Anticipating their future

Finlay, Andrea K.; Wray‐Lake, Laura; Warren, Michael T.; Maggs, Jennifer L.

doi:10.1177/0165025414544231

Cited by 21 publications

(8 citation statements)

References 60 publications

(99 reference statements)

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“…Our results underscore that adolescents are paying attention to national and world events. Trends in adolescents' social issues are informative in light of evidence that youths' political views and behavior may be shaped in lasting ways by the concerns they develop in adolescence (Davis, 2004;Finlay, Wray-Lake, Warren, & Maggs, 2015;Schuman & Corning, 2011).…”

Section: Discussionmentioning

confidence: 99%

Historical Trends in Concerns About Social Issues Across Four Decades Among U.S. Adolescents

Oosterhoff

Wray‐Lake

Palmer

et al. 2019

J of Research on Adolesc

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This study examined adolescents’ concerns about social issues and how these concerns have changed over historical time. Separate cohorts of U.S. high school seniors (N = 110,953; 51.1% female) reported their worries about four social issues (crime/violence, economic problems, hunger/poverty, race relations) every year from 1976 to 2015. Youth were most concerned with crime/violence, followed by economic problems, hunger/poverty, and race relations. Adolescents’ social concerns varied by demographic characteristics and cohort, paralleling specific historical events and appearing responsive to the political challenges of the time. Initiatives seeking to engage youth within the political process may benefit from providing opportunities for teens to participate in civic activities aimed to address these issues.

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Section: Discussionmentioning

confidence: 99%

Historical Trends in Concerns About Social Issues Across Four Decades Among U.S. Adolescents

Oosterhoff

Wray‐Lake

Palmer

et al. 2019

J of Research on Adolesc

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show abstract

“…Reynolds and Burge (2008) reported a similar relationship between expectations to finish college and subsequent college graduation, which contributed to greater educational attainment for women in particular. With regard to family formation, Finlay and colleagues (2014) found that adolescents who reported believing that family would be important to them as adults were more likely to be married and have children, but less likely to be working in early adulthood. Likewise, Johnson & Mortimer (2000) reported that, in addition to predicting educational and occupational outcomes, adolescent expectations related to education, work, and family roles predicted delayed entry into cohabitation for both genders in young adulthood, and delayed entry into marriage for women.…”

Section: Adolescents’ Expectations Predict Their Adult Outcomesmentioning

confidence: 99%

“…Consistent with these findings, three patterns have been found across a variety of studies and samples: a group of young people who transition out of education and into work and/or family formation (i.e., partnering and parenting) early, a group that delays some of the transitions to adulthood in favor of higher education, and a group that enters the workforce relatively early without family formation. Given that adolescent future-oriented cognitions have been shown to predict young adult outcomes (Beal & Crockett, 2010; Finlay, Wray-Lake, Warren, & Maggs, 2014; Guo, Marsh, Morin, Parker, & Kaur, 2015; Khattab, 2015; Mello, 2008; 2009; Mike Vuolo, Jeylan T. Mortimer, & Jeremy Staff, 2014) pathways to adulthood may offer an important framework for understanding how adolescent expectations fit together across domains.…”

Section: Observed Patterns In the Transition To Adulthoodmentioning

confidence: 99%

Adolescents’ changing future expectations predict the timing of adult role transitions.

