Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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ResultsOur analyses were conducted to advance understanding of the association between activityparticipation, behavioral and emotional school engagement, and indicators of youthdevelopment. These indicators are indexed by grades, depression, and risk behaviors. Thesecond goal was to examine the role of school engagement in the relations between activityinvolvement and youth development. Listwise deletion of cases was used to account for missingdata in the following analyses. Table 2 shows means and standard deviations for participation inout-of-school time activities, behavioral and emotional school engagement, and indicators ofyouth development at eighth grade.Table 2Means and standard deviations for activity participation, school engagement,and indicators of youth development in Grade 8N Minimum Maximum M SDRisk Behaviors (range 0-30) 1494 .00 30.00 1.99 3.60Depression (range 0-60) 1497 .00 51.00 13.87 9.65Grades 1482 .5 4.0 3.32 .76Behavioral engagement 1504 1.00 5.00 3.18 .77Emotional engagement 1563 1.00 5.00 3.64 .83Youth Development program 1518 .00 1.00 0.60 0.49Exercising 1525 0 5 1.91 1.09Family Dinners 1503 1.00 7.00 5.20 1.66Passive media use 1540 .00 15.00 4.49 2.51Civic Activity 1559 .00 34.00 10.31 5.82Hang out with friends 1480 0 5 2.44 1.60Bivariate correlations between activity participation, school engagement andindicators of youth developmentAs shown in Table 3, participation in Youth Development (YD) program was not onlysignificantly correlated with more time spent on exercising, and less time on passive media use,but was also correlated with higher levels of youth civic engagement and higher levels ofbehavioral and emotional engagement with school. In addition, YD program participation was
also associated with better grades and fewer risk behaviors. On the other hand, passive mediause was negatively correlated with every indictor of positive development and was positivelycorrelated with higher levels of depression and risk behaviors.Table 3Correlations among activity participation, school engagement, grades, depression, and riskbehaviors for Grade 8YDExercising .082 *ExercisingFamily Dinner .015 .027Passive media use -.112 * .040 -.127 *Civic engagementHang out withfriendsBehavioralengagementEmotionalengagementGradesFamily MediaDinners use.302 * .230 * .059 * -.162 *-.048 .135 * -.108 * .117 * .027Civicactivity Hangout-.012 -.002 .131 * -.160 * .079 * -.174 *Behavioralengagement.120 * .018 .183 * -.221 * .349 * -.065 .189 *.115 * .031 .210 * -.210 * .288 * -.120 * .262 * .378 *Emotionalengagement GradesRisk behavior -.061 .047 -.179 * .153 * -.135 * .214 * -.151 * -.356 * -.355 *RiskBehaviorsDepression -.026 -.097 * -.176 * .152 * -.063 .033 -.209 * -.256 * -.257 * .204 *The Effects of Activity Participation on Behavioral and Emotional SchoolEngagementOrdinary least squares regressions were computed, with behavioral and emotional schoolengagement as the outcome variables. The models included demographic variables: sex andmother’s education, and activity participation variables: YD program participation, exercising,family dinners, media use, hangout, and civic activity.As shown in Table 4, for behavioral school engagement, mother’s education emerged asstatistically significant. Youth whose mother had received more years of education were morelikely than youth whose mother with lower education to be behaviorally engaged with school.Youth who went out with friends with no set plans and who reported more frequent use ofmedia had significantly lower levels of behavioral engagement with school, above and beyondthe effects of demographic variables. YD program participation, civic activity, and having dinnerwith family were not significantly associated with one’s level of behavioral engagement.For emotional school engagement, mother’s education also turned out to be significantpredictors of emotional engagement. Youth whose mother had received more education weresignificantly more emotionally engaged with school. The results indicated that youth who atedinner with their families and youth who were more civically engaged were more likely to beemotionally engaged with their school than youth who had dinners with families less frequentlyand youth who were less involved in civic activities. In addition, youth who spent more time
Page 2 and 3: Winter 2008Volume 3 Number 3Editor
Page 5: Examining the Potential Unintended
Page 8 and 9: centered, multidisciplinary approac
Page 10 and 11: Volume 3, Number 3, Winter 2008Arti
Page 12 and 13: fostering skill learning and positi
Page 14 and 15: Table 1Participation in out-of-scho
Page 18 and 19: watching TV, playing video games or
Page 20 and 21: Accordingly, this research augments
Page 22 and 23: Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
Page 28 and 29: section is a set of statements that
Page 30 and 31: Table 3Experience in the 4-H clubNo
Page 32 and 33: significantly higher than Caucasian
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Page 36 and 37: This study focused only on the 4-H
Page 38 and 39: Theokas, C., Lerner, J.V., Phelps,
Page 40 and 41: Volume 3, Number 3, Winter 2008Arti
Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
Page 46 and 47: 2. Find out what others think about
Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: Promoting Supportive Relationships
Page 52 and 53: focused on youth-adult relationship
Page 54 and 55: Conversely, more modern educational
Page 56 and 57: perhaps most importantly, the effic
Page 58 and 59: Organized youth programs, when stru
Page 60 and 61: likely to internalize the positive
Page 62 and 63: Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65: Schweinle, A., Meyer, D.K., & Turne
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Volume 3, Number 3, Winter 2008Arti
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Cross-Cultural UnderstandingThrough
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that plague these nations such as p
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2003). Youth leadership training in
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• enable these young people to pa
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We believe that the USPORT program
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West Virginia’s Response to theRo
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Ensuring good oral health requires
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Table 1Correlations between Planner
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problems in this rural state…This
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vacuum. Determination of factors, a
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ReferencesBaldwin, C., & Caldwell,
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Purpose of StudyThe purpose of this
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Students in the High computer gamin
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Do Higher Levels of 4-H LeadershipA
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IntroductionEmotional Intelligence
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second section examined demographic
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a constructive manner. The group is
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differences in the scores for the 1
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Adaptability include “Reality Tes
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ReferencesAmerican Academy of Pedia
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Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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