Swipe om te navigeren naar een ander artikel
This investigation examined the precursors of adolescents’ participation in sport and music activities in the United States by testing a developmental model across 7 years. Data were drawn from youth questionnaires in the Childhood and Beyond Study (92% European American; N = 594). Findings suggest that patterns of participation across a 3-year period in elementary school predict adolescents’ participation through their motivational beliefs. Specifically, children who participated in an activity, children who participated consistently across multiple years, and children who were highly active had higher adolescent motivational beliefs 4 years later than their peers. These motivational beliefs, in turn, positively predicted adolescents’ participation 1 year later. Cross-domain analyses suggest that children typically maintain their orientation toward sports and music (e.g., high music-low sport orientation, not oriented toward either domain) as they age. These findings highlight the consistency in children’s leisure pursuits and interests from childhood through adolescence.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Adderley, C., Kennedy, M., & Berz, W. (2003). “A home away from home”: The world of the high school music classroom. Journal of Research in Music Education, 51, 190–205. CrossRef
Barber, B. L., Eccles, J. S., & Stone, M. R. (2001). Whatever happened to the jock, the brain and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429–455. CrossRef
Bergman, L. R., & El-Khouri, B. M. (2002). SLEIPNER: A statistical package for pattern-oriented analyses. Version 2.1 [Manual]. Stockholm: Stockholm University, Department of Psychology.
Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: A person-oriented approach. Mahwah, NJ: Lawrence Erlbaum.
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75–85. CrossRef
Bruininks, V. L., & Bruininks, R. H. (1977). Motor proficiency of learning disabled and nondisabled students. Perceptual and Motor Skills, 44, 1131–1137. PubMed
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37, 51–76.
Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487–496. CrossRef
Eccles, J. S., & Wigfield, A. (1995). The structure of adolescents’ achievement task values expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225. CrossRef
Evans, E. M., Schweingruber, H., & Stevenson, H. W. (2002). Gender differences in interest and knowledge acquisition: The United States, Taiwan, and Japan. Sex Roles, 47, 153–167. CrossRef
Fredricks, J. A., Alfed-Liro, C. J., Hruda, L. Z., Eccles, J. S., Patrick, H., & Ryan, A. M. (2002). A qualitative exploration of adolescents’ commitment to athletics and the arts. Journal of Adolescent Research, 17, 68–97. CrossRef
Fredricks, J. A., & Eccles, J. S. (2005a). Family socialization, gender, motivation, and competitive sports involvement. Journal of Sport and Exercise Psychology, 27, 3–31.
Fredricks, J. A., & Eccles, J. S. (2005b). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34, 507–520. CrossRef
Fuligni, A. J. (2001). Family obligation and the academic motivation of adolescents from Asian, Latin American, and European backgrounds. In A. Fuligni (Ed.), Family obligation and assistance during adolescence: Contextual variations and developmental implication (pp. 61–75). San Francisco: Jossey-Bass.
Gould, D., & Dieffenbach, K. (1999). Psychological issues in youth sports: Competitive anxiety, overtraining, and burnout. In R. M. Malina (Ed.), Organized sport in the lives of children and adolescents. Michigan Youth Sports Institute Conference Proceedings, 23–26 May.
Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25–55. CrossRef
Harter, S. (2006). The self. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol 3, social, emotional and personality development (6th ed.). Hoboken, NJ: Wiley.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127. CrossRef
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef
Larson, R. W., Jarrett, R., Hansen, M., Pearce, N., Sullivan, P., Walker, K., et al. (2004). Organized youth activities as contexts for positive development. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 540–560). Hoboken, NJ: Wiley.
Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95, 409–418. CrossRef
Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3–22). Hillsdale, NJ: Lawrence Erlbaum.
Marsh, H. W., Walker, R., & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331–345. CrossRef
Marsh, H. W., & Yeung, A. S. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the national educational longitudinal study of 1988. American Education Research Journal, 33, 665–689.
O’Neill, S. A. (2006). Positive youth musical engagement. In G. E. McPherson (Ed.), The child as a musician: A handbook of musical development (pp. 461–474). New York, NY: Oxford University Press.
O’Neill, S. A., & Sloboda, J. A. (1997). The effects of failure on children’s ability to perform a musical test. Psychology of Music, 25, 18–34. CrossRef
Pedersen, S., & Seidman, E. (2005). Context and correlates of out-of-school activity participation among low-income urban adolescents. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after school and community programs (pp. 85–109). Mahwah, NJ: Lawrence Erlbaum.
Roberts, G. C., Kleiber, D. A., & Duda, J. L. (1981). An analysis of motivation in children’s sport: The role of perceived competence in participation. Journal of Sport Psychology, 3, 206–216.
Ryan, R. M., & Deci, E. L. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182–185.
Sabiston, C. M., & Crocker, P. R. E. (2008). Exploring self-perceptions and social influences as correlates of adolescent leisure-time physical activity. Journal of Sport and Exercise Psychology, 30, 3–22. PubMed
Savage, S. L., & Gauvain, M. (1998). Parental beliefs and children’s everyday planning in European–American and Latino families. Journal of Applied Developmental Psychology, 319, 319–340. CrossRef
Shann, M. H. (2001). Students’ use of time outside of school: A case for after school programs for urban middle school youth. The Urban Review, 33, 339–356. CrossRef
Simpkins, S. D., Fredricks, J. A., Davis-Kean, P. E., & Eccles, J. S. (2006b). Healthy minds, healthy habits: The influence of activity involvement in middle childhood. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 283–302). Cambridge: Cambridge University Press. CrossRef
Simpkins, S. D., Little, P. M. D., & Weiss, H. D. (2004). Understanding and measuring attendance in out-of-school time programs. Cambridge, MA: Harvard Family Research Project.
Smith, R. E. (1986). Toward a cognitive-affect model of burnout. Journal of Sport Psychology, 8, 36–50.
Smith, R. E., Smoll, F. L., & Cumming, S. P. (2007). Effects of a motivational climate intervention for coaches on young athletes’ sport performance anxiety. Journal of Sport and Exercise Psychology, 29, 39–59. PubMed
United States Department of Education, National Center for Education Statistics. (2005). After-school programs and activities survey of the 2005 national household education surveys program. Retrieved June 16, 2008, from http://nces.ed.gov/pubs2006/afterschool/XLS/table_14a.xls.
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133. CrossRef
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, social, emotional, and personality development (pp. 933–1002). Hoboken, NJ: Wiley.
- Participating in Sport and Music Activities in Adolescence: The Role of Activity Participation and Motivational Beliefs During Elementary School
Sandra D. Simpkins
Andrea E. Vest
Jennifer N. Becnel
- Springer US