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

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Winter 2008Volume 3 Number 3Editor’s Comments:Readers of our Winter Issue will be pleased with the variety of feature articles, program articlesand innovative evaluation techniques shared by our authors. As we begin our fourth year ofpublication we welcome you to submit your manuscripts to patricia.dawson@oregonstate.eduArticles of specific interest include:• Feature Articles are informational, explanatory, or critical analysis and interpretationof major trends or comprehensive reviews. Articles include clear implications for youthdevelopment practice and programming and may be grounded in original research ornew research from the relevant disciplines.• Program Articles discuss programs and outcomes or describe promising programs andpilot projects that have clear implications for youth development research, practice andprogramming. These programs and projects are grounded with a strong research-basedor theoretical framework.• Research and Evaluation Strategies describe innovative methodologies andstrategies in the collection and analysis of quantitative or qualitative research andevaluation data.• Resource Reviews present analyses of materials, such as books, curricula, videos,other audio/visual materials, data management software, and Web sites.Publication CommitteePatricia Dawson, EditorOregon State UniversityPublications Committee Chair:Suzanne LeMenestrelNational 4-H HeadquartersNAE4-HA Representatives:Sarah MaassKansas State UniversityLauren MosherUniversity of GeorgiaCommittee Members:Dale BlythUniversity of MinnesotaLynne BordenUniversity of ArizonaVirginia BourdeauOregon State UniversityPeiYao ChenTCC GroupKen CulpUniversity of KentuckyMichelle Alberti GamboneYouth Development Strategies, Inc.Reed LarsonUniversity of Illinois at Urbana-ChampaignRich LernerTufts UniversityRyan SchmiesingOhio State University Extension
Volume 3, Number 3Winter 2008ContentsFeature ArticlesOut-of-School Time Activity Participation, School Engagement and Positive YouthDevelopment: Findings from the 4-H Study of Positive Youth Development[Article 080303FA001]Li, Yibing; Bebiroglu, Neda; Phelps, Erin; Lerner, Richard M.; Lerner, Jacqueline V.The relations in early adolescence among out-of-school-time activities and indicators of youthdevelopment were assessed through the use of 8th grade data from the longitudinal, 4-H Studyof Positive Youth Development. Hierarchical multiple linear regressions indicated that “hangingout” with friends without set plans and excessive media use were associated with lowerbehavioral engagement with school, lower academic achievement, and higher rates of riskbehaviors. Youth who ate dinner with their family reported higher levels of emotionalengagement, lower depression and risk behaviors, and better grades. Engagement in civicactivities was associated with higher levels of emotional engagement. Behavioral and emotionalengagement were both associated with better grades and lower depression. Emotional schoolengagement was also associated with lower rates of risk behaviors. Implications of the findingsfor evaluating the role of out-of-school-time activities and behavioral and/or emotional schoolengagement in academic achievement and youth development are discussed.A Descriptive View of the 4-H Club Experience Through the Lens of 4-H Youth[Article 080303FA002]Guion, Lisa A.; Rivera, Blanca E.4-H like other youth development programs should be generally marked by the presence ofthree features of optimal youth programming:1) youth participation and leadership,2) positive adult-youth relationships, and3) skill building activities (Lerner, 2004).This paper reviews a study which examined the extent to which 4-H youth felt they had“opportunities” to engage in different learning experiences, and provide leadership to thoseexperiences within their clubs. The study also examined the youth’s perceptions aboutwhether their experience in the 4-H Club helped them spend more time with their parents,have a positive relationship with another adult and do things independently.An examination of whether there is a difference in life skill development in 4-H based oncertain key demographic variables is also discussed.The results of this study are shared as well as implications for practice and recommendationsfor further research.
Page 5: Examining the Potential Unintended
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Page 16 and 17: ResultsOur analyses were conducted
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Page 20 and 21: Accordingly, this research augments
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Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
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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,
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Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
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Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: 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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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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