Nicole Zarrett Tufts University Stephen C. Peck and Jacquelynne S. Eccles University of Michigan
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Transcript of Nicole Zarrett Tufts University Stephen C. Peck and Jacquelynne S. Eccles University of Michigan
What Does it Take to Get What Does it Take to Get Youth Involved in Activities? Youth Involved in Activities? A Pattern-Centered Approach A Pattern-Centered Approach
to Youth, Family, and to Youth, Family, and Community PredictorsCommunity Predictors
Nicole ZarrettNicole ZarrettTufts UniversityTufts University
Stephen C. Peck and Jacquelynne S. Stephen C. Peck and Jacquelynne S. EcclesEccles
University of MichiganUniversity of Michigan
Acknowledgements 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 McCarthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Stephen C. Peck, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong.
Data reported here come from grants to Jacquelynne S. Eccles and Arnold J. Sameroff from the MacArthur 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 SystemsDynamic Systems
Person Environment FitPerson Environment Fit
Optimal
Functioning
Environmental
Opportunities
Personal
Needsf|
Holistic Interactionism Holistic Interactionism (Magnusson, et al., 2001)(Magnusson, et al., 2001)
0
0.5
1
1.5
2
2.5
3
Susie Janie
Sport SCSport ValueMusic SCMusic Value
Example: Activity Choice
Basic Expectancy Value ModelBasic Expectancy Value Model (Eccles, 1993)(Eccles, 1993)
ACTIVITY CHOICE
ACTIVITY CHOICE
Sport Expectancies
SportValues
SportValues
MusicValues
MusicValues
Music Expectancies
Music Expectancies
+
_
+
_
AnalysesAnalyses• Activity Participation PatternsActivity Participation Patterns
• Cluster analysis using Sleipner 2.0 Package for Cluster analysis using Sleipner 2.0 Package for • 77thth, 9, 9thth,, and 11and 11thth grade activity participation grade activity participation
patterns patterns • Adolescent Motivational ProfileAdolescent Motivational Profile• Parent Socialization Patterns (behaviors and Parent Socialization Patterns (behaviors and
beliefs)beliefs)• Community Resource ProfilesCommunity Resource Profiles
• Participation ContinuityParticipation Continuity• Beginning in the 7Beginning in the 7thth/9/9thth and continuing through Grade and continuing through Grade
1111
• ComparisonsComparisons• Univariate Analyses with Planned ContrastsUnivariate Analyses with Planned Contrasts
• Identifying over-representationIdentifying over-representation• Cross-tabs (ChiSquare analyses)Cross-tabs (ChiSquare analyses)
Maryland Adolescent Development Maryland Adolescent Development in in
Context Study (MADICS) Context Study (MADICS) (PI’s J. Eccles and A. Sameroff)(PI’s J. Eccles and A. Sameroff)
A community-based longitudinal studyA community-based longitudinal study 77thth, 9, 9thth, and 11, and 11thth grades, 1 and 3 yrs post grades, 1 and 3 yrs post
H.S.H.S. 1,482 adolescents and their families1,482 adolescents and their families
49% female49% female 61% African American, 35% White61% African American, 35% White Pretax family income in 1990:Pretax family income in 1990:
Mean: 42,500-52,500 / Range: 5, 000-Mean: 42,500-52,500 / Range: 5, 000-75,00075,000
Income normatively distributed among Income normatively distributed among both African Americans and Whites.both African Americans and Whites.
MeasuresMeasuresYouth ActivitiesYouth Activities
Constructive ActivitiesConstructive Activities Sports, School-related, Community, Volunteer and Religious Sports, School-related, Community, Volunteer and Religious
activities.activities. Reading, Homework, Work, Chores and playing a Musical Reading, Homework, Work, Chores and playing a Musical
Instrument.Instrument.
