The Effects of Activity Participation on Developmental Trajectories Nicole Zarrett Stephen C. Peck Jacquelynne S. Eccles

The Effects of Activity The Effects of Activity Participation on Participation on

Developmental TrajectoriesDevelopmental Trajectories

Nicole ZarrettNicole Zarrett

Stephen C. Peck Stephen C. Peck

Jacquelynne S. EcclesJacquelynne S. Eccles

Positive Youth OutcomesPositive Youth Outcomes Academic Performance and Academic Performance and

Engagement Engagement (Bartko et al., 2000; Marsh, 1992; Lamborn et al, 1992)(Bartko et al., 2000; Marsh, 1992; Lamborn et al, 1992)

Reduced rates of school dropoutReduced rates of school dropout(Mahoney and Cairns, 1997)(Mahoney and Cairns, 1997)

Self-conceptSelf-concept(Barber and Eccles, 1999)(Barber and Eccles, 1999)

Civic engagementCivic engagement(Youniss, et al, 1997)(Youniss, et al, 1997)

Psychological healthPsychological health(Barber et al, 2001; Larson & Kleiber, 1993)(Barber et al, 2001; Larson & Kleiber, 1993)

Reduced Delinquency/criminalityReduced Delinquency/criminality(Mahoney, 1997; Yin et al, 1999)(Mahoney, 1997; Yin et al, 1999)

Sport Participation Sport Participation OutcomesOutcomes

Higher Academic Performance in H.S.Higher Academic Performance in H.S. Greater Likelihood of Attending CollegeGreater Likelihood of Attending College Physical and Mental HealthPhysical and Mental Health Greater Autonomy and Satisfaction in Greater Autonomy and Satisfaction in

First JobFirst Job Social Well BeingSocial Well Being A Variety of SkillsA Variety of Skills

Teamwork, self-discipline, leadership and Teamwork, self-discipline, leadership and socializationsocialization

*See Eccles, Barber and Stone (2001); U.S Dept. of Health and Human Services (2000)

Sport Participation Sport Participation OutcomesOutcomes

Greater use of alcohol, binge drinking and Greater use of alcohol, binge drinking and getting drunk getting drunk (Harrison et al., 2003; Eccles et al., 2001) (Harrison et al., 2003; Eccles et al., 2001)

Greater use of smokeless tobacco and Greater use of smokeless tobacco and steroidssteroids (Grunbaum et al, 2002; Garry et al., 2000; Harrison et al., 2003)(Grunbaum et al, 2002; Garry et al., 2000; Harrison et al., 2003)

Other “risky” behaviors such as truancy Other “risky” behaviors such as truancy (Eccles et al., 2001)(Eccles et al., 2001)

(Lower use of cigarettes, marijuana, cocaine and “other (Lower use of cigarettes, marijuana, cocaine and “other drugs”) drugs”) Baumert et al., 1998; Melnick et al., 2001; Page et al., 1998Baumert et al., 1998; Melnick et al., 2001; Page et al., 1998

Variable-Centered Variable-Centered ApproachApproach

Previous ResearchPrevious Research Specific focus on one activity contextSpecific focus on one activity context Sum score of extracurricular participationSum score of extracurricular participation

Pattern-Centered Pattern-Centered ApproachApproach Multiple Activity SettingsMultiple Activity Settings

Both Constructive and Passive Both Constructive and Passive ActivitiesActivities

Cooper et al., (1999)Cooper et al., (1999)Shanahan & Flaherty (2001)Shanahan & Flaherty (2001)Bartko and Eccles (2003)Bartko and Eccles (2003)

Research HypothesesResearch Hypotheses

Youth in the Sports Activity patterns will Youth in the Sports Activity patterns will report:report:

Higher academic achievement Higher academic achievement Higher rates of alcohol use Higher rates of alcohol use

Differences between the Sport-Dominant Differences between the Sport-Dominant Activity patternsActivity patterns

Sports+Act(s) = highest academic achievementSports+Act(s) = highest academic achievement Sports-only = highest alcohol useSports-only = highest alcohol use

Continuity of Sports participation Continuity of Sports participation Basic Model: Sports, Low Engaged, OthersBasic Model: Sports, Low Engaged, Others Multi-Sport Model: Sport-only, Sport+Act(s), Multi-Sport Model: Sport-only, Sport+Act(s),

Low Engaged, OthersLow Engaged, Others

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.

