A Qualitative Exploration of Adolescents’ Commitment to Athletics and the Arts

By Jennifer Fredricks, C. Alfeld-Liro, Ludmila Z. Hruda, Jacquelynne S. Eccles, H. Patrick, Allison M. Ryan. 2002

228 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c6d4db2ea263113c0caef9037aec689d6e09bd0e

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Citations in the corpus

Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Nonetheless, disaffected behaviors such as mental withdrawal and giving up are evident in such settings and qualitative studies indicate that they are symptomatic of predropout across several physical activities (e.g., Fredricks et al., 2002; Gould, Feltz, Horn, & Weiss, 1982; Klint & Weiss, 1986).”
Social Influences on Interest (2016, background): “A follow-up study found that one of the top two reasons youth gave for pursuing an activity was so that they could see their friends (Fredricks et al., 2002).”
Exploring adolescent self-defining leisure activities and identity experiences across three countries (2005, background): “However, with a few notable exceptions (Eccles & Barber, 1999; Fredricks et al., 2002; Hansen et al., 2003), there is a dearth of empirical studies focused on the relations between adolescent activity participation and identity formation.”
Purpose: giftedness in intrapersonal intelligence (2009, background): “This dimension draws on work focused on moral exemplars who have a disposition to enact their values and visions (Colby & Damon, 1992), and on adolescents’ commitment to and disengagement from activities (Fischman, Schutte, Solomon, & Lam, 2001; Fredricks et al., 2002).”
How Teens Become Engaged in Youth Development Programs: The Process of Motivational Change in a Civic Activism Organization (2006, background): “They report that friends influenced them to join or that they joined in order to spend time with friends or meet new friends (Fredricks et al., 2002; Patrick et al., 1999; Sharp, Pocklington, & Weindling, 2002).”
Differing profiles of developmental experiences across types of organized youth activities. (2006, background): “The empirical evidence, primarily cross-sectional and qualitative, connects participation in arts activities with youth’s engagement in identity work (Fredricks et al., 2002; Hansen et al., 2003; O’Neill, 2005).”
Parents' Socializing Behavior and Children's Participation in Math, Science, and Computer Out-of-School Activities (2005, background): “Fredricks and colleagues supported Vygotsky’s theory through the positive links they found between coactivity and growth in children’s knowledge, competence, and activity participation in sports and arts (Fredricks et al., 2002).”
Developing and Fostering Passion in Academic and Nonacademic Domains (2010, background): “Elsewhere, we have discussed the importance of peer acceptance for persistence in a talent domain (Fredricks et al., 2002).”
Amplifiers of developmental and negative experiences in organized activities: Dosage, motivation, lead roles, and adult-youth ratios ☆ (2007, result): “Although peers were reported to be a frequent motivation for youth's participation, which is consistent with past research (Borden et al., 2005; Fredricks et al., 2002), the present findings suggest that this motivation was not associated with developmental experiences; indeed such motivation might ”
Chapter 4: Extracurricular and Other After-School Activities for Youth (2002, background): “Similar emotional reactions have been reported as critical to continued participation by adolescents involved in both sports and instrumental music activities in the qualitative studies of Eccles and her colleagues (e.g., Fredricks et al., 2002).”
What Adolescents Learn in Organized Youth Activities: A Survey of Self-Reported Developmental Experiences. (2003, background): “Similarly, high school youth in two qualitative studies described processes occurring in youth activities that included personal exploration, gaining self-knowledge, and developing a stronger sense of who they are (Dworkin, Larson, & Hansen, 2003; Fredricks et al., 2002).”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, background): “Finally, participation in highly competitive extracurricular activities can increase stress and anxiety (Fredricks et al., 2002; Smoll & Smith, 1996).”
Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth? (2008, background): “Evidence from qualitative studies illustrates the potential benefits of organized activities to facilitate identity development and personal exploration (Dworkin et al. 2003; Fredricks et al. 2002 ).”