What Adolescents Learn in Organized Youth Activities: A Survey of Self-Reported Developmental Experiences.

By David M. Hansen, R. Larson, Jodi Dworkin. 2003

908 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8f4e3354e78ce793753f8aa8945b4406f03d2be1

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Citations in the corpus

The role of enjoyment and motivational climate in relation to the personal development of team sport athletes. (2011, background): “Hansen et al. (2003) found that sport participants and faith groups developed higher emotional regulation than academic groups.”
Leisure as a Context for Youth Development and Delinquency Prevention (2006, background): “For example, the amount of adult supervision and guidance may enhance or thwart the acquisition and practice of self-determined behaviour and competence (e.g., Hansen et al., 2003; Larson, Walker, & Pearce, 2005).”
Differing profiles of developmental experiences across types of organized youth activities. (2006, methodology): “Even when comparisons have been made, they have involved comparisons between different youth (Hansen et al., 2003; Kahne et al., 2001), leaving open the possibility that differences between the people joining each type of activity (e.g., differences in personality, temperament, or response set),…”
Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation (2006, background): “One possible explanation for the weaker pattern of associations of sport participation with positive indicators of youth development is the difference in the opportunities for growth and development in athletics and school clubs (Hansen et al., 2003; Larson & Varma, 1999).”
Identity Negotiating: Redefining Stigmatized Identities through Adaptive Sports and Recreation Participation among Individuals with a Disability (2011, background): “…and Kleiber (2001) found that individuals participating in an adapted sports program began to focus less on their disabilities and more on the identity development process, and Hanson, Larson, and Dworkin (2003) found sport participation was an ideal context for identity and emotional development.”
High school athletes’ perspectives on support, communication, negotiation and life skill development (2009, background): “…adolescents’ perspectives on development in organised activities in general and found that youth reported learning experiences related to identity exploration and reflection as well as developing goal setting, time management and group social skills (Dworkin et al., 2003; Hansen et al., 2003).”
The potential of sports-based social interventions for vulnerable youth: implications for sport coaches and youth workers (2012, background): “Research has mainly treated youth activities as a black box, with little consideration of the processes or experiences within an activity that would lead to broader positive changes (Hansen et al. 2003).”
A Literature Review of the Impact of Extracurricular Activities Participation on Students’ Academic Performance (2014, background): “…emotional, cognition, and physical skills; (d) building social connections to others through developing teamwork and social skills; (e) promoting interpersonal relationships; and (f) extending social networks with both peers and adults which are a source of social capital (Hansen et al., 2003).”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, background): “Sports, school clubs, and prosocial activities provide different opportunities to develop physical, intellectual, social, and emotional competencies and to form supportive relationships with a variety of adults and peers (Hansen et al., 2003).”
A Pilot Test of Transformational Leadership Training for Sports Coaches: Impact on the Developmental Experiences of Adolescent Athletes (2013, background): “assets in youth, including physical, cognitive and social competencies [5].”
Life skills development through sport: current status and future directions (2008, background): “In fact, in recent studies of the benefits of extracurricular activities (Eccles & Barber, 1999; Eccles et al., 2003; Hansen et al., 2003), sport was the only activity that showed both positive (e.g. the development of teamwork, emotional control and initiative) and negative developmental outcomes…”
Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination (2006, background): “For example, some research suggests that only those activities that are structured (in this case meaning extracurricular activities) provide youth with developmental benefits (Eccles and Barber, 1999; Hansen et al., 2003; Mahoney et al., 2003), while other research suggests that a broader range of”