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AFFINITY PROJECT UPDATE: FROM INTERESTS TO PASSIONS
From Interests….. to Passions: The role of caring adults
Jean Rhodes & Adar Ben Eli-YahuUMass Boston, CLRN
A spark is a “passion for a self-identified interest, skill or capacity that metaphorically lights a fire in the adolescents’ life, providing energy, joy, purpose and direction.”
Peter Benson, Sparks 4.57
SPARKS
Democratization of Production
Proliferation of Tools
Unmediated communication
CONNECTED LEARNING
Interest Driven
Academically Oriented
Socially Supported
Interest Driven
Maintained/
transferred to
academics and other contexts
Socially supported
Hidi & Renninger, 2006; Mitchel, 1996
A developmental perspective
It is primarily through observing and playing and working with others older and younger than himself that a child discovers both what he can do and who can become—that he develops both his ability and his identity—
Uri Bronfenbrenner
interests
FROM DOMAINS….
InterestTransferred to
Academic/Career Achievement
TO DEVELOPMENTAL PROCESSES…
Socially Supported
Interest
Academic/Career Achievement
TO DEVELOPMENTAL PROCESSES…
Socially Supported
Interest
Tenacity/Expertise
THREE RESEARCH QUESTIONS
What is the nature of sparks?
How do they relate to well-being
What role do relationships play?
THE NATURE OF OF SPARKS
1. Although there might be pressure to claim that one has a deep interest, not all are approached with the same intensity
“Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.”
― Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience
2. The progression from passing interest to deep interests depends largely on support
“When we choose a goal and invest ourselves in it to the limits of concentration, whatever we do will be enjoyable. And once we have tasted this joy, we will redouble our efforts to taste it again. This is the way the self grows.”
Mihaly Csikszentmihalyi, Flow: ThePsychology of Optimal Experience
Ben-Eliyahu, Rhodes, & Scales (under review)
ATTENTION AND ENGAGEMENT GAPS
METHOD
Participants included 1,860 15-years-olds from across the United States who were participating in the national Teen Voice survey
56% European American
‘‘When people are really happy, energized, and passionate about their talents, interests, or hobbies, we say they have a ‘‘spark’’ in their life. This spark is more than just interesting or fun for them. They are passionate about it. It gives them joy and energy. It is a really important part of their life that gives them real purpose, direction, or focus. Do you have this kind of spark in your life?’’
Those who answered ‘‘yes’’ were counted as having a spark, and were asked to respond to an additional 7 items about their main spark:
(1)“Feel joy or energy”
(2) “Lose track of time”
(3) “Feel a sense of purpose or focus”.
(4) “Given me skills that will help me in a job or career”
(5) “Helped me get along with other people”
(6)“Given me chances to improve my family, school, or community”
(7) “Encouraged me to learn new or extra things outside of the schoolwork I have”
SPARK
RELATIONSHIPS SUPPORTING SPARK
Most common types
Encouragement
Financial help
Transportation
Most common providers
Parents
Extended family (grandparent or other family neighbors
Friends parents
School (teacher, counselor, or other adult at school)
Mentor, adult (in youth org or afterschool program)
GOALS OF STUDY
Study variations in intensity of sparks
Explore how emotional and instrumental supports were related to sparks.
Explore sparks were related to a range of outcomes
SAMPLE: 1860 15 YEAR OLDS
Race/Ethnicity
WhiteHispanicBlack/AAMixedAsian
PARENTS’ EDUCATION
parent ed
Some high schoolHigh SchoolCollegePost-college
Relationships:Encouragement, financial help, and transportation
Parents, extended family (grandparent or other family), neighbors, friends, school (teacher, counselor, or other adult at school), mentor, adult (in youth org or afterschool program)
Outcomes:Social Leadership, social good contribution, civic engagement
Academic Mastery goals, missed school, grade point average, school effort
Affective Sense of purpose, positive future outlook, worry
NATURE OF SPARKS
Latent class analyses
Low Spark Moderate Spark High Spark-1.5
-1
-0.5
0
0.5
1
1.5
Joy & Energy
Lose track of time
Purpose & focus
Skills for career
Get along
Improve surroundings
Encourage learning
SPARK BY GENDER
No Spark Low Spark Moderate Spark High Spark0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
MaleFemale
SPARKS BY RACE/ETHNICITY
No Spark Low Spark Moderate Spark High Spark0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
WhiteBlack or African AmericanHispanicAsian or Pacific IslanderNative American or Alaskan NativeMixed RaceOther
ENRICHMENT EXPENDITURES ON CHILDREN (TOP VS. BOT. 20%
Source: Duncan & Murnane, 2011
SPARK BY PARENTAL EDUCATION
No Spark Low Spark Moderate Spark High Spark0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Less than high schoolCompleted some high schoolCompleted high schoolCompleted some collegeCompleted CollegeCompleted some graduate schoolCompleted graduate schoolAssociate Degree
SPARK ACTIVITIES
Low Spark Moderate Spark High Spark0
5
10
15
20
25
30
35
Using computers, electronics, or other types of technologyParticipating in or leading art, dance, drama, music, writinParticipating in sports, athletics, or other physical activiStudying, reading, doing research, or other ways of learningBeing in nature, caring for animals, or par-ticipating in outServing others, participating in politics, or working on soc
SPARK & WELL-BEING
No Spark Low Spark Moderate Spark
High Spark
0
0.5
1
1.5
2
2.5
3
3.5
LeadershipSocial GoodCivic engagement
No Spark Low Spark
Moderate Spark
High Spark
0
0.5
1
1.5
2
2.5
3
3.5
4
Mastery GoalsMissed SchoolEffortGrade Point Average
SPARK AND WELL-BEING
No Spark Low Spark Middle Spark
High Spark0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Hopeful PurposPostive FutureWorry
RELATIONSHIPS SUPPORTING SPARK
Encourages Funding Transportation1
1.5
2
2.5
3
3.5
4
Neighbors
Encourages Funding Transportation1
2
3
4
Parent
Low SparkMiddle SparkHigh Spark
Encourages Funding Transportation1
2
3
4
Friends
Encourages Funding Transportation1
2
3
4
Extended Family
RELATIONSHIPS SUPPORTING SPARK
Encourages Funding Transportation1
2
3
4
Teacher/Coach
Encourages Funding Transportation1
1.5
2
2.5
3
3.5
4
Mentor
SOCIAL-ECOLOGICAL THEORY
U R I B R O N F E N B R E N N E R
Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else—especially somebody who's crazy about that child.
