Adolescents’ Negative Experiences in Organized Youth Activities

Abstract

Abstract:Research indicates that organized youth activities are most often a context of positive development. However, there is a smaller body of evidence suggesting that these activities are sometimes a context of negative experiences that may impede learning or lead to dropping out. To better understand negative experiences in youth activities, we conducted ten focus groups with adolescents. Youths' descriptions provide an overview of the range of types of negative experiences they encountered, as well as how they responded to them. The most frequent types of negative experiences involved peers and peer group dynamics and aversive behavior attributed to the adult leaders of the activities. The youth described two types of responses to their negative experiences -a passive response of feeling negative emotions, and active coping, which sometimes led to learning.

Participation in Extracurricular Activities and Development of Personal and Interpersonal Skills in Adolescents

“…Firstly, it would be interesting to examine a connection between intensity of a particular activity and self-assessment of acquired skills, because, as shown in a recent research in Canada, skill formation is affected not just by a specific kind of activity but also by the time and efforts spent on this activity. Secondly, it would be interesting to investigate not only positive experience but also negative obtained experience (Dworkin, Larson, 2006), and its self-assessment by adolescents.…”

Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts

“…These studies demonstrated multiple positive effects of ECAs on grades overall and on grades in specific subjects, such as mathematics, science and English (Mahoney, 2000;McLure & McLure, 2000;Fredricks & Eccles, 2008;Dumais, 2009;Knifsend & Graham, 2012). There were also reports of some positive behavioral and psychological impacts of ECAs on school children, such as improved attendance and lowered absenteeism, decreased school drop-out, increased motivation, better concentration, facilitated personality development and personal exploration, as well as decreased stress (Dworkin, Larson & Hansen, 2003;Holloway, 2002;Fredricks & Eccles, 2006;Fujita, 2006;McCarthy, 2000;Reeves, 2008). In terms of social outcomes, according to earlier studies, ECAs develop a sense of belonging and strengthen connections and positive engagement with schools (Dumais, 2009;Fredricks & Eccles, 2008;Knifsend & Graham, 2012).…”

A Qualitative Investigation of Californian Youth Interests in the Outdoors

“…Some youths recommend having security guards or police stationed at parks as leisure constraint negotiations. Prior youth research exemplifies the importance of understanding how negative experiences can interfere with future participation (Dworkin & Larson, 2006). Future research should focus on how youths' perceptions of safety, fears/concerns, and prior negative experiences affect their interest and desire for future outdoor recreation participation.…”