Beal¹,

Crockett²,

Peugh³

2016

Developmental Psychology

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Individual differences in the transition to adulthood are well established. This study examines the extent to which heterogeneity in pathways to adulthood that have been observed in the broader U.S. population are mirrored in adolescents' expectations regarding when they will experience key adult role transitions (e.g., marriage). Patterns of change in adolescents' expectations and the relations between their expectations and subsequent role transitions are also explored. Data from 626 youth in Grade 11 (M age = 16), Grade 12, and early adulthood (M age = 23) are analyzed using mover-stayer latent transition analysis. Results indicate three profiles of expected timing, corresponding to youth who anticipate early role entry (i.e., early starters), youth who anticipate earlier entry into employment but no other roles (i.e., employment-focused), and youth who anticipate delays in role transitions favoring increased education (i.e., education-focused). Twothirds of youths changed their expectations from Grade 11 to 12. Grade 11 and 12 profile membership predicted role transitions in early adulthood. These findings highlight the importance of adolescents' expectations and changes in expectations across time in shaping entry into adulthood. KeywordsAdolescence; future orientation; aspiration; expectation; longitudinal; transition to adulthood The transition to adulthood is made up of multiple role transitions, typically represented as changes in status within the domains of education, work, independent living, romantic relationships, and family formation (e.g., Hogan & Astone, 1986). It is widely assumed that adolescence sets the stage for these transitions, as adolescents make decisions about education, work, and family formation that have implications for their future life course (Shanahan, 2000). Consistent with this notion, prior research has shown that adolescents formulate goals for their adult lives and have a sense of when key role transitions will occur (Greene, 1990;Nurmi, 1993;2004). Furthermore, adolescents' expectations regarding their future transitions are presumed to influence the decisions they make and their actual pattern Corresponding Author: Sarah J. Beal, 3333 Burnet Avenue, MLC 7015, Cincinnati, sarah.beal@cchmc.org;. (Crockett & Beal, 2012). Indeed, findings show that adolescents' expectations regarding their adult roles and the timing of role transitions are associated with their outcomes in early adulthood (Beal & Crockett, 2010;Johnson & Mortimer, 2000;Mello, 2008). Taken together, theory and empirical evidence support the notion that expectations for adult role transitions provide a cognitive framework (or road map) that guides adolescents' behavior and influences their transition to adulthood. HHS Public AccessAlthough these findings provide a promising foundation, several key questions about the process linking adolescents' expectations and their actual patterns of role transitions remain unanswered. These include: a) whether and how expectations in one domain (e.g., work) are sy...

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“…To initiate the steps of becoming engaged contributors to society, however, adolescent youth must first be presented the opportunity to become involved in civic engagement activities (Hart & Atkins, 2002;Langston, 1987). If adolescent youth miss the opportunity to become civically involved, their civic capacities in adulthood could be diminished (Finlay, Wray-Lake, Warren, & Maggs, 2014).…”

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

“…However, the simple act of participating in civic engagement activities does not necessarily maximize civic responsibility development (Bringle & Hatcher, 1999;Finlay et al, 2014). A critical component to successful, meaningful, and developmentally constructive civic engagement involves time for youth to critically process the civic engagement experience using structured postactivity reflection (Billig, 2000;Mitchell et al, 2015).…”

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

The Effect Teacher Led Reflection Plays on Students' Civic Responsibility Perceptions Following FFA Civic Engagement Activities

Bird¹,

Bowling²,

Ball³

2019

JAE

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Civic engagement activities are utilized to enhance youth's citizenship skills and content knowledge, and to strengthen the community's status. Post-activity reflections can be utilized to strengthen the benefits of civic engagement activities but are often underutilized. This quasiexperimental study sought to determine the influence of guided reflection following FFA civic engagement activities on students' self-perceived civic responsibility. Through the use of a nonequivalent control group pretest-posttest design, four schools and students who participated in FFA civic engagement activities (n = 138) were randomly assigned to either a group discussion after reflection or a no-reflection group. It was found that throughout all time periods, students felt slightly connected to their community, community needs awareness, and civic efficacy. It was also found that the reflection treatment group exhibited statistically significantly higher community needs awareness and civic efficacy construct mean scores than the no-reflection group. It is recommended for FFA chapters to provide a wide variety of short-term civic engagement activities with reflection components.

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Anticipating their future

Cited by 21 publications

References 60 publications

Historical Trends in Concerns About Social Issues Across Four Decades Among U.S. Adolescents

Historical Trends in Concerns About Social Issues Across Four Decades Among U.S. Adolescents

Adolescents’ changing future expectations predict the timing of adult role transitions.

The Effect Teacher Led Reflection Plays on Students' Civic Responsibility Perceptions Following FFA Civic Engagement Activities

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