Your search found 22 results.

Descriptors:
Mothers; Beliefs; Adolescents; Self Concept; Ability; Motivation; Parent Child Relationship; Participation; Athletics; Music; Mathematics; Reading; Gender Differences; Achievement Need; Behavior Theories; Predictor Variables; Longitudinal Studies

Abstract:
The Eccles' expectancy-value model posits that a cascade of mechanisms explain associations between parents' beliefs and youths' achievement-related behaviors. Specifically, parents' beliefs predict parents' behaviors; in turn, parents' behaviors predict youths' motivational beliefs, and youths' motivational beliefs predict their behaviors. This investigation focused on testing this model with mothers in sports, music, math, and reading over a 12-year period. Data were drawn from mother, youth, and teacher questionnaires collected as part of Childhood and Beyond Study (92% European American; N = 723). Mothers' beliefs in sports, music, and math positively predicted their behaviors in these areas 1 year later, which predicted youths' self-concepts of ability and values (i.e., their motivational beliefs) in these domains 1 year later. Adolescents' motivational beliefs predicted time spent in organized sport activities, playing music, and reading after school measured 4 years later as well as the number of math courses taken in high school. Furthermore, except in reading, mothers' behaviors mediated the relations between mothers' and youths' beliefs, and youths' beliefs mediated the relations between mothers' behaviors and youths' behaviors. Although there were mean-level differences in several indicators based on child gender, in most cases the relations among these indicators did not significantly vary by child gender. This study highlights the processes by which mothers' beliefs during their children's childhood can predict children's activities in adolescence. (Contains 3 tables, 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mexican Americans; Adolescents; Grade 7; Hispanic Americans; Occupational Aspiration; Family (Sociological Unit); Role; Student Adjustment; Socioeconomic Status; Acculturation; Parent Child Relationship; Risk; Health Behavior; Futures (of Society); Cultural Influences; Student Attitudes; Correlation; Decision Making; Measures (Individuals)

Abstract:
We describe Mexican American seventh graders' expectations for future work and family roles and investigate links between patterns of future expectations and adolescents' cultural experiences and adjustment. Adolescents participated in home interviews and a series of seven nightly phone calls. Five unique patterns of adolescents' future expectations were identified (N = 246): Career-Oriented, Independent, Family-Oriented, Early, and Inconsistent. Career-Oriented adolescents had the highest socioeconomic status and contact with the United States (e.g., generation status) whereas Family-Oriented adolescents had the lowest. Cultural orientations, values, and involvement also varied across groups. For example, Career-Oriented adolescents reported significantly higher familism values compared to Inconsistent adolescents. Clusters also differed on adjustment: Career-Oriented and Family-Oriented adolescents reported higher parental warmth and less risky behavior compared to Independent and Inconsistent adolescents. These findings underscore the multifaceted nature of adolescents' future expectations and the diversity in cultural experiences among Mexican-origin youth. (Contains 3 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Extracurricular Activities; Network Analysis; Friendship; Adolescents; Social Networks; Longitudinal Studies; Correlation; Adolescent Development; Case Studies; Questionnaires; Measures (Individuals)

Abstract:
Extracurricular activities are settings that are theorized to help adolescents maintain existing friendships and develop new friendships. The overarching goal of the current investigation was to examine whether coparticipating in school-based extracurricular activities supported adolescents' school-based friendships. We used social network methods and data from the National Longitudinal Study of Adolescent Health to examine whether dyadic friendship ties were more likely to exist among activity coparticipants while controlling for alternative friendship processes, namely dyadic homophily (e.g., demographic and behavioral similarities) and network-level processes (e.g., triadic closure). Results provide strong evidence that activities were associated with current friendships and promoted the formation of new friendships. These associations varied based on school level (i.e., middle vs. high school) and activity type (i.e., sports, academic, arts). Results of this study provide new insight into the complex relations between activities and friendship that can inform theories of their developmental outcomes. (Contains 4 tables, 5 footnotes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Extracurricular Activities; Ethnic Groups; Adolescents; Data Analysis; Participation; Adolescent Attitudes; Latin Americans; Family Financial Resources; Longitudinal Studies; Cultural Influences; Questionnaires; Individual Differences; Health Related Fitness

Abstract:
Latino adolescents often are less likely to participate in extracurricular activities compared to youth from other ethnic groups. This descriptive study examined the differences in activity participation by family resources and markers of cultural orientation for the four largest Latino ethnic groups in the U.S. Findings were based on secondary data analysis of the National Longitudinal Study of Adolescent Health (N = 11,689 Latino youth). Family resources were not strong predictors of participation, but the markers of cultural orientation did predict activity participation. Surprisingly, foreign-born youth had higher participation than native-born youth. The proportion of their friendship network that was non-Hispanic friends positively predicted activity participation, whereas the proportion of co-ethnic and foreign-born Hispanic friends negatively predicted activity participation. Findings from this investigation highlight that there were few differences in participation by Latino ethnic group affiliation but great variability within each Latino ethnic group. (Contains 7 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music; Music Activities; Adolescents; Participation; Questionnaires; Elementary School Students; Predictor Variables; Athletics; Age Differences; Leisure Time; Recreational Activities

