Predicting Youth Engagement: The Role of Initiating and Sustaining Factors Linda Rose-Krasnor1, Michael Busseri1, Kelly Campbell1, and Mark Pancer2 Centre of Excellence for Youth Engagement 1Brock University and 2Wilfrid Laurier University - PowerPoint PPT Presentation

Loading...

PPT – Predicting Youth Engagement: The Role of Initiating and Sustaining Factors Linda Rose-Krasnor1, Michael Busseri1, Kelly Campbell1, and Mark Pancer2 Centre of Excellence for Youth Engagement 1Brock University and 2Wilfrid Laurier University PowerPoint presentation | free to download - id: 21a47c-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Predicting Youth Engagement: The Role of Initiating and Sustaining Factors Linda Rose-Krasnor1, Michael Busseri1, Kelly Campbell1, and Mark Pancer2 Centre of Excellence for Youth Engagement 1Brock University and 2Wilfrid Laurier University

Description:

To better understand these challenges, we explored youth responses to a 'typical' ... Dorn, L. D., Susman, E. J., & Fletcher, J. C. (1995) ... – PowerPoint PPT presentation

Number of Views:23
Avg rating:3.0/5.0
Slides: 2
Provided by: Lin5162
Learn more at: http://www.engagementcentre.ca
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Predicting Youth Engagement: The Role of Initiating and Sustaining Factors Linda Rose-Krasnor1, Michael Busseri1, Kelly Campbell1, and Mark Pancer2 Centre of Excellence for Youth Engagement 1Brock University and 2Wilfrid Laurier University


1
YOUTH PERCEPTIONS OF RESEARCHIva Zovkic1, Mark
Pancer2, Michael Busseri1, Linda Rose-Krasnor1,
and The Centre of Excellence for Youth
Engagement 1Brock University, 2Wilfrid Laurier
University
Abstract Research with youth faces particular
challenges, including potential confusion about
researchers intentions and vulnerabilities
related to power differentials between youth and
adults. To better understand these challenges, we
explored youth responses to a typical research
experience. After completing a questionnaire as
part of a larger study of youth engagement, 192
youth (76 female M 16.64) were asked for
perceptions of their research participation. 87
of the 143 youth responding to a question about
how the questionnaire made them feel indicated
that they were emotionally affected, either
positively (64) or negatively (24). Younger
participants were more negatively affected than
older youth. The extent of emotional involvement
in research experiences suggests a need to better
understand youth perceptions of participation and
to make the research environment youth
friendly.
  • What questions did you enjoy answering the least?
  • Categories for analyses included all/most,
    myself, relationships, principles
  • No sex differences
  • Significant age differences, Chi-Square(3)8.65,
    plt.034
  • Younger participants were more likely to mention
    all/most questions than older youth (53 vs.
    29 respectively) and less likely to mention
    relationship items (5 vs. 23)
  • Discussion and Conclusions
  • Overall, a majority of respondents had a positive
    response to the survey. Many indicated that the
    questions gave them insight into their own
    feelings. Youth reported that questions about
    their involvement and their personal
    characteristics and beliefs were enjoyed most.
    Almost as many youth (31 vs. 23), however,
    found the latter questions to be least enjoyable.
    Answering relationship questions were more
    enjoyable for older youth. Perhaps the older
    respondents were more focused on their
    relationships than younger youth or felt more
    competent to make assessments in this domain.
  • Almost a quarter of the youth had a negative
    experience reaction to the survey. Specifically,
    youth reported that the questions made them feel
    bad about their situations or found the survey
    boring or impersonal. Many considered the
    questions about other peoples values difficult
    to answer and presumptuous. Demographic
    questions sometimes were seen to be more
    intrusive than investigators often assume and
    some youth considered these questions to reduce
    their individuality by categorizing them.
  • Younger participants were more likely to report
    negative responses than older youth. Perhaps
    they were less likely to understand the goals of
    the research or had more difficulty with the
    format or language.
  • Overall, researchers need to provide more context
    for survey questions, in order for youth to
    understand their purpose. Further, researchers
    need to be aware of the potential negative
    consequences they may have for youth
    consequences that may not be readily apparent
    from an adult perspective.
  • Future research should focus on finding ways to
    make young peoples experience with research as
    positive as possible. One method is to include
    youth in the planning stages of research
    projects, in order to benefit from their
    perspective on research goals and methods. Such
    consultation also would help researchers to
    anticipate possible negative consequences and
    make the research environment more youth
    friendly. Youth-adult research partnerships are
    a promising strategy to achieve these goals.

Figure 4. What questions would you have included?
Figure 3. What questions did you enjoy answering
the least?
Introduction There is little research available
on how youth perceive their experience as
research participants. However, young
participants may be particularly vulnerable to
age-related ethical issues, lack ability to
understand researchers intentions and use of the
information collected, and be unfamiliar with the
language and methodology of commonly used
measurement tools. The goal of this research
was to explore youth perceptions of the research
process and examine the possible age and sex
differences.
Participants and Procedures 192 youth (76
female M 16.64, 14-19 years old) participated
as part of a larger project on youth engagement.
Youth completed a 30-min. questionnaire measuring
youth engagement values of self, parents, and
peers social support relationship quality,
self-description self-esteem and demographics
information. Six questions on research
participation were included at the end of the
questionnaire how filling out the questionnaire
made the youth feel, which questions they enjoyed
answering the most and the least, which questions
they would and would not have included, and what
comments they had about research participation or
youth engagement. Responses to each question
were coded into the categories displayed in the
graphs below.
Figure 5. What questions would you have not
included?
Figure 6. Please give us any comments you have
about the research.
  • Individual Differences
  • Analyses
  • Chi-Square analyses were used to assess age and
    sex differences in categorical responses
  • Age groups were formed using a median split
    Younger youth were 14-16 yrs. (n72) of age and
    older youth were 17-19 yrs. old (n120).
  • Categories were selected for each analyses based
    on cell frequency and content
  • How did answering these questions make you feel?
  • Categories combined to include positive,
    negative and neutral
  • 64 of respondents had positive reactions, 24
    had negative, and 13 had neutral reactions
  • No sex differences
  • Trend for age, Chi-Square(2)4.78, plt.091
  • Younger participants were less positive about the
    research than older youth (51 vs. 70
    respectively), more negative (32 vs. 20), and
    more neutral (17 vs. 10)
  • What questions did you enjoy answering the most?
  • Categories for analyses included none,
    all/no, friends/family, self/skills,
    involvement
  • No age or sex differences
  • Results

Selected References Dorn, L. D., Susman, E. J.,
Fletcher, J. C. (1995). Informed consent in
children and adolescents age, maturation and
psychological state. Journal of Adolescent
Health, 16, 185-190.  Fisher, C. B.,
Higgins-DAlessandro, A., Rau, J. B., Kuther, T.
L, Belanger, S. (1996). Referring and
reporting research participants at risk views
from urban adolescents. Child Development, 67,
2086-2100. Thompson, R. A. (1990). Vulnerability
in research a developmental perspective on
research risk. Child Development, 61, 1-16.
The Centres of Excellence are a Health
Canada-funded program. The opinions expressed in
this document do not necessarily reflect those of
Health Canada.
Figure 1. How did answering these questions make
you feel?
Figure 2. What questions did you enjoy answering
the most?
About PowerShow.com