573
Views
18
CrossRef citations to date
0
Altmetric
Articles

Adolescent motivation to attend youth programs: A mixed-methods investigation

&

References

  • Abdi, H. (2010). Holm’s sequential Bonferroni procedure. In N. Salkind (Ed.), Encyclopedia of research design. Thousand Oaks, CA: Sage.
  • Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34, 208–218. doi:10.1016/j.appdev.2013.05.001
  • Akiva, T., Cortina, K. S., & Smith, C. (2014). Involving youth in program decision-making: How common and what might it do for youth? Journal of Youth and Adolescence, 43, 1844–1860. doi:10.1007/s10964–014-0183-y
  • Akiva, T., & Povis, K. T. (2015). Bringing in the tech: Using outside expertise to enhance technology learning in youth programs. Afterschool Matters, 22, 45–53.
  • Anderson-Butcher, D. (2005). Recruitment and retention in youth development programming. The Prevention Researcher, 12(2), 3–6.
  • Bennett, D. A. (2001). How can I deal with missing data in my study? Australian and New Zealand Journal of Public Health, 25(5), 464–469. doi:10.1111/j.1467–842x.2001.tb00294.x
  • Berry, T., & LaVelle, K. B. (2013). Comparing socioemotional outcomes for early adolescents who join after school for internal or external reasons. The Journal of Early Adolescence, 33(1), 77–103. doi:10.1177/0272431612466173
  • Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80(4), 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. doi:10.1002/yd.106
  • Boyce, W., Torsheim, T., Currie, C., & Zambon, A. (2006). The family affluence scale as a measure of national wealth: Validation of an adolescent self-report measure. Social indicators research, 78(3), 473–487.
  • Brown, B. B. (2004). Adolescents’ relationships with peers. Handbook of Adolescent Psychology, 2, 363–394.
  • Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97–113.
  • Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91(2), 369–378. doi:10.1037//0022–0663.91.2.369
  • Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage.
  • Dawes, N. P., & Larson, R. (2011). How youth get engaged: grounded-theory research on motivational development in organized youth programs. Developmental Psychology, 47(1), 259–269. doi:10.1037/a0020729
  • Denault, A.-S., & Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 38, 1199–1213. doi:10.1007/s10964–009-9437–5
  • Deutsch, N. L., & Jones, J. N. (2008). “Show Me an Ounce of Respect”: Respect and authority in adult-youth relationships in after-school programs. Journal of Adolescent Research, 23(6), 667–688. doi:10.1177/0743558408322250
  • Dishion, T. J., Piehler, T. F., & Myers, M. W. (2008). Dynamics and ecology of adolescent peer influence. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 72–93). New York, NY: Guilford Press.
  • Dong, Y., & Peng, C.-Y. J. (2013). Principled missing data methods for researchers. SpringerPlus, 2(1), 222. doi:10.1186/2193–1801-2–222
  • Driscoll, D. L., Appiah-Yeboah, A., Salib, P., & Rupert, D. J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and Environmental Anthropology, 3(1), 18–28.
  • Durlak, J. A, Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 4(3–4), 294–309. doi:10.1007/s10464–010-9300–6
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: Freeman.
  • Fredricks, J. A., Hackett, K., & Bregman, A. (2010). Participation in boys and girls clubs: Motivation and stage environment fit. Journal of Community Psychology, 38(3), 369–385. doi:10.1002/jcop.20369
  • Gootman, J. A., & Eccles, J. S. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academies Press.
  • Gottfredson, D., Cross, A. B., Wilson, D., Rorie, M., & Connell, N. (2010). Effects of participation in after-school programs for middle school students: A randomized trial. Journal of Research on Educational Effectiveness, 3, 282–313. doi:10.1080/19345741003686659
  • Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. doi:10.1146/annurev.psych.58.110405.085530
  • Halpern, R., Barker, G., & Mollard, W. (2000). Youth programs as alternative spaces to be: A study of neighborhood youth programs in Chicago’s West Town. Youth & Society, 31(4), 469–506. doi:10.1177/0044118 × 00031004005
  • Hirsch, B. J. (2005). A place to call home: After-school programs for urban youth. New York, NY: Teachers College Press.
  • Hirsch, B. J., Deutsch, N. L., & DuBois, D. L. (2011). After-school centers and youth development. New York, NY: Cambridge University Press.
  • Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6(2), 65–70.
  • Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. doi:10.1177/1049732305276687
