What Does it Take to Get What Does it Take to Get Youth Involved in Activities? Youth Involved in Activities? A Pattern-Centered Approach A Pattern-Centered Approach

to Youth, Family, and to Youth, Family, and Community PredictorsCommunity Predictors

Nicole ZarrettNicole ZarrettTufts UniversityTufts University

Stephen C. Peck and Jacquelynne S. Stephen C. Peck and Jacquelynne S. EcclesEccles

University of MichiganUniversity of Michigan

Acknowledgements We thank the following people for their support of

this project (listed alphabetically): Elaine Belansky, Todd Bartko, Heather Bouchey, Nick Butler, Celina Chatman, Diane Early, Kari Fraser, Leslie Gutman, Katie Jodl, Ariel Kalil, Linda Kuhn, Sarah Lord, Karen McCarthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Stephen C. Peck, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong.

Data reported here come from grants to Jacquelynne S. Eccles and Arnold J. Sameroff from the MacArthur Network on Successful Adolescent Development in High Risk Settings (Chair: R. Jessor), the National Institutes for Child Health and Human Development, and to Jacquelynne S. Eccles from the W.T. Grant Foundation.

Dynamic SystemsDynamic Systems

Person Environment FitPerson Environment Fit

Optimal

Functioning

Environmental

Opportunities

Personal

Needsf|

Holistic Interactionism Holistic Interactionism (Magnusson, et al., 2001)(Magnusson, et al., 2001)

0

0.5

1

1.5

2

2.5

3

Susie Janie

Sport SCSport ValueMusic SCMusic Value

Example: Activity Choice

Basic Expectancy Value ModelBasic Expectancy Value Model (Eccles, 1993)(Eccles, 1993)

ACTIVITY CHOICE

ACTIVITY CHOICE

Sport Expectancies

SportValues

SportValues

MusicValues

MusicValues

Music Expectancies

Music Expectancies

+

_

+

_

AnalysesAnalyses• Activity Participation PatternsActivity Participation Patterns

• Cluster analysis using Sleipner 2.0 Package for Cluster analysis using Sleipner 2.0 Package for • 77thth, 9, 9thth,, and 11and 11thth grade activity participation grade activity participation

patterns patterns • Adolescent Motivational ProfileAdolescent Motivational Profile• Parent Socialization Patterns (behaviors and Parent Socialization Patterns (behaviors and

beliefs)beliefs)• Community Resource ProfilesCommunity Resource Profiles

• Participation ContinuityParticipation Continuity• Beginning in the 7Beginning in the 7thth/9/9thth and continuing through Grade and continuing through Grade

1111

• ComparisonsComparisons• Univariate Analyses with Planned ContrastsUnivariate Analyses with Planned Contrasts

• Identifying over-representationIdentifying over-representation• Cross-tabs (ChiSquare analyses)Cross-tabs (ChiSquare analyses)

Maryland Adolescent Development Maryland Adolescent Development in in

Context Study (MADICS) Context Study (MADICS) (PI’s J. Eccles and A. Sameroff)(PI’s J. Eccles and A. Sameroff)

A community-based longitudinal studyA community-based longitudinal study 77thth, 9, 9thth, and 11, and 11thth grades, 1 and 3 yrs post grades, 1 and 3 yrs post

H.S.H.S. 1,482 adolescents and their families1,482 adolescents and their families

49% female49% female 61% African American, 35% White61% African American, 35% White Pretax family income in 1990:Pretax family income in 1990:

Mean: 42,500-52,500 / Range: 5, 000-Mean: 42,500-52,500 / Range: 5, 000-75,00075,000

Income normatively distributed among Income normatively distributed among both African Americans and Whites.both African Americans and Whites.

MeasuresMeasuresYouth ActivitiesYouth Activities

Constructive ActivitiesConstructive Activities Sports, School-related, Community, Volunteer and Religious Sports, School-related, Community, Volunteer and Religious

activities.activities. Reading, Homework, Work, Chores and playing a Musical Reading, Homework, Work, Chores and playing a Musical

Instrument.Instrument.

