Living lab approaches are increasingly being explored and studied as means to address societal problems and develop viable solutions. The approach put emphasis on user participation as a way to co-create new technologies, products or services in an open and real-life environment. Against this background, we set out to ask to what extent a living lab can also be a learning lab. We used the concepts of Project-Based Learning and STEM teaching approaches as a theoretical framework to understand the potential of the Living Lab concept to create learning as well as solutions. This study applies a case study approach as a method for qualitative data collection. The case of the learning lab at “Læringshuset”—one of the schools involved in the SESAM program, was used as the case. The themes for the SESAM program were to create an understanding of the principles of sustainable food production and consumption using a scientific approach. The “Læringshuset” is a newly built school tailored to Project-Based Learning (PBL). In total, 12 rounds of interviews were carried out with three different types of informants who were involved in the SESAM program at Læringshuset: pupils (n = 8), teachers (n = 2) and mentors (n = 4). The data collected formed part of a larger data set that was collected as part of the SESAM evaluation in the 2021 and 2022 versions. This study concludes that the Living Lab format created around a school setting can serve multiple purposes: (i) it can be an important solution provider that acknowledges the value of solutions from young minds, and (ii) at the same time, it can be a learning lab in which multiple actors from the local community can engage in creating valuable solutions and learn from each other. Using the Living and Learning Lab is a good way to create both action and engagement and empowerment, and in particular, we find that it is well suited to create cross-community engagement around topics related to green food system transformation.
{"title":"Is a Living Lab Also a Learning Lab?—Exploring Co-Creational Power of Young People in a Local Community Food Context","authors":"M. R. Chapagain, B. Mikkelsen","doi":"10.3390/youth3020049","DOIUrl":"https://doi.org/10.3390/youth3020049","url":null,"abstract":"Living lab approaches are increasingly being explored and studied as means to address societal problems and develop viable solutions. The approach put emphasis on user participation as a way to co-create new technologies, products or services in an open and real-life environment. Against this background, we set out to ask to what extent a living lab can also be a learning lab. We used the concepts of Project-Based Learning and STEM teaching approaches as a theoretical framework to understand the potential of the Living Lab concept to create learning as well as solutions. This study applies a case study approach as a method for qualitative data collection. The case of the learning lab at “Læringshuset”—one of the schools involved in the SESAM program, was used as the case. The themes for the SESAM program were to create an understanding of the principles of sustainable food production and consumption using a scientific approach. The “Læringshuset” is a newly built school tailored to Project-Based Learning (PBL). In total, 12 rounds of interviews were carried out with three different types of informants who were involved in the SESAM program at Læringshuset: pupils (n = 8), teachers (n = 2) and mentors (n = 4). The data collected formed part of a larger data set that was collected as part of the SESAM evaluation in the 2021 and 2022 versions. This study concludes that the Living Lab format created around a school setting can serve multiple purposes: (i) it can be an important solution provider that acknowledges the value of solutions from young minds, and (ii) at the same time, it can be a learning lab in which multiple actors from the local community can engage in creating valuable solutions and learn from each other. Using the Living and Learning Lab is a good way to create both action and engagement and empowerment, and in particular, we find that it is well suited to create cross-community engagement around topics related to green food system transformation.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"62 3 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78273143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01Epub Date: 2023-04-03DOI: 10.3390/youth3020034
Ijeoma Opara, Isha W Metzger, Sandy Dawoud, Kimberly Pierre, Maame Araba Assan, Pauline Garcia-Reid, Robert J Reid
Peer mentoring programs have proven to be extremely successful for high school students. Yet, most educational research studies rarely seek to understand the perspectives of peer mentors and the impact peer mentoring can have on their development. Even more limited is the research highlighting the experiences of Black and Hispanic peer mentors who reside in urban communities. This qualitative study examines (n = 14) Black and Hispanic high school peer mentors' roles in providing support to their mentees and their perceived benefit of being a mentor. All peer mentors in the study attended high school in an urban, under resourced community in New Jersey. Analysis revealed three major themes: (1) leadership abilities; (2) witnessing their strengths through motivating others; and (3) Family influences on their mentoring style. We discuss the implications of our findings on future research and educational programming utilizing peer mentors to benefit urban youth of color.
