Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 11/2014

01-11-2014 | Empirical Research

Involving Youth in Program Decision-Making: How Common and What Might it Do for Youth?

Auteurs: Thomas Akiva, Kai S. Cortina, Charles Smith

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 11/2014

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The strategy of sharing program decision-making with youth in youth programs, a specific form of youth-adult partnership, is widely recommended in practitioner literature; however, empirical study is relatively limited. We investigated the prevalence and correlates of youth program decision-making practices (e.g., asking youth to help decide what activities are offered), using single-level and multilevel methods with a cross-sectional dataset of 979 youth attending 63 multipurpose after-school programs (average age of youth = 11.4, 53 % female). The prevalence of such practices was relatively high, particularly for forms that involved low power sharing such as involving youth in selecting the activities a program offers. Hierarchical linear modeling revealed positive associations between youth program decision-making practices and youth motivation to attend programs. We also found positive correlations between decision-making practices and youth problem-solving efficacy, expression efficacy, and empathy. Significant interactions with age suggest that correlations with problem solving and empathy are more pronounced for older youth. Overall, the findings suggest that involving youth in program decision-making is a promising strategy for promoting youth motivation and skill building, and in some cases this is particularly the case for older (high school-age) youth.
Literatuur
go back to reference Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34, 208–218.CrossRef Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34, 208–218.CrossRef
go back to reference Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Planning Association, 35, 216–224. Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Planning Association, 35, 216–224.
go back to reference Berry, T., & LaVelle, K. B. (2013). Comparing socioemotional outcomes for early adolescents who join after school for internal or external reasons. The Journal of Early Adolescence, 33(1), 77–103.CrossRef Berry, T., & LaVelle, K. B. (2013). Comparing socioemotional outcomes for early adolescents who join after school for internal or external reasons. The Journal of Early Adolescence, 33(1), 77–103.CrossRef
go back to reference Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296–312.PubMedCrossRef Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296–312.PubMedCrossRef
go back to reference Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576–610.CrossRef Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576–610.CrossRef
go back to reference Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology, Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). New York: Wiley. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology, Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). New York: Wiley.
go back to reference Burnett, S., Thompson, S., Bird, G., & Blakemore, S. (2011). Pubertal development of the understanding of social emotions: Implications for education. Learning and Individual Differences, 21, 681–689.PubMedCrossRefPubMedCentral Burnett, S., Thompson, S., Bird, G., & Blakemore, S. (2011). Pubertal development of the understanding of social emotions: Implications for education. Learning and Individual Differences, 21, 681–689.PubMedCrossRefPubMedCentral
go back to reference Camino, Linda A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4, 11–20.CrossRef Camino, Linda A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4, 11–20.CrossRef
go back to reference Checkoway, B. (2011). What is youth participation? Children and Youth Services Review, 33, 340–345.CrossRef Checkoway, B. (2011). What is youth participation? Children and Youth Services Review, 33, 340–345.CrossRef
go back to reference DeAngelis, S. (2003). Noncognitive predictors of academic performance: Going beyond the traditional measures. Journal of Allied Health, 32, 52–57.PubMed DeAngelis, S. (2003). Noncognitive predictors of academic performance: Going beyond the traditional measures. Journal of Allied Health, 32, 52–57.PubMed
go back to reference Denault, A., & Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 38, 1199–1213.PubMedCrossRef Denault, A., & Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 38, 1199–1213.PubMedCrossRef
go back to reference Deschenes, S. N., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H. B., et al. (2010). Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time. Cambridge, MA: Harvard Family Research Project and Public/Private Ventures, Commissioned by the Wallace Foundation. Deschenes, S. N., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H. B., et al. (2010). Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time. Cambridge, MA: Harvard Family Research Project and Public/Private Ventures, Commissioned by the Wallace Foundation.
go back to reference Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.PubMedCrossRef Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.PubMedCrossRef
go back to reference Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125–154). Hoboken, NJ: Wiley. Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125–154). Hoboken, NJ: Wiley.
