Neighborhood social connectedness and adolescent civic engagement: An integrative model

Lenzi, Michela; Vieno, Alessio; Pastore, Massimiliano; Santinello, Massimo

doi:10.1016/j.jenvp.2012.12.003

Cited by 114 publications

(86 citation statements)

References 63 publications

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“…Ecological assets – defined here as social resources including supportive relationships and bonds with others – are key ingredients of settings that foster positive youth development (Eccles & Gootman, 2002). The social capital perspective similarly posits that bonds of trust and support built within social networks are instrumental for fostering individuals’ health, well-being, and civic beliefs and actions (Coleman, 1988; Lenzi, Vieno, Pastore, & Santinello, 2013; Putnam, 2001; Rothon, Goodwin, & Stansfeld, 2012). Social capital theory articulates a mechanism for this link, such that positive bonds and trusting relationships engender positive feelings and the desire to reciprocate through community contributions (Coleman, 1988; Putnam, 2001).…”

Section: Ecological Assets In Relation To Social Responsibilitymentioning

confidence: 99%

“…However, relatively few studies investigate multiple contexts simultaneously (but see Duke et al, 2009; Kahne & Sporte, 2008; Lenzi, Vieno, Pastore et al, 2013; Theokas & Lerner, 2006; Zaff et al, 2008). Examining multiple ecological assets offers a more rigorous test of the role of each asset in social responsibility development by accounting for variance predicted by other assets.…”

Section: Ecological Assets In Relation To Social Responsibilitymentioning

confidence: 99%

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Developmental change in social responsibility during adolescence: An ecological perspective.

Wray‐Lake

Syvertsen

Flanagan

2016

Developmental Psychology

102

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Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change – and predictors of that change – in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a three-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle school, and high schools in rural, semi-urban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship positively predicted within-person change in adolescents’ social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents’ social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values.

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Section: Ecological Assets In Relation To Social Responsibilitymentioning

confidence: 99%

Section: Ecological Assets In Relation To Social Responsibilitymentioning

confidence: 99%

Developmental change in social responsibility during adolescence: An ecological perspective.

Wray‐Lake

Syvertsen

Flanagan

2016

Developmental Psychology

102

View full text Add to dashboard Cite

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“…A sense of connection to the community can also foster community engagement (Lenzi et al, 2013). The current study aimed to create more ties between the students and the communities by having students reach out to solve problems in the surrounding areas.…”

Section: Community Engagementmentioning

confidence: 99%

Service-Learning

Scott

Graham

2015

Journal of Experiential Education

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The literature on service-learning outcomes in pre-adolescent children is relatively sparse. Empathy (i.e., overall, cognitive, affective) and community engagement (i.e., connection to the community, civic awareness, civic efficacy) were assessed in 155 first, second, and fifth graders (n = 79 males; n = 76 females) using a pre/post design for a five-session pilot service-learning program. Paired-samples t tests indicated positive changes in empathy and community engagement over time. Post-community engagement was examined by a mediation analysis of empathy (Time 2) on community engagement (Time 1). Additional analyses revealed an overall change in empathy and community engagement for all grades, but cognitive empathy increased only for fifth graders. Similarly, only fifth-grade participants showed a significant change in civic efficacy, pointing to a developmental factor for civic efficacy that should be examined more extensively. Future research and recommendations for studies of the impact of service-learning programs in primary and elementary school are discussed.Keywords service-learning, empathy, community engagement, middle childhood Studies on adolescent and young adult service-learning outcomes have been appearing more regularly in the fields of service-learning, education, and psychology over the past decade. However, the current literature is not comprehensive in its covering of service-learning outcomes in pre-adolescent children. Researchers have concluded that service-learning is beneficial for high school and college students because of the

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“…Such emphasis has largely disregarded resiliency factors, including the role that community resources (e.g., social capital, social cohesion, or place attachment) can have in promoting pro-social and health-enhancing behaviors. Research suggests that community resources can buffer the negative effects of neighborhood disadvantage on youth’s well-being (broadly defined; Lenzi, Vieno, Pastore, & Santinello, 2013). Although few studies have explored place-attachment dimensions in youth, research is available on its related constructs (such as sense of community, sense of belonging, or place identity).…”

Section: Introductionmentioning

confidence: 99%

“…Through civic engagement, for instance, young people can make important contributions to issues that are significant in their lives by advocating for change, promoting social justice, and bringing their perspectives from the margins to the center (Checkoway & Aldana, 2013; Checkoway & Gutierrez, 2008). Community-based place attachment may be an important determinant of youth civic engagement because when young people are connected to a place, they are more likely to act for its betterment (Flanagan, Cumsille, Gill, & Gallay, 2007; Lenzi et al, 2013). Although the relationship has been suggested, much research is still needed to better understand the meanings of place attachment among young people and the ways in which it may influence civic-related behaviors.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Meanings of Place Attachment Among Civically Engaged Puerto Rican Youth

Estrella

Kelley

2017

Journal of Community Practice

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Although research has shown that place attachment may promote socially responsible behaviors, it has not been studied from the perspective of youth civic engagement. This study explored the meanings of community-based place attachment among civically-engaged Puerto Rican youth within an ethnic enclave. Photovoice methods were employed using a phenomenological design to enhance our understanding of the participants’ lived experiences. Findings suggest that community-based place attachment was characterized as multidimensional, identity-affirming, and embedded in participants’ narratives about personal involvement in local engagement. Implications for initiatives that actively engage youth in community change efforts and future research are presented.

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Neighborhood social connectedness and adolescent civic engagement: An integrative model

Cited by 114 publications

References 63 publications

Developmental change in social responsibility during adolescence: An ecological perspective.

Developmental change in social responsibility during adolescence: An ecological perspective.

Service-Learning

Exploring the Meanings of Place Attachment Among Civically Engaged Puerto Rican Youth

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