Abstract:
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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neighborhoods; Family Income; Effect Size; Child Development; Low Income; Family Environment; Extracurricular Activities; Elementary School Students; Student Participation; Stimulation; Cognitive Development; Poverty

Abstract:
In this study, children's participation (N = 1,420) in activities outside of elementary school was examined as a function of disparities in family income using data from the Panel Study of Income Dynamics, Child Development Supplement. Children's neighborhood and home environments were investigated as mechanisms linking income disparities and participation rates. Family income was positively associated with children's participation in activities, with the largest effect sizes evident for children at the lowest end of the income distribution. Affluence in the neighborhood and cognitive stimulation in the home were both important mediators of the association between income and participation, explaining from approximately one tenth to one half of the estimated associations between income and participation. (Contains 12 footnotes, 7 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Income; Adolescents; Child Development; Adjustment (to Environment); Early Adolescents; Parenting Styles; Parent Participation; Stimulation; Cognitive Development; Parent Influence; Child Rearing; Educational Attainment; Racial Differences; Whites

Abstract:
In this study, we identified unique clusters of parenting behaviors based on parents' school involvement, community involvement, rule-setting, and cognitive stimulation with data from the Panel Study of Income Dynamics-Child Development Supplement. In early (n = 668) and middle adolescence (n = 634), parents who provided high cognitive stimulation (i.e., cognitive enrichment parents) or engaged in all parenting behaviors (i.e., engaged parents) had the highest family income, parent education, and percentage of European Americans. Adolescents of cognitive enrichment or engaged parents often evidenced the highest academic and social adjustment. Adolescents whose parents set a large number of rules (i.e., "Rule setters") or were also heavily involved in the community (i.e., the "Managers" cluster) had the lowest adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Adolescent Development; Friendship; Individual Characteristics; Longitudinal Studies; Grade 8; Grade 9; Grade 11; Peer Mediation; Role; Drinking; Self Esteem; After School Programs; Participation; Adjustment (to Environment)

Abstract:
This investigation addresses the mediational role of friends' characteristics between adolescents' activity breadth (i.e., variety in activity participation) and their later adjustment. Data were drawn from 2 longitudinal studies: the Childhood and Beyond (CAB; N = 925) study and the Maryland Adolescent Development in Context Study (MADICS; N = 1,338). Adolescents at Time 2 in each study (8th, 9th, and 11th graders in CAB and 8th graders in MADICS) reported on the breadth of their participation across 5 activity settings: sports, religious, volunteering, community, and school. Friends' characteristics and adolescent adjustment were reported by adolescents at Times 1 and 3. Friends' positive characteristics significantly mediated relations between activity breadth and adolescent depressive affect, self-worth, alcohol use, and problem behavior in both studies. Friends' negative characteristics significantly mediated these relations in CAB, but not in MADICS. (Contains 1 figure, 4 tables, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Income; Family Characteristics; Low Achievement; After School Programs; Child Development; Low Income; Student Participation; Predictor Variables; Health; Athletics

Abstract:
Youth out-of-school time (OST) programs and activities can provide developmental benefits for participating youth. Yet little research has examined the contextual predictors of youth OST participation. To address this issue, we examined a collection of child-, family-, school-, and neighborhood-level characteristics as predictors of OST participation using data from the Panel Study of Income Dynamics--Child Development Supplement. In summary, child and family characteristics were most useful in predicting participation such that children least likely to participate were those characterized by high levels of developmental (e.g., low achievement, behavior problems, poor health) and family (e.g., parent psychological distress and low emotional support) problems. These relations, however, emerged only during middle school and high school. For certain types of activities, namely athletics and lessons, problems measured across various contexts were more strongly associated with OST participation for higher-income families than for lower-income families. These findings point to the importance of considering multiple developmental domains and developmental periods in understanding predictors of youth OST participation. (Contains 4 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sex Role; Females; Classroom Environment; Academic Ability; Spatial Ability; Role Models; Sex Fairness; Womens Education; Science Education; Mathematics Education; Guides; Teaching Methods; Teacher Influence; Social Attitudes; Feedback (Response); Student Motivation

Abstract:
This National Center for Education Research (NCER) Practice Guide is the second in a series of IES guides in education. The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The practice guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. This practice guide provides five recommendations for encouraging girls in math and science. These recommendations together form a coherent statement: To encourage girls in math and science, we need to begin first with their beliefs about their abilities in these areas, second with sparking and maintaining greater interest in these topics, and finally with building associated skills. The five recommendations are: (1) Teach students that academic abilities are expandable and improvable; (2) Provide prescriptive, informational feedback; (3) Expose girls and young women to female role models who have succeeded in math and science; (4) Create a classroom environment that sparks initial curiosity and fosters long-term interest in math and science; and (5) Provide spatial skills training. Technical information on the studies is appended. (Contains 3 tables, 4 figures, and 147 footnotes.) [This report was prepared for the National Center for Education Research, Institute of Education Sciences by Optimal Solutions Group, LLC. For the first practice guide in this series, see ED497258.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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