Differing profiles of developmental experiences across types of organized youth activities.

By R. Larson, David M. Hansen, Giovanni B. Moneta. Developmental Psychology, 2006

625 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b43b5351a75b7b7eba86a907e69681d12b2e0d1b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Côté
2. Martin I. Jones
3. D. Lavallee
4. N. Holt
5. David J. Shernoff
6. T. Forneris
7. Martin Camiré
8. David M. Hansen

In Safety Research

1. Martin Camiré
2. J. Côté
3. T. Forneris
4. N. Holt
5. C. Bean
6. J. Deakin
7. David J. Hancock
8. D. Lavallee

In Social Psychology

1. J. Côté
2. Martin Camiré
3. T. Forneris
4. N. Holt
5. C. Bean
6. David J. Hancock
7. J. Deakin
8. Dany J. MacDonald

Citations in the corpus

• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “Compared with other types of extracurricular activities, Larson, Hansen, and Moneta (2006) demonstrated that youth in sport reported significantly more experiences related to initiative, emotional regulation, and teamwork.”
• Community and religious involvement as contexts of identity change across late adolescence and emerging adulthood (2011, background): “How might community involvement and religious involvement compare as developmental contexts for identity formation? In their work on organized youth activities, Larson and colleagues (Larson et al., 2006) found evidence that religious activities, out of all the youth activities they studied (which i”
• Amplifiers of developmental and negative experiences in organized activities: Dosage, motivation, lead roles, and adult-youth ratios ☆ (2007, methodology): “In order to facilitate the comparisons that were the focus of previous work in this area (Larson et al., 2006), the goal of the selection algorithm was to equalize the sampling of all possible combinations of two activities from the six categories of organized activities and the three comparison act”
• Exploring perceived life skills development and participation in sport (2009, background): “This qualitative study complements previous quantitative and outcome-driven studies of life skills (e.g. Hansen et al. 2003, Papacharisis et al. 2005, Goudas et al. 2006, Larson et al. 2006), by exploring the processes of life skill development experienced by one young person.”
• Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students (2008, background): “This includes participation in extracurricular and enrichment activities, which a large volume of recent research has shown to be a potent context for enhancing developmental experiences ( Larson et al. 2006 ), intrinsic motivation and engagement (Shernoff and Vandell 2007; Vandell et al. 2005) and ”
• Implications of Out-of-School Activities for School Engagement in African American Adolescents (2007, background): “Research on the connections between time use and adjustment in adolescence has burgeoned during the past decade (Bianchi and Robinson, 1997; Eccles and Barber, 1999; Holland and Andre, 1987; Larson, 1994; Larson et al., 2006; McHale et al., 2001).”
• Psychometric properties of the youth experience survey with young athletes (2012, neutral): “The Hansen et al. (2003) and Larson et al. (2006) studies investigated how different structured activities (i.e., faith-based activities, performance and fi ne arts, and sports) relate to development in samples of 450 and 2280 students respectively.”
• Physical education and sport programs at an inner city school: exploring possibilities for positive youth development (2012, positive): “Another approach is Larson's framework of domains of learning experiences (Larson, Hansen, and Moneta 2006 ), which are separated in terms of a focus on personal and interpersonal development.”