1 / 33

The Effects of Activity Participation on Developmental Trajectories

The Effects of Activity Participation on Developmental Trajectories. Nicole Zarrett Stephen C. Peck Jacquelynne S. Eccles. Positive Youth Outcomes. Academic Performance and Engagement (Bartko et al., 2000; Marsh, 1992; Lamborn et al, 1992) Reduced rates of school dropout

synnove-sven
Download Presentation

The Effects of Activity Participation on Developmental Trajectories

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. Positive Youth Outcomes • Academic Performance and Engagement (Bartko et al., 2000; Marsh, 1992; Lamborn et al, 1992) • Reduced rates of school dropout (Mahoney and Cairns, 1997) • Self-concept (Barber and Eccles, 1999) • Civic engagement (Youniss, et al, 1997) • Psychological health (Barber et al, 2001; Larson & Kleiber, 1993) • Reduced Delinquency/criminality (Mahoney, 1997; Yin et al, 1999)

  3. Sport Participation Outcomes • Higher Academic Performance in H.S. • Greater Likelihood of Attending College • Physical and Mental Health • Greater Autonomy and Satisfaction in First Job • Social Well Being • A Variety of Skills • Teamwork, self-discipline, leadership and socialization *See Eccles, Barber and Stone (2001); U.S Dept. of Health and Human Services (2000)

  4. Sport Participation Outcomes • Greater use of alcohol, binge drinking and getting drunk • (Harrison et al., 2003; Eccles et al., 2001) • Greater use of smokeless tobacco and steroids • (Grunbaum et al, 2002; Garry et al., 2000; Harrison et al., 2003) • Other “risky” behaviors such as truancy • (Eccles et al., 2001) (Lower use of cigarettes, marijuana, cocaine and “other drugs”) • Baumert et al., 1998; Melnick et al., 2001; Page et al., 1998

  5. Variable-Centered Approach • Previous Research • Specific focus on one activity context • Sum score of extracurricular participation Pattern-Centered Approach • Multiple Activity Settings • Both Constructive and Passive Activities • Cooper et al., (1999) • Shanahan & Flaherty (2001) • Bartko and Eccles (2003)

  6. Research Hypotheses • Youth in the Sports Activity patterns will report: • Higher academic achievement • Higher rates of alcohol use • Differences between the Sport-Dominant Activity patterns • Sports+Act(s) = highest academic achievement • Sports-only = highest alcohol use • Continuity of Sports participation • Basic Model: Sports, Low Engaged, Others • Multi-Sport Model: Sport-only, Sport+Act(s), Low Engaged, Others

  7. Maryland Adolescent Development in Context Study (MADICS) (PI’s J. Eccles and A. Sameroff) • A community-based longitudinal study • 7th, 9th, and 11th grades, 1 and 3 yrs post H.S. • 1,482 adolescents and their families • 49% female • 61% African American, 35% White • Pretax family income in 1990: • Mean: 42,500-52,500 / Range: 5, 000-75,000 • Income normatively distributed among both African Americans and Whites.

  8. Analyses • Youth Activity Patterns • Cluster analysis using Sleipner 2.0 Package • 7th, 9th,and 11th grade • Participation Continuity • Beginning in the 7th/9th and continuing through 11th grade • Comparisons • Univariate Analyses with Planned Contrasts

  9. MeasuresYouth Activities • Constructive Activities • Sports, School-related, Community, Volunteer and Religious activities. • Reading, Homework, Work, Chores and playing a Musical Instrument. • Passive Activities • Hanging 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)

  10. Measures continued… Academic Achievement • Grade Point Averages (7th, 9th,and 11th Grades) • How far youth is expected to go in school • (1=LE 11thgrade; 6=Bachelor’s Degree; 8=MD, Law, Ph.D) • Actual Educational Attainment (1-3years post-H.S.) • (1=Attrition; 2=Dropout of H.S.; 3=H.S. Diploma/No College; 4=H.S. Diploma and College) Alcohol Use • How often youth had an alcoholic beverage(s) in the past 6 months • (0=none; 1=rarely; 2=2-3times a month; 3=GE 1/week)

  11. 7th Grade Activity Patterns

  12. 7th Grade Sport Patterns

  13. 7th Grade Sport Patterns

  14. 9th Grade Activity Patterns

  15. 11th Grade Activity Patterns

  16. 11th Grade Sport Groups

  17. 11th Grade Sport Groups Continued…

  18. 7th Grade Achievement: Cross Sectional • Sport group differences [F(1, 903)=7.43 p=.007] ** Mean of GPA ** *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  19. 9th Grade Achievement: Cross Sectional Difference between Groups: [F(3, 695)=3.01, p=.03] ** * Mean of GPA *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  20. 11th Grade Achievement: Cross Sectional • Difference Between Groups: F(6, 660)=2.48, p=.003] *** Mean of GPA *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  21. 11th Grade Achievement: Cross Sectional • Difference Between Groups: F(6, 660)=2.48, p=.003] *** Mean of GPA *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  22. 11th Grade Achievement: Cross Sectional • Spt Groups Differences: F(1, 660)=3.46, p=.06] *** *** Mean of GPA *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  23. 11th Grade Achievement: Cross Sectional • Difference Between Groups: F(6, 660)=2.48, p=.003] *** Mean of GPA * *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  24. Participation Continuity • BASIC MODEL • Sports, Low Engaged, and Others • MULTI-SPORT MODEL • Sport-Only (n=41 ) • Sport+Act(s) (n=35) • Hoppers (n=33) • Low Engaged (n=45) • Others (n=515)

  25. Continuity of Participation: Basic Model 11th Grade Educational Expectations Difference between groups: [F(2, 379)=7.93, p=.000] *** Mean of Ed Expect *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  26. Educational Attainment: 1-3yrs Post-H.S. • Difference Between Groups: [F(2, 417)=7.82, p=.000] *** Mean of Ed Attain *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  27. Alcohol Use: Cross Sectional Results 7th Grade • No Difference Between Groups 9th Grade • No Difference Between Groups 11th Grade • Group Differences by Activity Pattern • [F(6, 769)=2.58, p=.01] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

  28. Alcohol Consumption: Cross Sectional Sport Group Differences: * ** *** *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  29. Alcohol Consumption: Cross Sectional Sport Group Differences: *** *** *** *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  30. Alcohol ConsumptionContinuity of Participation Basic Participation Continuity Model • NO DIFFERENCES Multi-Sport Group Continuity Model • Differences between groups

  31. Alcohol Use By Activity Participation Continuity * * Mean of Alcohol Use *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

  32. Summary • Youth Activities occur in multiple contexts • Different Influence on developmental outcomes • Academically: Sports beneficial for youth • Differences between sports groups • Alcohol Use: • Sport-only an at-risk group • Sports+Act(s) is beneficial for youth

  33. Thank you. For more information: www.rcgd.isr.umich.edu/garp/

More Related