positive civic development as a result of participation practices
More specifically, after controlling for covariates, the study authors found that higher levels of intensity and breadth of participation in early-to-mid-adolescence predicted a more positive academic orientation and greater civic development in Grade 11. In addition, youth who decreased their breadth of participation at slower rates over the years showed a more positive academic orientation in Grade 11. Youth with high initial levels of participation were more committed to school and developed more positive values towards society by Grade 11 than those who participated less.
Beschreibung der Aktivität
participation in organized activities of youth work as a means to improve positive outcomes in adolescence
mean age = 13.37
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
A homogenous sample of 299 youth (mean age = 13.37, SD = .41; 62% girls) were surveyed annually using questionnaires and phone interviews. The data used in this study were collected annually between Grades 7 and 11. In Grade 7, participation was measured using a paper-and-pencil questionnaire at school. In Grades 8, 9, 10, and 11, participation data were collected using structured phone interviews. The phone interview questions were identical to those that appeared in the Grade 7 paper-and-pencil-questionnaire.
youth activity participation, academic orientation, risky behaviours, internalizing problems, civic development, baseline control, familiy income
Academic Orientation: (a) grades, (b) educational aspirations, (c) self-perceptions of academic competence, and (d) skipping class (recoded) Risky Behaviors: (a) antisocial behaviors, (b) substance use, and (c) unsafe sex Civic Development: (a) commitments to civil society, (b) environmental sustainability, and (c) altruism
5-point Likert scale
391 initial participants, final sample comprised 299 youth
2002 - 2006 (grade 6 through 11)