{"title":"\"It Makes Me Feel like I Can Make a Difference\": A Qualitative Exploration of Peer Mentoring with Black and Hispanic High School Students.","authors":"Ijeoma Opara, Isha W Metzger, Sandy Dawoud, Kimberly Pierre, Maame Araba Assan, Pauline Garcia-Reid, Robert J Reid","doi":"10.3390/youth3020034","DOIUrl":"10.3390/youth3020034","url":null,"abstract":"<p><p>Peer mentoring programs have proven to be extremely successful for high school students. Yet, most educational research studies rarely seek to understand the perspectives of peer mentors and the impact peer mentoring can have on their development. Even more limited is the research highlighting the experiences of Black and Hispanic peer mentors who reside in urban communities. This qualitative study examines (<i>n</i> = 14) Black and Hispanic high school peer mentors' roles in providing support to their mentees and their perceived benefit of being a mentor. All peer mentors in the study attended high school in an urban, under resourced community in New Jersey. Analysis revealed three major themes: (1) leadership abilities; (2) witnessing their strengths through motivating others; and (3) Family influences on their mentoring style. We discuss the implications of our findings on future research and educational programming utilizing peer mentors to benefit urban youth of color.</p>","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"6 1","pages":"490-501"},"PeriodicalIF":0.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11567156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85842777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Andersen, D. H. Holt, Johan L Vinther, Dina Danielsen, Gitte S. Jakobsen, T. Holmberg, M. Jensen, C. Pisinger, R. Krølner
The smoking prevalence among vocational education and training (VET) students is high. This paper describes the development and feasibility test of a multicomponent intervention designed to promote non-smoking behaviour at VET schools. We applied the Behaviour Change Wheel (BCW) stages and the capability, opportunity, and motivation for behaviour (COM-B) model to develop the intervention components based on theory, evidence, and a thorough needs-assessment study. Moreover, we feasibility-tested the preliminary ideas. All in all, our study was based on the literature, survey data, fieldwork, workshops, and expert and stakeholder involvement. The final intervention programme targets VET students’ smoking behaviour at the school, class, and individual levels through (a) a comprehensive tobacco policy to limit the physical and social opportunities to smoke, supplemented with a two-day staff course in conversations about smoking and an edutainment session (a lecture that both educates and entertains) to support a smoke-free environment; (b) classroom curricular with teaching materials to increase knowledge and social support, along with a quit-and-win competition to increase motivation; and (c) the national Quitline adapted to VET students to increase access to cessation support. The BCW model enabled a systematic and comprehensive development of an intervention, which demonstrates relevant techniques and delivery options to have the potential to reduce smoking in VET schools.
