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Nicole Zarrett Tufts University Stephen C. Peck and Jacquelynne S. Eccles University of Michigan

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.

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Nicole Zarrett Tufts University Stephen C. Peck and Jacquelynne S. Eccles University of Michigan

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  1. 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

  2. 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.

  3. Dynamic SystemsPerson Environment Fit Optimal Functioning Personal Needs Environmental Opportunities f|

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

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

  6. Analyses • Activity Participation Patterns • Cluster analysis using Sleipner 2.0 Package for • 7th, 9th,and 11th grade activity participation patterns • Adolescent Motivational Profile • Parent Socialization Patterns (behaviors and beliefs) • Community Resource Profiles • Participation Continuity • Beginning in the 7th/9th and continuing through Grade 11 • Comparisons • Univariate Analyses with Planned Contrasts • Identifying over-representation • Cross-tabs (ChiSquare analyses)

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

  8. MeasuresYouth Activities • Constructive Activities • Sports, School-related, Community, Volunteer and Religious activities. • Reading, Homework, Work, Chores and playing a Musical Instrument. • 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)

  9. 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

  10. Activity Participation Patterns

  11. Youth Motivation Profile

  12. Parent Socialization Patterns

  13. Community Support Profile

  14. Developmental Outcomes • Low-Engagement = Negative • Participation in Activities = Positive • Sports Participation = Mixed

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

  16. Predictors of Participation Community Family Youth Sport+Activity

  17. SOCIAL ECOLOGICAL MODEL COMMUNITY FAMILY PARENT CHILD SCHOOL PEERS

  18. Nested Contextual Systems Community Family Youth Youth Participation

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

  20. Youth Profile

  21. Highlights continued… • THREE Parent socialization patterns

  22. Parent Socialization

  23. Highlights continued… • TWO Community Profiles

  24. Community

  25. Distal factors • availability of resources and sense of safety in neighborhoods and schools • Proximal • Parent • Peer • Individual

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

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

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

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