to college ” -  Reliability: (α =.717)

-  Youth were asked to nominate a significant non-parental adult (herein called “VIP”) and filled out the Strength of Relationship (SoR) scale for their VIP (Rhodes et al., 2005) -  10 items: (Not all true – Always true) “I feel close to [VIP]” -  Reliability: (α = .655)

-  Quantitative Analysis: Linear Regression -  Independent Variable: Strength of Relationship for VIP at Time 1 -  Dependent Variable: Future Aspirations Average at Time 2

-  Qualitative Analysis -  Transcripts were analyzed for themes related to the constructs in the future aspirations

scale, for example, discussions of going to college or future career choices. -  Themes: Graduating High School, College, Future Self/Community, and Job -  Developed from themes on the Future Aspirations Scale -  Purpose of Qualitative Data: Expand quantitative findings to understand the process and

content of conversations youth had with VIPs about future aspirations

QuanHtaHve  Results  

Table  1.  Regression  Analysis    

Theme   Example  

Graduating High School

“Well she’s an architect so she like knows about that stuff so she helps me with like my AP environmental science because she took that and like math because she’s pretty good at math. If she helps us I mean we’re happy about it because we know how to do it after she helps us.” -Katherine “Yeah, Robin helps me a lot just because I think she majored in English so she, in like writing, I’m not that good of a writer, so she’ll always help me in that. So, she’s helped me a lot over the past couple years just because writing is getting more and more a big part of school.” – Colt

College “We talk about like the future like college and stuff like that's a big stressor right now in my life so we talk about that and she's always like wherever you end up, you're supposed to be there so it's okay.” –Rachel “She’ll help with academics, like when we were talking about referrals for next year. She talked about how it would impact my GPA and 11th and 12th Grade and how it would carry on.” –Carrie “Yes. I find that especially true. He’s done so many things for me this year, like in regards to writing, just helping me out with the whole college process too. It’s great.” -Connor

Theme   Example  

Future Self/Community

“...he'll [VIP] just stop rehearsal and he'll just give a life lesson if it's on his mind…. and he's like 'It's not about what you want to be. It's who you want to be.' So he's really more interested on you shaping your character than you getting all the right grades and succeeding, you know?....I think it’s important because….we get so piled thick with all that stuff that we forget to shape ourselves as a moral character to go out in the world and not only do right because we found the cure to cancer but do right because you held the door open for someone.” –Rachel “Like how to be a better person in your community, and how to help other people when they need it.” -Philishaqueesha

Job “Just his classes are so different than any other classes they teach at school. It’s not just math or science or stuff. It involves math but it’s also art and theoretic stuff and everything trying to hit that class, and then this is what he’s told me about job opportunities and stuff like that.” – Johnny Depp

Unstandardized  Coefficients    

Standardized  Coefficients  

Model B Std. Error Beta t Sig. 1 (Constant) 3.218 .918 3.506 .001

Strength of Relationship for VIP at Time 1

.097 .202 .084 .479 .635

QualitaHve  Results  

                                                         

QualitaHve  Results  ConHnued