Differing profiles of developmental experiences across types of organized youth activities.

Abstract

This study inventoried the types of developmental and negative experiences that youth encounter in different categories of extracurricular and community-based organized activities. A representative sample of 2,280 11th graders from 19 diverse high schools responded to a computer-administered protocol. Youth in faith-based activities reported higher rates of experiences related to identity, emotional regulation, and interpersonal development in comparison with other activities. Sports and arts programs stood out as providing more experiences related to development of initiative, although sports were also related to high stress. Service activities were associated with experiences related to development of teamwork, positive relationships, and social capital. Youth reported all of these positive developmental experiences to occur significantly more often in youth programs than during school classes.

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

“…Similarly, duration of involvement has been shown to positively influence youth (1) psychological adjustment gained through the formation of high-quality relationships with supportive adult leaders and prosocial peers (Fredricks & Eccles, 2005), (2) physical, cognitive, emotional, and interpersonal skills acquired through continuous practice of these skills in the OST program context (Bohnert et al, 2010), and (3) identity formation shaped through a strengthened commitment to one, or more, OST programs (Fredricks & Eccles, 2005). In all, intensity and duration of involvement increase youth exposure to program curriculum (Eccles & Roeser, 2011;Hansen, Larson & Dworkin, 2003;Larson, Hansen & Moneta, 2006;Lerner, von Eye, Lerner & Lewin-Bizan, 2009), which, in turn, increases the likelihood of the successful transmission of the program's mission to the youth involved in the program.…”

“…Lenzi et al (2014) began to elucidate such complex associations and emphasized the need for additional studies exploring the processes through which experiences within a given context contribute to desired outcomes. In addition, prior OST program research suggests that factors such as the development of positive relationships, identity formation, and a sense of belonging mediate the links among intensity and duration of involvement and youth outcomes (e.g., Fredricks & Eccles, 2005;Hansen et al, 2003;Larson et al, 2006;Vandell et al, 2015). Future research should consider whether engagement acts directly on positive development or whether it acts indirectly through a variety of processes involving individual ?…”

Exploring the Positive Peer and Identity Experiences Occurring in Australian Adolescents' Leisure Activities

“…Research has found that adolescents who spend more time in structured activities have healthier emotional adjustment and more positive peer relationships, with youth who spend their time in unstructured leisure pursuits reporting poorer emotional adjustment and higher levels of antisocial behaviour (Mahoney & Stattin, 2000;Posner & Vandell, 1999). Larson and colleagues (Larson, Hansen & Moneta, 2006;Hansen, Larson & Dworkin, 2003) have described the degree to which positive developmental experiences occur across different contexts in adolescents' lives. When structured extracurricular activities were compared to school classes, adolescents consistently reported greater experiences related to identity development and peer relations (Larson et al, 2006).…”

“…Larson and colleagues (Larson, Hansen & Moneta, 2006;Hansen, Larson & Dworkin, 2003) have described the degree to which positive developmental experiences occur across different contexts in adolescents' lives. When structured extracurricular activities were compared to school classes, adolescents consistently reported greater experiences related to identity development and peer relations (Larson et al, 2006). However, when structured activities were compared to unstructured leisure (e.g., spending time with friends), it was found that positive peer and identity-related experiences were higher in unstructured leisure than in sports, performing arts, or academic clubs.…”

“…In addition it was considered important to include a developmental experience of both a personal and interpersonal nature. The constructs of identity exploration and reflection were combined into one overall developmental experience as previous research has shown that despite theoretical separation of these two constructs, youth respond to and consider these two areas as largely a single domain (Larson et al, 2006;Hansen et al, 2003). The frequency of SNSs' use and the intensity with which an adolescent is invested in their SNS has been shown to affect the relationship between SNS use and developmental indicators (Steinfield et al, 2008).…”