go back to reference Eccles, J. S., & Midgley, C. (1989). Stage/Environment Fit: Developmentally appropriate classrooms for young adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation and education (Vol. 33, pp. 139–186). New York, NY: Academic Press. Eccles, J. S., & Midgley, C. (1989). Stage/Environment Fit: Developmentally appropriate classrooms for young adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation and education (Vol. 33, pp. 139–186). New York, NY: Academic Press.
go back to reference Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence. American Psychologist, 48(2), 90–101.PubMedCrossRef Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence. American Psychologist, 48(2), 90–101.PubMedCrossRef
go back to reference Eccles, J. S., Wigfield, A., & Byrnes, J. (2005). Cognitive development in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology (Vol. 6). New York: Wiley. Eccles, J. S., Wigfield, A., & Byrnes, J. (2005). Cognitive development in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology (Vol. 6). New York: Wiley.
go back to reference Eisenberg, N., & Lennon, R. (1983). Sex differences in empathy and related capacities. Psychological Bulletin, 94, 100–131.CrossRef Eisenberg, N., & Lennon, R. (1983). Sex differences in empathy and related capacities. Psychological Bulletin, 94, 100–131.CrossRef
go back to reference Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., et al. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., et al. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.
go back to reference Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233–240.CrossRef Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233–240.CrossRef
go back to reference Hart, Roger. (1993). Children’s participation: From tokenism to citizenship. Florence, Italy: UNICEF International Child Development Centre. Hart, Roger. (1993). Children’s participation: From tokenism to citizenship. Florence, Italy: UNICEF International Child Development Centre.
go back to reference Havinghurst, R. J. (1972). Developmental tasks and education. New York: D. McKay Co. Havinghurst, R. J. (1972). Developmental tasks and education. New York: D. McKay Co.
go back to reference Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29, 66–75.CrossRef Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29, 66–75.CrossRef
go back to reference Jones, K. R., & Perkins, D. F. (2007). Youth-adult partnerships. In C. B. Fisher & R. M. Lerner (Eds.), Encyclopedia of applied developmental science (pp. 1160–1164). Thousand Oaks, CA: Sage. Jones, K. R., & Perkins, D. F. (2007). Youth-adult partnerships. In C. B. Fisher & R. M. Lerner (Eds.), Encyclopedia of applied developmental science (pp. 1160–1164). Thousand Oaks, CA: Sage.
go back to reference Jones, L., Rhine, T., & Bratton, S. (2002). High school students as therapeutic agents with young children experiencing school adjustment difficulties: The effectiveness of a filial therapy training model. International Journal of Play Therapy, 11, 43–62.CrossRef Jones, L., Rhine, T., & Bratton, S. (2002). High school students as therapeutic agents with young children experiencing school adjustment difficulties: The effectiveness of a filial therapy training model. International Journal of Play Therapy, 11, 43–62.CrossRef
go back to reference LaFleur, J., Russell, C. A., Low, M., & Romash, R. (2011). The Beacon Community Centers Middle School Initiative: Final report on implementation and youth experience in the iniative. Washington, DC: Policy Studies Associates, Inc. LaFleur, J., Russell, C. A., Low, M., & Romash, R. (2011). The Beacon Community Centers Middle School Initiative: Final report on implementation and youth experience in the iniative. Washington, DC: Policy Studies Associates, Inc.
go back to reference Larson, R. W., & Angus, R. M. (2011). Adolescents’ development of skills for agency in youth programs: Learning to think strategically. Child Development, 82, 277–294.PubMedCrossRef Larson, R. W., & Angus, R. M. (2011). Adolescents’ development of skills for agency in youth programs: Learning to think strategically. Child Development, 82, 277–294.PubMedCrossRef
go back to reference Larson, R. W., Walker, K., & Pearce, N. (2005). A comparison of youth-driven and adult-driven youth programs: Balancing inputs from youth and adults. Journal of Community Psychology, 33(1), 57–74.CrossRef Larson, R. W., Walker, K., & Pearce, N. (2005). A comparison of youth-driven and adult-driven youth programs: Balancing inputs from youth and adults. Journal of Community Psychology, 33(1), 57–74.CrossRef
go back to reference Lerner, R. M. (2005). Promoting postitive youth development through community and after-school programs. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (p. 4). Mahwah, NJ: Lawrence Erlbaum Associates. Lerner, R. M. (2005). Promoting postitive youth development through community and after-school programs. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (p. 4). Mahwah, NJ: Lawrence Erlbaum Associates.
go back to reference Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories. In R. M. Lerner (Ed.), Handbook of child psychology (Vol. 1, pp. 1–17)., Theoretical models of human development Hoboken, NJ: Wiley. Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories. In R. M. Lerner (Ed.), Handbook of child psychology (Vol. 1, pp. 1–17)., Theoretical models of human development Hoboken, NJ: Wiley.
