Publication Cover
Leisure Sciences
An Interdisciplinary Journal
Volume 38, 2016 - Issue 4
1,131
Views
13
CrossRef citations to date
0
Altmetric
Original Articles

Motivations for Activity Participation as Predictors of Emerging Adults' Psychological Engagement in Leisure Activities

, &
Pages 338-356 | Received 20 Jun 2014, Accepted 15 Sep 2015, Published online: 07 Apr 2016

References

  • Ábrahám, J., Belenczei, A., & Szabo, A. (2012). Perceived determinants of well-being and enjoyment level of leisure activities. Leisure Sciences, 34, 199–216. doi:10.1080/01490400.2012.669677
  • Arnett, J. J. (2013). Adolescence and emerging adulthood: A cultural approach (5th ed.). New York, NY: Prentice Hall.
  • Arnett, J. J. (2001). Conceptions of the transition to adulthood: Perspectives from adolescence through midlife. Journal of Adult Development, 8, 133–143.
  • Barnett, L. A. (2011). How do playful people play? Gendered and racial leisure perspectives, motives, and preferences of college students. Leisure Sciences, 33, 382–401. doi:10.1080/01490400.2011.606777
  • Beard, J. G., & Ragheb, M. J. (1980). Measuring leisure satisfaction. Journal of Leisure Research, 12, 20–33.
  • Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576–610. doi:10.3102/0034654310364533
  • Borden, L. M., Perkins, D. F., Villarruel, F. A., & Stone, M. R. (2005). To participate or not to participate: That is the question. New Directions for Youth Development, 105, 33–49.
  • Busseri, M. A., Costain, K. A., Campbell, K. M., Rose-Krasnor, L., & Evans, J. (2011). Brief report: Engagement in sport and identity status. Journal of Adolescence, 34, 1087–1091. doi: 10.1016/j.adolescence.2010.06.004
  • Busseri, M. A., & Rose-Krasnor, L. (2008). Subjective experiences in activity involvement and perceptions of growth in a sample of first-year female university students. Journal of College Student Development, 49, 425–442. doi:10.1353/csd.0.0026
  • Busseri, M., Rose-Krasnor, L., Pancer, M., Adams, G., Birnie-Lefcovitch, S., Pratt, M., … Wintre, M. (2011). A longitudinal study of breadth and intensity of activity involvement and the transition to university. Journal of Research on Adolescence, 21, 512–518. doi:10.1111/j.1532-7795.2010.00691.x
  • Caldwell, L. L., Baldwin, C. K., Walls, T., & Smith, E. (2004). Preliminary effect of a leisure education program to promote healthy use of free time among middle school adolescents. Journal of Leisure Research, 36, 310–335.
  • Chen, Y., Li, R., & Chen, S. (2013). Relationships among adolescents' leisure motivation, leisure involvement, and leisure satisfaction: A structural equation model. Social Indicators Research, 110, 1187–1199. doi:10.1007/s11205-011-9979-2
  • Chun, S., Lee, Y., Kim, B., & Heo, J. (2012). The contribution of leisure participation and leisure satisfaction to stress-related growth. Leisure Sciences, 34, 436–449. doi:10.1080/01490400.2012.714704
  • Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J. T., Stukas, A. A., Haugen, J. A., & Miene, P. K. (1998). Understanding and assessing the motivations of volunteers: A functional approach. Journal of Personality and Social Psychology, 74, 1516–1530.
  • Dawes, N. P., & Larson, R. (2011). How youth get engaged: Grounded-theory research on motivational development in organized youth programs. Developmental Psychology, 47, 259–269. doi:10.1037/a0020729
  • Denault, A. S., & Poulin, F. (2012). Peer group deviancy in organized activities and youths' problem behaviours. Canadian Journal of Behavioural Science, 44, 83–92. doi:10.1037/a0025705
  • Dillard, J. E., & Bates, D. L. (2011) Leisure motivation revisited: Why people recreate, Managing Leisure, 16, 253–268. doi:10.1080/13606719.2011.613624
  • Eccles, J. S. (1993). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In R. Dienstbier, & J. Jacobs (Eds.), Developmental perspectives on motivation (pp. 145–208). Lincoln, NV: University of Nebraska Press.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
  • Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: Norton.