AnalysesAnalyses

• Youth Activity PatternsYouth Activity Patterns• Cluster analysis using Sleipner 2.0 Cluster analysis using Sleipner 2.0

PackagePackage• 77thth, 9, 9thth,, and 11and 11thth grade grade

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

through 11through 11thth grade grade

• ComparisonsComparisons• Univariate Analyses with Planned Univariate Analyses with Planned

ContrastsContrasts

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…Academic AchievementAcademic Achievement Grade Point Averages (7Grade Point Averages (7thth, 9, 9thth,and 11,and 11thth Grades) Grades) How far youth is expected to go in school How far youth is expected to go in school

(1=LE 11thgrade; 6=Bachelor’s Degree; 8=MD, Law, (1=LE 11thgrade; 6=Bachelor’s Degree; 8=MD, Law, Ph.D)Ph.D)

Actual Educational Attainment (1-3years post-H.S.)Actual Educational Attainment (1-3years post-H.S.) (1=Attrition; 2=Dropout of H.S.; 3=H.S. Diploma/No (1=Attrition; 2=Dropout of H.S.; 3=H.S. Diploma/No

College; 4=H.S. Diploma and College)College; 4=H.S. Diploma and College)

Alcohol UseAlcohol Use

How often youth had an alcoholic beverage(s) in How often youth had an alcoholic beverage(s) in the past 6 months the past 6 months

(0=none; 1=rarely; 2=2-3times a month; 3=GE 1/week)(0=none; 1=rarely; 2=2-3times a month; 3=GE 1/week)

77thth Grade Activity Patterns Grade Activity Patterns

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

77thth Grade Sport Patterns Grade Sport Patterns

00.51

1.52

2.53

3.54

4.55

Sports Spt-Schl Spt-Mus

SportsReadingHomeworkChoresFriendsTVSchoolCommunityVolunteerReligiousWorkMusic

77thth Grade Sport Patterns Grade Sport Patterns

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Sports Spt-Schl Spt-Mus

SportsSchoolCommunityVolunteerReligiousWorkMusic



lo-engacdvolschlspt-schspt

Me

an

5

4

3

2

1

0

SPORT23

read

Homework

friends

TV

school

community

volunteer

religious activ

JOBHRS3

Music



lo engwrkvolschlspt-hi-engspt-wrkspt-volspt-schspt

Me

an

6

5

4

3

2

1

0

SPORT24

reading

homework

chores

friends

TV

school activity

comm grp

volunteer

religious act

JOBHRS4

Music

1111thth Grade Sport Groups Grade Sport Groups

00.51

1.52

2.53

3.54

4.55

Spt Spt-Sch Spt-Vol


1111thth Grade Sport Groups Grade Sport Groups Continued…Continued…

00.51

1.52

2.53

3.54

4.55

Spt-Wrk Spt-HiEng


77thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional

Sport group differences Sport group differences [F(1, 903)=7.43 p=.007][F(1, 903)=7.43 p=.007]

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

W1GPA

Sport-OnlySpt+ActLoEngOtherM

ean

of

GP

A **

**

*Net of the effects of Prior Achievement and Socioeconomic Status*No interaction effects with youth’s race or gender


3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

W3GPA

Sport-OnlySpt+ActLoEngOtherM

ean

of

GP

A


Difference between Groups: [F(3, 695)=3.01, p=.03]

*

**


Difference Between Groups: F(6, 660)=2.48, p=.003]Difference Between Groups: F(6, 660)=2.48, p=.003]

*Net of the effects of Prior Achievement and Socioeconomic Status*No interaction effects with youth race or gender