Passive ActivitiesPassive Activities Hanging out with Friends and Watching TelevisionHanging out with Friends and Watching Television

Activities were measured on a scale of 1 thru 5(1=little to no involvement in the activity 5=participate daily)

Measures continued…Measures continued…

Youth Motivation ProfilesYouth Motivation Profiles Self-concepts of Ability in and Value of:Self-concepts of Ability in and Value of:

Academics, Sports, Music/Arts, Social Academics, Sports, Music/Arts, Social School Engagement, Self-Esteem, Alcohol UseSchool Engagement, Self-Esteem, Alcohol UseParent Socialization PatternsParent Socialization Patterns Expectancy-Value of Youth in:Expectancy-Value of Youth in:

Academics, Sports, Music/ArtsAcademics, Sports, Music/Arts Encouragement/Frustration with the Youth in the Encouragement/Frustration with the Youth in the

ActivityActivity Own Activity InvolvementOwn Activity Involvement Time Spent with YouthTime Spent with YouthCommunity ProfilesCommunity Profiles Neighborhood ProblemsNeighborhood Problems Neighborhood ResourcesNeighborhood Resources Neighborhood Social Support (collective efficacy)Neighborhood Social Support (collective efficacy) School QualitySchool Quality

Activity Participation Activity Participation PatternsPatterns

7thG Activity Clusters

lo engvolcommusschlspt-musspt-schspt

Me

an

6

5

4

3

2

1

0

Sport

Reading

Homework

Chores

Friends

TV

School Clubs

Community

Volunteer

Religious

Work

Music

Youth Motivation ProfileYouth Motivation Profile

Youth Clusters

Mean

5

4

3

2

1

0

EV Academic

EV Sport

EV Art/Music

EV Social

School Disengaged

Self Esteem

Alcohol Use

Parent Socialization Parent Socialization PatternsPatterns

Parent Clusters

Me

an

5

4

3

2

1

EV of Youth Academic

EV of Youth Sport

EV of Youth Music

Encouragement

Frustration

Activity Involvement

Time Use w/ Youth

Community Support ProfileCommunity Support Profile

Community Support Clusters

Me

an

3.0

2.5

2.0

1.5

1.0

.5

0.0

Ngh Problems

Ngh Resources

Ngh Social Support

School Quality

Developmental OutcomesDevelopmental Outcomes

Low-Engagement = NegativeLow-Engagement = Negative

Participation in Activities = PositiveParticipation in Activities = Positive

Sports Participation = MixedSports Participation = Mixed

Under the MicroscopeUnder the MicroscopeSPORT-ONLY vs. SPORT+ACTIVITIESSPORT-ONLY vs. SPORT+ACTIVITIES

11th Grade Means by Continuous Activity Participation 11th Grade Means by Continuous Activity Participation Patterns Patterns

00.5

11.5

2

2.53

3.5

44.5

5

Academic Alcohol Pos Peers Neg Peers Depression

Spt+ActSpt-Only

Predictors of Predictors of ParticipationParticipation

Community Family YouthCommunity Family Youth

Sport+ActivitySport+Activity

SOCIAL ECOLOGICAL MODELSOCIAL ECOLOGICAL MODEL

CHILD

PARENT

FAMILY

COMMUNITY

SCHOOL PEERS

Community

Family

Youth

YouthParticipation

Nested Contextual Systems

HighlightsHighlights

ONEONE Youth Profile predictive of Youth Profile predictive of participation in the Sport+Activities participation in the Sport+Activities pattern pattern

• Across race, gender, and SESAcross race, gender, and SES

Youth ProfileYouth Profile

00.5

11.5

22.5

33.5

44.5

5

Sport-HiPos

EV ACDEV SPTEV MUSEV SOCSCHL DISENGSLF ESTALC USE

Highlights continued…Highlights continued…

THREETHREE Parent socialization patterns Parent socialization patterns

Parent SocializationParent Socialization

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Hi-Soc HiSoc-LoRM HiSoc-Frus

EV ACD

EV SPT

EV MUS

Encourage

Frustration

Own Act Invlv

Time w Youth

Highlights continued…Highlights continued…

TWOTWO Community Profiles Community Profiles

CommunityCommunity

0

0.5

1

1.5

2

2.5

3

Hi Sup HiSup-HiPrb

NghPrbNghResNgh Soc SupSch Satis

Distal factorsDistal factors availability of resources and sense of availability of resources and sense of

safety in neighborhoods and schools safety in neighborhoods and schools

ProximalProximal ParentParent PeerPeer IndividualIndividual

Conclusions and Future Conclusions and Future DirectionsDirections

Equifinal and Multifinal developmentEquifinal and Multifinal development

Dropping out of ActivitiesDropping out of Activities

Supports for a Diversity of YouthSupports for a Diversity of Youth

Conceptual ModelConceptual Model

Y F

CA

Outcome

Y F

A C

Y F

C

Outcome Outcome

7th Grade 9th Grade 11th Grade

A A

Thank you.Thank you.For more information:For more information:

nnicole.zarrett@tufts.eduicole.zarrett@tufts.eduOROR

www.rcgd.isr.umich.edu/garp/www.rcgd.isr.umich.edu/garp/