  • Gage, R. L., III, & Thapa, B. (2012). Volunteer motivations and constraints among college students: Analysis of the Volunteer Function Inventory and leisure constraints models. Nonprofit and Voluntary Sector Quarterly, 41, 405–430. doi:10.1177/0899764011406738
  • Gallant, K., Smale, B., & Arai, S. (2010). Civic engagement through mandatory community service: Implications of serious leisure. Journal of Leisure Research, 42, 181–201.
  • Havitz, M. E., & Dimanche, F. (1997). Leisure involvement revisited: Conceptual conundrums and measurement advances. Journal of Leisure Research, 29, 245–278.
  • Hirsch, B. J., Mekinda, M. A., & Stawicki, J. (2010). More than attendance: The importance of after-school program quality. American Journal of Community Psychology, 45, 447–452. doi:10.1007/s10464-010-9310-4
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Huebner, A. J., & Mancini, J. A. (2003). Shaping structured out-of-school time use among youth: The effects of self, family, and friend systems. Journal of Youth and Adolescence, 32, 453–463. doi:10.1023/A:1025990419215
  • Kline, R. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford Press.
  • Larson, R. W. (2011). Positive development in a disorderly world. Journal of Research on Adolescence, 21, 317–334. doi:10.1111/j.1532-7795.2010.00707.x
  • Larson, R. W., Hansen, D., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849–863. doi:10.1037/0012-1649.42.5.849
  • Lawford, H. L., & Ramey, H. L. (2015). “Now I know I can make a difference”: Generativity and activity engagement as predictors of meaning making in youth. Developmental Psychology, 51, 1395–1406. doi: 10.1037/dev0000034
  • Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173.
  • Lowry, P. B., & Gaskin, J. (2014). Partial least squares (PLS) structural equation modeling (SEM) for building and testing behavioral causal theory: When to choose it and how to use it. IEEE Transactions on Professional Communication, 57, 123–146. doi:10.1109/TPC.2014.2312452
  • Luthar, S. S., Shoum, K. A., & Brown, P. J. (2006). Extracurricular involvement among affluent youth: A scapegoat for “ubiquitous achievement pressures”? Developmental Psychology, 42, 583–597. doi:10.1037/0012-1649.42.3.583
  • Mahoney, J. L., Schweder, A. E., & Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86.
  • Mahoney, J., Vandell, D., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development, vol. 2 (3rd ed., pp. 229–269). Hoboken, NJ: Wiley.
  • Malone, P. S., & Lubansky, J. B. (2014). Preparing data for structural equation modeling: Doing your homework. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 263–276). New York, NY: Guilford Press.
  • McGuire, J. K., & Gamble, W. C. (2006). Community service for youth: The value of psychological engagement over number of hours spent. Journal of Adolescence, 29, 289–298.
  • McLellan, J. A., & Youniss, J. (2003). Two systems of youth service: Determinants of voluntary and required youth community service. Journal of Youth and Adolescence, 32, 47–58.
  • Omoto, A. M., & Snyder, M. (1995). Sustained helping without obligation: Motivation, longevity of service, and perceived attitude change among AIDS volunteers. Journal of Personality and Social Psychology, 68, 671–686.
  • Pancer, S. M., & Pratt, M. W. (1999). Social and family determinants of community service involvement in Canadian youth. In M. Yates, & J. Youniss (Eds.), Community service and civic engagement in youth: International perspectives (pp. 32–55). Cambridge, England: Cambridge University Press.
  • Pancer, S. M., Rose-Krasnor, L., & Loiselle, L. (2002). Youth conferences as a context for engagement. In B. Kirshner, J. L. O'Donoghue, & M. McLaughlin (Eds.), Youth participation: Improving institutions and communities. New directions for youth development, 96. San Francisco, CA: Jossey-Bass.
