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Journal of Youth and Adolescence
Gepubliceerd in:

01-10-2007 | Empirical Research

Engagement in after-school program activities: quality of experience from the perspective of participants

Auteurs: David Jordan Shernoff, Deborah Lowe Vandell

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2007

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Abstract

Middle school students’ experiences at after-school programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.
vorige artikel Working in High School and Adaptation in the Transition to Young Adulthood among African American Youth
volgende artikel Body Dissatisfaction, Living Away from Parents, and Poor Social Adjustment Predict Binge Eating Symptoms in Young Women Making the Transition to University
Voetnoten
1
In terms of internal validity, studies have found the ESM to overreport and underreport a broad range of activities less than time diaries (Csikszentmihalyi and Larson 1987); that 94% of participants “never” or almost never alter the truth in responding to it (Larson and Richards 1994); and that 80–90% of participants claim that the self-reports captured their “normal” range of experience (Csikszentmihalyi and Larson 1987). In terms of face (or content) validity, studies have found a correlation of .93 between ESM and time diaries measures of ranked frequencies of time spent in different activities (Csikszentmihalyi and Larson 1987). With respect to situational validity, reports of being “active” with the ESM have been moderately correlated with measures of heart rate taken by activity monitors (Csikszentmihalyi and Larson 1987). In terms of reliability, or consistency of reported internal states, multiple studies have found moderate to high correlations between aggregated average activity estimates and ratings of experience reported by participants in the first half of a week compared to that reported in the second half of the same week (e.g., Csikszentmihalyi and Larson 1987).
 
2
This was calculated as the activity effect, γ 20 , divided by the square root of the residual level-1 variance.
 
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Metagegevens
Titel
Engagement in after-school program activities: quality of experience from the perspective of participants
Auteurs
David Jordan Shernoff
Deborah Lowe Vandell
Publicatiedatum
01-10-2007
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 7/2007
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-007-9183-5

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