Youth belonging and cognitive engagement in organized activities: A large-scale field study

Akiva, Thomas; Cortina, Kai S.; Eccles, Jacquelynne S.; Smith, Charles

doi:10.1016/j.appdev.2013.05.001

Cited by 47 publications

(44 citation statements)

References 40 publications

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“…Similar to measures used to investigate school engagement, engagement in OST programs is best characterized by three elements, including assessments of behavioral (e.g., active participation-attendance), emotional (e.g., positive and negative reactions), and cognitive (e.g., investment in learning) engagement (Akiva, Cortina, Eccles & Smith, 2013;Bartko, 2005;Fredricks, Blumenfeld & Paris, 2004;Shernoff & Vandell, 2007). Youth who are highly engaged in OST programs demonstrate interest, enjoyment, and effort within the activity context, whereas low levels of engagement are characterized by disinterest, boredom, and minimal effort (Bohnert et al, 2010;Larson, 2000;Vandell et al, 2015).…”

Section: Engagementmentioning

confidence: 99%

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

Lynch

Ferris

Burkhard

et al. 2016

American J of Comm Psychol

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We examined links among three dimensions of youth involvement (intensity, duration, and engagement) in Boy Scouts of America (BSA), an international out-ofschool time (OST) youth development program designed to promote moral and performance character in boys. Using data from 737 youth and their parents who participated in one of 40 BSA program sites (commonly referred to as "packs"), we first considered how individual-and packlevel measures of program involvement were differentially linked with character development. Next, we examined whether pack-level involvement characteristics moderate individual-level involvement characteristics, hypothesizing that highly involved packs would serve to further enhance the positive effects of high levels of individual involvement. Results indicated engagement was the strongest, most frequent predictor of increases in both moral and performance character. Although there were no direct effects of pack-level intensity, duration, or engagement, the effects of individual-level engagement were moderated by pack-level engagement, suggesting that the largest increases in moral and performance character occurred among highly engaged youth who were enrolled in highly engaged packs. These results highlight the need to examine multiple dimensions of OST program involvement simultaneously, and suggest that strengthening youth engagement in programming may provide a means for enhancing the positive effects of high-quality youth programming.

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Section: Engagementmentioning

confidence: 99%

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

Lynch

Ferris

Burkhard

et al. 2016

American J of Comm Psychol

View full text Add to dashboard Cite

show abstract

“…In educational socialization of the children's association the researchers (Anderson-Butcher, Newsome, Ferrari, 2003;Akiva, Cortina, Jacquelynne, Eccles, Smith, 2013;Peterson, et al, 2011) visualize the possibility and the necessity "to see the child as he is", understand his needs and interests in the natural environment of activities of the children community (and not through some artificial tests, quests, trainings), shape and develop this community taking into account the data on the actual children (Selivanova, & Belyaev, 2014;Anderson-Butcher, Newsome, Ferrari, 2003;Blanchet-Cohen, Brunson, 2014;Peterson, et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Such a teacher is becoming a leader in the children environment, an active member of the children's self-sustained community. He may be portrayed as primarily by his personality-professional position as a comprehensive indicator of professional, educational, and social activities, as a step to his mastership (Akiva et al, 2013).…”

Section: Responsibility Of the Organizing Committee Of The Conferencementioning

confidence: 99%

“…Their value rises in relation to the enhancement of the role of public education in the process of improving the interaction of man and society, as one of the important conditions for democratization of the state and humanization of society, activation of childhood as an organic component of society and the pledge of its development (Alieva, 2011;Akiva, Cortina, Jacquelynne, Eccles, Smith, 2013).…”

Section: Problem Statementmentioning

confidence: 99%

“…The demand for upbringing lies in personal and professional growth of a human and in shaping his qualities of a socially oriented citizen (Selivanova, & Sokolova, 2012). That needs more effective use of the upbringing potential of social educator on the base of the modern scientific knowledge about upbringing as a multi dimensional and multi semantic social and cultural phenomenon which affects the specific influence on the personality in the specific organized space of the children's association or the movement (Selivanova, & Sokolova, 2005;Akiva, Cortina, Jacquelynne, Eccles, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Training Of Social Educator As Organizer Of Social Activity Of Adolescents

Alieva¹

2017

European Proceedings of Social and Behavioural Sciences

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The authors of the article highlight the theoretical and methodological aspects of training the modern social educator as leader of children's public association in a rapidly changing society of the first quarter Social and pedagogical position of the head of a children's social association, formed by practice and scientifically proved becomes the basis of his professional training as a social teacher-educator.

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How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

Zeldin

Gauley

Barringer

et al. 2018

American J of Comm Psychol

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Educational reform efforts emphasize empowerment and engagement, but these concepts are rarely translated into policy or classroom practice. This inquiry explores how schools can become places where students take ownership over their own learning. Phase 1 of this inquiry, a survey of students from diverse high schools, examines pathways to school engagement. Results indicated that youth voice in decision-making, particularly when the experience is situated within supportive adult relationships and a sense of safety, significantly predicts emotional and cognitive engagement. Phase 2, a case study of an exemplary high school, sought to explain these pathways. Grounded in the theoretical perspectives of "empowered community settings" and "youth-adult partnership," analyses highlighted the importance of a shared belief system and core instructional activities that were student-centered, affirmative, and strength-based. Within this context, the opportunity role structure allowed students to exercise voice in creating their own educational program. The relational environment offered partnership and safety for academic risk-taking. Teachers broke down traditional roles and power hierarchies in ways that helped students discover their own sources of engagement. The article identifies ways that community psychologists, as policy framers and as researchers, can help schools become places of empowerment and engagement.

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Youth belonging and cognitive engagement in organized activities: A large-scale field study

Cited by 47 publications

References 40 publications

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

Training Of Social Educator As Organizer Of Social Activity Of Adolescents

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

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