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

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Students in the High computer gaming group had lower Math GPAs, albeit not statisticallysignificantly lower, than did students in either the Moderate or the Low computer gaminggroups, about 3 points lower. A similar analysis in which Science GPAs were investigated alsofailed to yield statistical significance, F (2, 111) = 0.418, p = .659. Science GPAs did not differacross the three groups of students.DiscussionThese authors investigated the extent to which computer gaming was related with students’GPAs in English, Math, and Science. Though not related with Math and Science GPAs, resultswere statistically significant with students’ English GPAs. Students in the High Computer Gaminggroup performed statistically lower, about 4.5 points lower, in English than students in eitherthe Moderate or the Low Computer Gaming groups. Thus, this study provides some evidence ofa connection between time spent on technology usage and student academic achievement.As such, these findings support the findings of Anderson and Dill (2000) of a negativerelationship between hours spent gaming and student academic achievement, at least in thearea of English. Though tentative in nature, researchers are recommended to investigate thisissue using more rigorous methods. Gathering data on hours spent computer gamingthroughout the semester might provide more in-depth information than was obtained in thisone week of self-reported computer gaming hours. In addition, more information should beacquired concerning the types of computer gaming activities in which students are involved. Towhat extent could some computer gaming activities be considered educational in nature, versusentertainment, versus socializing? Until further research studies are conducted, readers areurged to view these findings as tenuous and only suggestive of a possible linkage betweenhours spent on computer gaming and student academic achievement.The evidence of a connection between time spent on technology usage and studentachievement among middle school student merits further research. Adolescents are at uniquedevelopmental stage and should be exposed to the widest range of intellectual, social, andphysical experiences (Jackson & Davis, 2000). Computer gaming may decrease theopportunities for exploring and developing not only cognitive ability but also physical, social,and emotional skills.ReferencesAnderson, C.A., & Dill, K. (2000, April). Video games and aggressive thoughts, feelings, andbehavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772-790.Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Lawrence Erlbaum.Emes, C.E. (1997). Is Mr Pac Man eating our children? A review of effect of video games onchildren. Retrieved June 24, 2008 from:http://ww1.cpa-apc.org:8080/publications/archives/PDF/1997/May/EMES.pdfGoss, M.A. (1996, Spring 1996). Releasing the isolated warrior. Retrieved March 3, 2006, from:http://www.newhorizons.org/strategies/technology/goss.htm
Information Please® Database. (2007, March 6). Retrieved March 6, 2007, from:http://www.infoplease.com/askeds/computers-public-schools.htmlJackson, A., & Davis, G. (2000). Turning Points 2000. New York: Teachers College Press.Kem, L. (2005). Gamer addiction: A threat to student success! What advisors need to know.Retrieved November 20, 2005, from:http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Gamer-Addiction.htmMitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning.Retrieved November 8, 2005, from: http://www.lsda.org.uk/files/PDF/1529.pdfNewburger, E.C. (2001, September). Home computers and internet use in the UnitedStates:August 2000. Retrieved December 25, 2006, from:http://www.census.gov/prod/2001pubs/p23-207.pdfPillay, H. (2002). An investigation of cognitive processes engaged in by recreational computergame players: implications for skills of the future. Journal of Research on Technology inEducation, 34(3), 336-350.Reuters. (2007, February 20). Action video tames sharpen vision 20 percent. Retrieved Feb 24,2007, from: http://www.sciencedaily.com/releases/2007/02/070206100601.htmRoe, K., & Muijs, D. (1998). Children and computer games: A profile of the heavy user.European Journal of Communication, 13(2), 181-200.Tazawa, Y., Okada, K., Soukalo, A., & Takada, G. (1997). Excessive playing of home computergames by children presenting unexplained symptoms. The Journal of Pediatrics, 130(6), 1010-1011.Trumbull, M. (2005). Poverty now comes with a color tv. Retrieved January 1, 2007, from:http://articles.moneycentral.msn.com/Investing/Extra/PovertyNowComesWithAColorTV.aspx© Copyright of Journal of Youth Development ~ Bridging Research and Practice. Content may not becopied or emailed to multiple sites or posted to a listserv without copyright holder’s express writtenpermission. However, users may print, download or email articles for individual use.
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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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
Page 130 and 131: Volume 3, Number 3, Winter 2008Arti
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 148 and 149: 4. Most primary behavior incidents
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
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Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
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Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 202 and 203: Healthy Families was then offered a
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 208 and 209: Change It Up!What Girls Say About R
Page 210: In addition, the study summarizes t
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