  • James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., Pistorino, C., & Warner, E. (2005). When schools stay open late: The national evaluation of the 21st century community learning centers program. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance.
  • Larson, R., & Angus, R. (2011). Creating empowering settings for youth. In M. Aber K. Maton, & E. Seidman (Eds.), Empowering settings and voices for social change (pp. 65–93). New York, NY: Oxford University Press.
  • Lauver, S., Little, P. M. D., & Weiss, H. B. (2004). Moving beyond the barriers: Attracting and sustaining youth participation in out-of-school time programs. Issues and Opportunities in Out-of-School Time Evaluation, 6, 1–16.
  • Lerner, R. (2004). Liberty: Thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage.
  • Li, J., & Julian, M. M. (2012). Developmental relationships as the active ingredient: A unifying working hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry, 82(2), 157–166. doi:10.1111/j.1939–0025.2012.01151.x
  • Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. doi:10.2307/2290157
  • Loder, T. L., & Hirsch, B. J. (2003). Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science, 7(1), 2–12. doi:10.1207/s1532480xads0701_1
  • Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2002). Content analysis in mass communication. Human Communication Research, 28(4), 587–604.
  • Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity and participation, positive youth development, and the over-scheduling hypothesis. Social Policy Report, 20(4), 3–31.
  • Mahoney, J. L., Vandell, D. L., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 228–269). New York, NY: Wiley.
  • McLaughlin, M. W., Irby, M. A., & Langman, J. (1994). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner-city youth. San Francisco, CA: Jossey-Bass.
  • McLaughlin, M. W., Irby, M. A., & Langman, J. (2001). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner city youth. San Francisco, CA: Jossey-Bass.
  • Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.
  • Pederson, S., & Seidman, E. (2005). Contexts and correlates of out-of-school activity participation among low-income urban adolescents. In J. L. Mahoney R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 85–1009). Mahwah, NJ: Lawrence Erlbaum,.
  • Perkins, D. F., Borden, L. M., Villarruel, F. A., Carlton-Hug, A., Stone, M. R., & Keith, J. G. (2007). Participation in structured youth programs: Why ethnic minority urban youth choose to participate--or not to participate. Youth & Society, 38(4), 420–442. doi:10.1177/0044118 × 06295051
  • Persson, A., Kerr, M., & Stattin, H. (2007). Staying in or moving away from structured activities: Explanations involving parents and peers. Developmental Psychology, 43(1), 197–207. doi:10.1037/0012–1649.43.1.197
  • 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(3–4), 310–24. doi:10.1007/s10464–010-9303–3
  • Rubin, D. B. (1976). Inference and missing data. Biometrica, 63(3), 581–592.
  • Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage.
  • Simpkins, S. D., Fredricks, J. A, & Eccles, J. S. (2012). Charting the Eccles’ expectancy-value model from mothers’ beliefs in childhood to youths’ activities in adolescence. Developmental Psychology, 48(4), 1019–1032. doi:10.1037/a0027468
  • University of Pittsburgh Office of Child Development. (2010). What is youth places’ impact? Where are the improvement opportunities? Pittsburgh, PA: University of Pittsburgh Office of Child Development.
  • University of Pittsburgh University Center for Social, & Urban Research [UCSUR]. (2012). City of Pittsburgh neighborhood profiles: American community survey five-year estimates: Update for 2006–2010 data. Pittsburgh, PA: University of Pittsburgh University Center for Social and Urban Research.
  • Vandell, D. L., Larson, R. W., Mahoney, J. L., & Watts, T. W. (2015). Children’s organized activities. In R. M. Lerner W. Overton & P. C. Molenaar (Eds.), Handbook of child psychology and developmental science ( vol. 4, 7th ed.). Hoboken, NJ: John Wiley & Sons.
  • 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. doi:10.1002/yd.105
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Yohalem, N., Wilson-Ahlstrom, A., Fischer, S., & Shinn, M. (2009). Measuring youth program quality: A guide to assessment tools, second edition. Washington, DC: The Forum for Youth Investment.
  • Zeldin, S., Christens, B. D., & Powers, J. L. (2012). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51(3–4), 385–397. doi:10.1007/s10464–012-9558-y

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.