  • Persson, A., Kerr, M., & Stattin, H. (2007). Staying in or moving away from structured activities: Explanations involving parents and peers. Developmental Psychology, 43, 197–207. doi:10.1037/0012-1649.43.1.197
  • Porfeli, E. J., Lee, B., & Vondracek, F. W. (2013). Identity development and careers in adolescents and emerging adults: Content, process, and structure. In W. B. Walsh, M. L. Savickas, & P. J. Hartung (Eds.), Handbook of vocational psychology (4th ed., pp. 133–134). New York, NY: Routledge.
  • Quiroz, P. (2000). A comparison of the organizational and cultural contexts of extracurricular participation and sponsorship in two high schools. Educational Studies, 31, 249–275.
  • Ramey, H. L., Busseri, M. A., Khanna, N., Youth Net Hamilton, Youth Net/Réseau Ado Ottawa, & Rose-Krasnor, L. (2010). Youth engagement and suicide risk: Testing a mediated model in a Canadian community sample. Journal of Youth and Adolescence, 39, 243–258.
  • Ramey, H. L., Busseri, M. A., & Rose-Krasnor, L. (May, 2010). Measuring involvement in youth activities: A portrait of psychological engagement. Conference presentation (poster), Development 2010, Ottawa, ON.
  • Ramey, H. L., Rose-Krasnor, L., Busseri, M. A., Gadbois, S., Bowker, A., & Findlay, L. (2015). Measuring psychological engagement in youth activity involvement. Journal of Adolescence, 45, 237–249. doi: 10.1016/j.adolescence.2015.09.006
  • Rose-Krasnor, L. (2009). Future directions in youth involvement research. Social Development, 18, 497–509. doi:10.1111/j.1467-9507.2008.00506.x
  • Roth, J. L., Malone, L. M., & Brooks-Gunn, J. (2010). Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology, 45, 310–324. doi:10.1007/s10464-010-
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
  • Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177. doi:10.1037/1082-989X.7.2.147
  • Scharf, M., & Mayseless, O. (2010). Finding the authentic self in a communal culture: Developmental goals in emerging adulthood. In S. Shulman, & J.-E. Nurmi (Eds.), The role of goals in navigating individual lives during emerging adulthood. New Directions for Child and Adolescent Development, 130, 83–95.
  • Shannon, C. S. (2006). Parents' messages about the role of extracurricular and unstructured leisure activities: Adolescents' perceptions. Journal of Leisure Research, 38, 398–420.
  • Sharp, E. H., Caldwell, L. L., Graham, J. W., & Ridenour, T. A. (2006). Individual motivation and parental influence on adolescents' experiences of interest in free time: A longitudinal examination. Journal of Youth and Adolescence, 35, 359–372. doi:10.1007/s10964-006-9045-6
  • Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325–337. doi:10.1007/s10464-010-9314-0
  • Snyder, M., & Omoto, A. M. (2008). Volunteerism: Social issues perspectives and social policy implications. Social Issues and Policy Review, 2, 1–36.
  • Stebbins, R. A. (1996). Volunteering: A serious leisure perspective. Nonprofit and Voluntary Sector Quarterly, 25, 211–224.
  • Stenseng, F., Rise, J., & Kraft, P. (2012). Activity engagement as escape from self: The role of self-suppression and self-expansion. Leisure Sciences, 34, 19–38. doi:10.1080/01490400.2012.633849
  • Weiss, H. B., Little, P. M. D., & Bouffard, S. M. (2005). More than just being there: Balancing the participation equation. New Directions for Youth Development, 105, 15–31.
  • Wintre, M. G., & Yaffe, M. (2000). First-year students' adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15, 9–37. doi:10.1177/0743558400151002
  • Zarrett, N., & Eccles, J. (2009). The role of family and community in extracurricular activity participation. In L. Shumow (Ed.), Promising practices for family and community involvement during high school (pp. 27–51). Charlotte, NC: Information Age Publishing.
  • Zeldin, S. (2004). Youth as agents of adult and community development: Mapping the processes and outcomes of youth engaged in organizational governance. Applied Developmental Science, 8, 75–90. doi:10.1207/s1532480xads0802_2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.