Dynamic Patterns of Time Use in Adolescence

Abstract

Patterns of time use are tangible representations of individual identity and the meaning of age groups in the life course. How do young people allocate their time to multiple domains of involvement, including the school, workplace, family, and peer group? Drawing on longitudinal data from the Youth Development Study (N = 1,010), a person-centered analytic strategy was used to describe configurations of time use through the high school years. Over half of the students were engaged in many domains, although a substantial percentage of students focused their time on one or two domains outside the school. Students who were highly engaged in multiple domains tended to remain so across grade levels, whereas students focused on one or two domains frequently changed their commitments. Plans for school, grade point average, future orientations that emphasize marriage and good citizenship, and gender significantly predicted time-use patterns. These findings elucidate connections among school, work, and other contexts through the high school years.

Intensity and Breadth of Participation in Organized Activities During the Adolescent Years: Multiple Associations with Youth Outcomes

“…Even though the shape of the trajectories was not the same, both showed a decline towards the end of high school. Given the likely changes in autonomy, identity exploration, time allocation, and opportunities for involvement during the course of adolescence (Barber et al, 2005;McNeal, 1998;Pedersen, 2005;Shanahan & Flaherty, 2001), this decline was expected for a majority of youth. As put forward in the introduction, participation in organized activities may be rooted in these developmental processes.…”

“…Along with this transition, organized activities are likely to become salient in their lives. These activities are usually offered at younger ages, but discretionary time increases in early adolescence and youth are faced with a wider range of opportunities both in and out of school (Shanahan & Flaherty, 2001). From a developmental perspective, as proposed by Eccles and Gootman (2002), we believe that organized activities may help youth navigate through the developmental tasks of adolescence, especially those related to autonomy and identity.…”

“…Then, over time, they might commit themselves only to the activities that best reflect who they are or who they would like to be and whose peer subculture they endorse. Time allocation also changes during adolescence (Shanahan & Flaherty, 2001). As they progress through adolescence, youth are faced with new opportunities and challenges, such as part-time jobs or romantic relationships, resulting in a reorganization of their schedule, possibly at the cost of activity involvement.…”

Adolescent Work, Vocational Development, and Education

“…Today, secondary and postsecondary education credentials are more important than ever before (Schoon & Parsons, 2002). Nevertheless, adolescents in North America are likely to combine secondary school attendance and employment, not to trade off one against the other (Shanahan & Flaherty, 2001). A large majority of U.S. high school students are employed at least some time while school is in session (Committee on the Health and Safety Implications of Child Labor, 1998).…”

“…Using YDS data and cluster analysis to identify groups of adolescents with common patterns of time use, Shanahan and Flaherty (2001) found that there was little trading of paid work time for time doing schoolwork. In their study, two clusters of young people emerged who were actively involved in diverse activities.…”