go back to reference Lerner, R. M., Lerner, J. V., & Benson, J. B. (2011). Positive youth development: Research and applications for promoting thriving in adolescence. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior (Vol. 41, pp. 1–17). New York: Elsevier. Lerner, R. M., Lerner, J. V., & Benson, J. B. (2011). Positive youth development: Research and applications for promoting thriving in adolescence. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior (Vol. 41, pp. 1–17). New York: Elsevier.
go back to reference Meeus, W. (2011). The study of adolescent identity formation 2000-2010: A review of longitudinal research. Journal of Research on Adolescence, 21, 75–94.CrossRef Meeus, W. (2011). The study of adolescent identity formation 2000-2010: A review of longitudinal research. Journal of Research on Adolescence, 21, 75–94.CrossRef
go back to reference Mitra, D. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688.CrossRef Mitra, D. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688.CrossRef
go back to reference Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st Century. Washington, DC: The National Academies Press. Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st Century. Washington, DC: The National Academies Press.
go back to reference Perkins, D. D., & Zimmerman, M. A. (1995). Empowerment theory, research, and application. American Journal Community Psychology, 23, 569–579.CrossRef Perkins, D. D., & Zimmerman, M. A. (1995). Empowerment theory, research, and application. American Journal Community Psychology, 23, 569–579.CrossRef
go back to reference Pittman, K., Tolman, J., & Yohalem, N. (2005). Developing a comprehensive agenda for the out-of-school hours: Lessons and challenges across cities. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Erlbaum. Pittman, K., Tolman, J., & Yohalem, N. (2005). Developing a comprehensive agenda for the out-of-school hours: Lessons and challenges across cities. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Erlbaum.
go back to reference Rubin, D. B. (1986). Multiple imputation for nonresponse in surveys. New York: Wiley. Rubin, D. B. (1986). Multiple imputation for nonresponse in surveys. New York: Wiley.
go back to reference Smith, C., Akiva, T., Lo, Y.-J., Sugar, S., Frank, K. A., Peck, S. C., et al. (2012). Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study. Washington, DC: The Forum for Youth Investment. Smith, C., Akiva, T., Lo, Y.-J., Sugar, S., Frank, K. A., Peck, S. C., et al. (2012). Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study. Washington, DC: The Forum for Youth Investment.
go back to reference Spear, L. (2007). The developing brain and adolescent-typical behavior patterns: An evolutionary approach. In D. Romer & E. F. Walker (Eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science (pp. 9–30). New York: Oxford.CrossRef Spear, L. (2007). The developing brain and adolescent-typical behavior patterns: An evolutionary approach. In D. Romer & E. F. Walker (Eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science (pp. 9–30). New York: Oxford.CrossRef
go back to reference Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260.PubMedCrossRef Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260.PubMedCrossRef
go back to reference Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.PubMedCrossRef Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.PubMedCrossRef
go back to reference Wood, D., Larson, R., & Brown, J. R. (2009). How adolescents come to see themselves as more responsible through participation in youth programs. Child Development, 50, 295–309.CrossRef Wood, D., Larson, R., & Brown, J. R. (2009). How adolescents come to see themselves as more responsible through participation in youth programs. Child Development, 50, 295–309.CrossRef
go back to reference Zeldin, S. (2004). Youth as agents of adults and community development: Mapping the processes and outcomes of youth engaged in organizational governance. Applied Developmental Science, 8(2), 75–90.CrossRef Zeldin, S. (2004). Youth as agents of adults and community development: Mapping the processes and outcomes of youth engaged in organizational governance. Applied Developmental Science, 8(2), 75–90.CrossRef
go back to reference Zeldin, S., Christens, B. D., & Powers, J. L. (2012). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal Community Psychology, 51, 385–397.CrossRef Zeldin, S., Christens, B. D., & Powers, J. L. (2012). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal Community Psychology, 51, 385–397.CrossRef
go back to reference Zeldin, S., Petrokubi, J., & MacNeil, C. (2008). Youth-adult partnerships in decision making: Disseminating and implementing an innovative idea into established organizations and communities. American Journal of Community Psychology, 41, 262–277.PubMedCrossRef Zeldin, S., Petrokubi, J., & MacNeil, C. (2008). Youth-adult partnerships in decision making: Disseminating and implementing an innovative idea into established organizations and communities. American Journal of Community Psychology, 41, 262–277.PubMedCrossRef
go back to reference Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport & E. Seidman (Eds.), Handbook of community psychology. New York: Plenum Press. Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport & E. Seidman (Eds.), Handbook of community psychology. New York: Plenum Press.
Metagegevens
Titel
Involving Youth in Program Decision-Making: How Common and What Might it Do for Youth?
Auteurs
Thomas Akiva
Kai S. Cortina
Charles Smith
Publicatiedatum
01-11-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 11/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-014-0183-y

Andere artikelen Uitgave 11/2014

Journal of Youth and Adolescence 11/2014 Naar de uitgave