the effects of activity participation on developmental trajectories nicole zarrett stephen c. peck...
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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
99thth Grade Activity Patterns Grade Activity Patterns
8thG Activity Clusters
lo-engacdvolschlspt-schspt
Me
an
5
4
3
2
1
0
SPORT23
read
Homework
friends
TV
school
community
volunteer
religious activ
JOBHRS3
Music
1111thth Grade Activity Patterns Grade Activity Patterns
11thG Activity Clusters
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
SportsReadingHomeworkChoresFriendsTVSchoolCommunityVolunteerReligiousWorkMusic
1111thth Grade Sport Groups Grade Sport Groups Continued…Continued…
00.51
1.52
2.53
3.54
4.55
Spt-Wrk Spt-HiEng
SportsReadingHomeworkChoresFriendsTVSchoolCommunityVolunteerReligiousWorkMusic
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
99thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
W3GPA
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
Difference between Groups: [F(3, 695)=3.01, p=.03]
*
**
1111thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional
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
1111thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional
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’s race or gender
2
2.2
2.4
2.6
2.8
3
3.2
W4GPA
Sport-OnlySpt+ActLoEngOtherWork
***
Mean
of
GP
A
1111thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional
Spt Groups Differences: F(1, 660)=3.46, p=.06]Spt Groups Differences: F(1, 660)=3.46, p=.06]
*Net of the effects of Prior Achievement and Socioeconomic Status*No interaction effects with youth’s race or gender
2
2.2
2.4
2.6
2.8
3
3.2
W4GPA
Sport-OnlySpt+ActLoEngOtherWork
*** ***
Mean
of
GP
A
1111thth Grade Achievement: Cross Grade Achievement: Cross SectionalSectional
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’s race or gender
2
2.2
2.4
2.6
2.8
3
3.2
W4GPA
Sport-OnlySpt+ActLoEngOtherWork
*
***
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
***
*Net of the effects of Prior Achievement and Socioeconomic Status
*No interaction effects with youth race or gender
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]
*Net of the effects of Prior Achievement and Socioeconomic Status*No interaction effects with youth’s race or gender
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
Sport-OnlySpt+ActLoEngOther
*Net of the effects of Prior Achievement and Socioeconomic Status
*No interaction effects with youth race or gender
******
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
Sport-OnlySpt+ActLoEngOther
*Net of the effects of Prior Achievement and Socioeconomic Status
*No interaction effects with youth race or gender
****** ***
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
*Net of the effects of Prior Achievement and Socioeconomic Status
*No interaction effects with youth race or gender
**
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/
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