Passive ActivitiesPassive Activities Hanging out with Friends and Watching TelevisionHanging 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…Measures continued…
Youth Motivation ProfilesYouth Motivation Profiles Self-concepts of Ability in and Value of:Self-concepts of Ability in and Value of:
Academics, Sports, Music/Arts, Social Academics, Sports, Music/Arts, Social School Engagement, Self-Esteem, Alcohol UseSchool Engagement, Self-Esteem, Alcohol UseParent Socialization PatternsParent Socialization Patterns Expectancy-Value of Youth in:Expectancy-Value of Youth in:
Academics, Sports, Music/ArtsAcademics, Sports, Music/Arts Encouragement/Frustration with the Youth in the Encouragement/Frustration with the Youth in the
ActivityActivity Own Activity InvolvementOwn Activity Involvement Time Spent with YouthTime Spent with YouthCommunity ProfilesCommunity Profiles Neighborhood ProblemsNeighborhood Problems Neighborhood ResourcesNeighborhood Resources Neighborhood Social Support (collective efficacy)Neighborhood Social Support (collective efficacy) School QualitySchool Quality
Activity Participation Activity Participation PatternsPatterns
7thG Activity Clusters
lo engvolcommusschlspt-musspt-schspt
Me
an
6
5
4
3
2
1
0
Sport
Reading
Homework
Chores
Friends
TV
School Clubs
Community
Volunteer
Religious
Work
Music
Youth Motivation ProfileYouth Motivation Profile
Youth Clusters
Mean
5
4
3
2
1
0
EV Academic
EV Sport
EV Art/Music
EV Social
School Disengaged
Self Esteem
Alcohol Use
Parent Socialization Parent Socialization PatternsPatterns
Parent Clusters
Me
an
5
4
3
2
1
EV of Youth Academic
EV of Youth Sport
EV of Youth Music
Encouragement
Frustration
Activity Involvement
Time Use w/ Youth
Community Support ProfileCommunity Support Profile
Community Support Clusters
Me
an
3.0
2.5
2.0
1.5
1.0
.5
0.0
Ngh Problems
Ngh Resources
Ngh Social Support
School Quality
Developmental OutcomesDevelopmental Outcomes
Low-Engagement = NegativeLow-Engagement = Negative
Participation in Activities = PositiveParticipation in Activities = Positive
Sports Participation = MixedSports Participation = Mixed
Under the MicroscopeUnder the MicroscopeSPORT-ONLY vs. SPORT+ACTIVITIESSPORT-ONLY vs. SPORT+ACTIVITIES
11th Grade Means by Continuous Activity Participation 11th Grade Means by Continuous Activity Participation Patterns Patterns
00.5
11.5
2
2.53
3.5
44.5
5
Academic Alcohol Pos Peers Neg Peers Depression
Spt+ActSpt-Only
Predictors of Predictors of ParticipationParticipation
Community Family YouthCommunity Family Youth
Sport+ActivitySport+Activity
SOCIAL ECOLOGICAL MODELSOCIAL ECOLOGICAL MODEL
CHILD
PARENT
FAMILY
COMMUNITY
SCHOOL PEERS
Community
Family
Youth
YouthParticipation
Nested Contextual Systems
HighlightsHighlights
ONEONE Youth Profile predictive of Youth Profile predictive of participation in the Sport+Activities participation in the Sport+Activities pattern pattern
• Across race, gender, and SESAcross race, gender, and SES
Youth ProfileYouth Profile
00.5
11.5
22.5
33.5
44.5
5
Sport-HiPos
EV ACDEV SPTEV MUSEV SOCSCHL DISENGSLF ESTALC USE
Highlights continued…Highlights continued…
THREETHREE Parent socialization patterns Parent socialization patterns
Parent SocializationParent Socialization
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Hi-Soc HiSoc-LoRM HiSoc-Frus
EV ACD
EV SPT
EV MUS
Encourage
Frustration
Own Act Invlv
Time w Youth
Highlights continued…Highlights continued…
TWOTWO Community Profiles Community Profiles
CommunityCommunity
0
0.5
1
1.5
2
2.5
3
Hi Sup HiSup-HiPrb
NghPrbNghResNgh Soc SupSch Satis
Distal factorsDistal factors availability of resources and sense of availability of resources and sense of
safety in neighborhoods and schools safety in neighborhoods and schools
ProximalProximal ParentParent PeerPeer IndividualIndividual
Conclusions and Future Conclusions and Future DirectionsDirections
Equifinal and Multifinal developmentEquifinal and Multifinal development
Dropping out of ActivitiesDropping out of Activities
Supports for a Diversity of YouthSupports for a Diversity of Youth
Conceptual ModelConceptual Model
Y F
CA
Outcome
Y F
A C
Y F
C
Outcome Outcome
7th Grade 9th Grade 11th Grade
A A
Thank you.Thank you.For more information:For more information:
[email protected]@tufts.eduOROR
www.rcgd.isr.umich.edu/garp/www.rcgd.isr.umich.edu/garp/