2

2.2

2.4

2.6

2.8

3

3.2

W4GPA

Sport-OnlySpt+ActLoEngOther

***

Mean

of

GP

A




2

2.2

2.4

2.6

2.8

3

3.2

W4GPA

Sport-OnlySpt+ActLoEngOtherWork

***

Mean

of

GP

A


Spt Groups Differences: F(1, 660)=3.46, p=.06]Spt Groups Differences: F(1, 660)=3.46, p=.06]


2

2.2

2.4

2.6

2.8

3

3.2

W4GPA


*** ***

Mean

of

GP

A




2

2.2

2.4

2.6

2.8

3

3.2

W4GPA


*

***

Mean

of

GP

A

Participation ContinuityParticipation Continuity

BASIC MODELBASIC MODEL Sports, Low Engaged, and OthersSports, Low Engaged, and Others

MULTI-SPORT MODELMULTI-SPORT MODEL Sport-Only (n=41 )Sport-Only (n=41 ) Sport+Act(s) (n=35) Sport+Act(s) (n=35) Hoppers (n=33)Hoppers (n=33) Low Engaged (n=45)Low Engaged (n=45) Others (n=515)Others (n=515)

Continuity of Participation: Continuity of Participation: Basic Model Basic Model 1111thth Grade Grade Educational ExpectationsEducational Expectations

Difference between groups: [F(2, Difference between groups: [F(2, 379)=7.93, p=.000]379)=7.93, p=.000]

0

1

2

3

4

5

6

7

Ed Expect

SportLoEngOtherM

ean

of

Ed

E

xpect

*Net of the effects of Prior Achievement and Socioeconomic Status

*No interaction effects with youth race or gender

***

Educational Attainment: 1-3yrs Educational Attainment: 1-3yrs Post-H.S.Post-H.S.

0

0.5

1

1.5

2

2.5

Ed Attain

SportLoEngOther

Difference Between Groups: [F(2, 417)=7.82, Difference Between Groups: [F(2, 417)=7.82, p=.000]p=.000]

Mean

of

Ed

A

ttain

***



Alcohol Use: Cross Alcohol Use: Cross Sectional ResultsSectional Results

77thth Grade Grade No Difference Between GroupsNo Difference Between Groups

99thth Grade Grade No Difference Between GroupsNo Difference Between Groups

1111thth Grade Grade Group Differences by Activity Group Differences by Activity

PatternPattern [F(6, 769)=2.58, p=.01][F(6, 769)=2.58, p=.01]


Alcohol Consumption: Cross Alcohol Consumption: Cross SectionalSectional

Sport Group Differences:Sport Group Differences:

0

0.2

0.4

0.6

0.8

1

1.2

Alcohol Use




******

Alcohol Consumption: Cross Alcohol Consumption: Cross SectionalSectional

Sport Group Differences:Sport Group Differences:

0

0.2

0.4

0.6

0.8

1

1.2

Alcohol Use




****** ***

Alcohol ConsumptionAlcohol ConsumptionContinuity of ParticipationContinuity of Participation

Basic Participation Continuity ModelBasic Participation Continuity Model NO DIFFERENCESNO DIFFERENCES

Multi-Sport Group Continuity ModelMulti-Sport Group Continuity Model Differences between groupsDifferences between groups

Alcohol Use By Activity Alcohol Use By Activity Participation ContinuityParticipation Continuity

0

0.2

0.4

0.6

0.8

1

1.2

Alcohol Use

Sport-OnlySpt+ActSpt HoppersLoEngOther

Mean

of

Alc

oh

ol

Use



**

SummarySummary

Youth Activities occur in multiple Youth Activities occur in multiple contextscontexts

Different Influence on developmental Different Influence on developmental outcomes outcomes Academically: Sports beneficial for youthAcademically: Sports beneficial for youth

Differences between sports groupsDifferences between sports groups Alcohol Use: Alcohol Use:

Sport-only an at-risk groupSport-only an at-risk group Sports+Act(s) is beneficial for youthSports+Act(s) is beneficial for youth

Thank you.Thank you.

For more information:For more information:

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

Documents

The Effects of Activity Participation on Developmental Trajectories Nicole Zarrett Stephen C. Peck Jacquelynne S. Eccles