Citation

Vandell DL, Shernoff DJ, Pierce KM, Bolt DM, Dadisman K, Brown BB. New Dir. Youth Dev. 2005; (105): 121-9, 13-4.

Affiliation

University of Wisconsin, Madison, USA.

Copyright

(Copyright © 2005, John Wiley and Sons)

DOI

10.1002/yd.111

PMID

15943140

Abstract

Experiences that are deeply engaging and enjoyable, engender full concentration, and present a balance between challenge and skill promote children's development. This chapter describes a study that sought to identify the kinds of settings and activities that foster engagement and, by extension, positive youth development. The after-school experiences of 191 ethnically diverse youth living in three states, some of whom participated in after-school programs and some of whom did not, were studied. Youth were equipped with logbooks and watches that were programmed to signal at random times. When signaled, youth recorded their location, social partners, activity, and feelings. The study found pervasive differences in the experiences at programs and elsewhere. Youth spent more time in academic and arts enrichment, organized sports and physical activities, community service, and homework at programs versus elsewhere, and they spent less time eating and watching TV at programs. They also reported higher levels of motivation, engagement, and positive affect at programs. At the same time, there were few differences in activities, emotions, effort, or motivation of program participants and nonparticipants when both groups were elsewhere. The similarities in these experiences while elsewhere suggest that the program context, not differences in youth characteristics or interests, was responsible for the feelings of engagement that were reported at programs.

Language: en