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

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Table 2Paired Sample T-tests Comparing Pre- and Posttest Scores on Perception of Weight Controllability,Body Esteem, Collins’ Pictorial Rating Scale of Body Satisfaction, and Body Build StereotypesMeasurePretestMean (SD)PosttestMean (SD)tMales (n = 38)Perceptions of Weight Controllability 6.68 (1.48) 6.89 (1.32) -1.12Body Esteem Scale 16.66 (4.49) 17.03 (5.75) -0.52Collins’ Pictorial Scale -0.35 (0.86) -0.30 (0.85) -0.44Stereotypes about overweight males – personality subscale 5.34 (1.96) 4.97 (2.33) 0.91Stereotypes about overweight males – peer preferences subscale 1.42 (0.72) 1.36 (0.85) 0.36Stereotypes about overweight females – personality subscale 5.39 (2.11) 4.68 (2.68) 2.06*Stereotypes about overweight females – peer preferences subscale 1.58 (0.76) 1.24 (0.97) 2.83**Stereotypes about very thin males – personality subscale 3.50 (2.19) 3.47 (0.90) 0.00Stereotypes about very thin males – peer preferences subscale 1.18 (0.87) 1.18 (0.90) 0.00Stereotypes about very thin females – personality subscale 3.68 (2.56) 3.11 (2.56) 1.42Stereotypes about very thin females – peer preferences subscale 1.34 (0.88) 0.89 (0.98) 3.09**Females (n = 42)Perceptions of Weight Controllability 6.05 (2.07) 6.27 (2.12) -1.16Body Esteem Scale 19.55 (4.96) 19.24 (5.06) 0.81Collins’ Pictorial Scale -0.44 (0.86) -0.37 (0.85) -0.55Stereotypes about overweight males – personality subscale 4.81 (2.21) 4.69 (2.42) 0.47Stereotypes about overweight males – peer preferences subscale 1.31 (0.75) 1.14 (0.84) 1.14Stereotypes about overweight females – personality subscale 4.88 (2.03) 4.57 (2.35) 0.96Stereotypes about overweight females – peer preferences subscale 0.95 (0.82) 1.00 (0.86) -0.42Stereotypes about very thin males – personality subscale 3.90 (2.22) 3.45 (2.49) 1.67Stereotypes about very thin males – peer preferences subscale 1.40 (0.77) 1.19 (0.89) 2.46**Stereotypes about very thin females – personality subscale 3.57 (2.09) 3.43 (2.19) 0.59Stereotypes about very thin females – peer preferences subscale 1.26 (0.86) 1.00 (0.91) 1.98** p < 0.05, **p < 0.01
Hypothesis 2 also was rejected. There were no significant differences in males’ or females’ preandposttest scores on the body esteem scale (t = -0.52, p > 0.05 and t = 0.81, p > 0.05,respectively) or the Collins’ pictorial rating scale (t = -0.44, p > 0.05 and t = -0.55, p > 0.05,respectively). Thus, according to these data, participation in this summer camp program didnot impact children’s level of body affect. On the whole, mean scores on the Body EsteemScale, particularly for female participants, reflected rather positive body attitudes among thepresent sample (see Table 2). However, an interpretation of the pre- and posttest mean scoreson the Collins’ measure suggests that both male and female campers did desire to be somewhatslimmer than they perceived themselves to be (as indicated by the negative mean values) (seeTable 2). This finding is consistent with previous work employing figure rating scales toexamine body size dissatisfaction among children (Tiggemann & Pennington, 1990) and isperhaps not surprising, given the somewhat elevated BMI scores for the younger children in thesample.To test Hypotheses 3 and 4, the McNemar Bowker test was used to compare participants’ preandposttest scores on Collins’ weight self-assessment and desire to alter weight items. Bothhypotheses were rejected; participation in the FunLIFE camp did not significantly influence maleor female participants’ scores on either item (all ps > 0.05). The Chi-square values for thecomparison of the males’ and females’ pre- and posttest weight assessment and desire to alterweight scores were 3.80, 4.00, 3.67, and 2.00, respectively. The distribution of preandposttest responses is presented in Table 3. A follow-up Chi-square test was conducted on themales’ and females’ pre- and posttest responses, with results suggesting that the distributionswere not uniform (all ps < 0.01, see Table 3). For both the pre- and the posttest assessments,male and female participants most frequently selected “in-between” as the response to theweight self-assessment item. For the desire to change weight item, “stay the same” was themost commonly selected response among male and female campers on both the pre- and theposttest measure.Table 3Frequency Distribution of Responses on Weight Self-Assessment andDesire to change Weight pre- and Posttest Scores for Male and Female ParticipantsMalesn = 38Femalesn = 42Weight SelfAssessmentX 2 Skinny In-Between Fat X 2 Skinny In-Between FatPretest 7.81* 10 27 0 27.85** 9 28 2Posttest 34.43** 6 29 2 46.29** 6 34 1Desire toChangeWeightX 2 Lose Stay theSameGain X 2 Lose Stay theSameGainPretest 19.68** 13 23 1 19.08** 11 25 3Posttest 22.11** 10 25 2 23.17** 12 27 2*p < 0.01; **p < 0.001
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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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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
Page 66 and 67: Volume 3, Number 3, Winter 2008Arti
Page 68 and 69: This study uses the “5 Cs” mode
Page 70 and 71: ResultsIn this analysis 48 codes we
Page 72 and 73: Table 3Inductive Codes Classified b
Page 74 and 75: CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
Page 78 and 79: practices and competitions, the gir
Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
Page 86 and 87: The present work builds upon that o
Page 88 and 89: MethodSample and Data CollectionAs
Page 90 and 91: (scores ranging from 0 to 8) and a
Page 94 and 95: Hypotheses 5 and 6 were tested by c
Page 96 and 97: De Coverly Veale, D.M.W. (1987). Ex
Page 98 and 99: Story, M., Neumark-Sztainer, D., Sh
Page 102 and 103: Cronbach’s Alpha Score For Youth
Page 104 and 105: 12 to 18 years old. Fourteen of the
Page 106 and 107: Therefore, there was a mixed relati
Page 108 and 109: Youth respondents identified two ob
Page 110 and 111: are developed through working in a
Page 112 and 113: Seevers, B.S., & Dormody, T.J. (199
Page 116 and 117: With the many opportunities that yo
Page 118 and 119: meaningfully reduced involving dedu
Page 120 and 121: StaffingXTime/Schedule X X XTrainin
Page 122 and 123: “Involving adults that will allow
Page 124 and 125: “They can't drive or do not have
Page 126 and 127: page in understanding why youth voi
Page 128 and 129: Parker, L. (1999). If all youth ser
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
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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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