{"title":"Development and Feasibility Test of a Theory- and Evidence-Based Multicomponent Intervention to Reduce Student Smoking at Danish Vocational Schools","authors":"S. Andersen, D. H. Holt, Johan L Vinther, Dina Danielsen, Gitte S. Jakobsen, T. Holmberg, M. Jensen, C. Pisinger, R. Krølner","doi":"10.3390/youth3020047","DOIUrl":"https://doi.org/10.3390/youth3020047","url":null,"abstract":"The smoking prevalence among vocational education and training (VET) students is high. This paper describes the development and feasibility test of a multicomponent intervention designed to promote non-smoking behaviour at VET schools. We applied the Behaviour Change Wheel (BCW) stages and the capability, opportunity, and motivation for behaviour (COM-B) model to develop the intervention components based on theory, evidence, and a thorough needs-assessment study. Moreover, we feasibility-tested the preliminary ideas. All in all, our study was based on the literature, survey data, fieldwork, workshops, and expert and stakeholder involvement. The final intervention programme targets VET students’ smoking behaviour at the school, class, and individual levels through (a) a comprehensive tobacco policy to limit the physical and social opportunities to smoke, supplemented with a two-day staff course in conversations about smoking and an edutainment session (a lecture that both educates and entertains) to support a smoke-free environment; (b) classroom curricular with teaching materials to increase knowledge and social support, along with a quit-and-win competition to increase motivation; and (c) the national Quitline adapted to VET students to increase access to cessation support. The BCW model enabled a systematic and comprehensive development of an intervention, which demonstrates relevant techniques and delivery options to have the potential to reduce smoking in VET schools.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"21 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85167038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rural areas are facing increasing challenges including declining populations, advanced aging, and a lack of successors. This study aimed to investigate the perceptions of rural areas among Chinese and Japanese university students living in urban areas and analyze the determinants influencing their rural attachment and willingness to reside there. A total of 259 students (126 Japanese students in Chiba and 133 Chinese students in Zhengzhou) were surveyed using the place attachment scale, and asked to describe their past experiences in rural areas. Semantic analysis was employed to further explore issues related to their previous rural visit experiences. The results revealed that students’ place of birth, visiting experience, satisfaction with rural areas, interaction with local people, and convenience of accessing rural areas all influenced their attachment and willingness to move to rural areas. Chinese students expressed greater concerns regarding hygiene issues, while Japanese students were more concerned about safety. This study offers some recommendations: promoting educational resources in rural areas and addressing hygiene issues, such as unclean restrooms, in China. In Japan, the focus should be on continued promotion of rural tourism, providing more education on safe driving and environmental safety for university students, and enhancing more access to rural areas through student transportation discounts.
{"title":"College Students’ Perceptions of and Place Attachment to Rural Areas: Case Study of Japan and China","authors":"Y. Mao, Lei He, D. Danniswari, K. Furuya","doi":"10.3390/youth3020048","DOIUrl":"https://doi.org/10.3390/youth3020048","url":null,"abstract":"Rural areas are facing increasing challenges including declining populations, advanced aging, and a lack of successors. This study aimed to investigate the perceptions of rural areas among Chinese and Japanese university students living in urban areas and analyze the determinants influencing their rural attachment and willingness to reside there. A total of 259 students (126 Japanese students in Chiba and 133 Chinese students in Zhengzhou) were surveyed using the place attachment scale, and asked to describe their past experiences in rural areas. Semantic analysis was employed to further explore issues related to their previous rural visit experiences. The results revealed that students’ place of birth, visiting experience, satisfaction with rural areas, interaction with local people, and convenience of accessing rural areas all influenced their attachment and willingness to move to rural areas. Chinese students expressed greater concerns regarding hygiene issues, while Japanese students were more concerned about safety. This study offers some recommendations: promoting educational resources in rural areas and addressing hygiene issues, such as unclean restrooms, in China. In Japan, the focus should be on continued promotion of rural tourism, providing more education on safe driving and environmental safety for university students, and enhancing more access to rural areas through student transportation discounts.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"30 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89948558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper begins by recounting a tale of two Sophias: a humanoid robot and an ‘illegal’ baby immigrant. The tale of two Sophias locates my initial ideas for reflecting on how critical posthumanism might contribute to youth work theory and practice. In this paper I position youth work as a philosophical encounter, whilst also questioning the humanist legacy that lies at the heart of youth work theory. Drawing on the work of Rosi Braidotti and other critical posthuman feminists, I consider how youth work might respond to the posthuman predicament marked by the intersecting forces of advanced capitalism and growing inequalities, the fourth industrial revolution, the digital divide, and advances in Artificial Intelligence, climate change, and environmental destruction. I conclude by providing some reflections on how critical posthuman theory may provide a lens through which young people might consider what it means to be human in the technologically mediated Anthropocene, and also as a paradigm for embracing new possibilities and a praxis of hope.
{"title":"A Tale of Two Sophias: A Proposal for Critical Posthuman Youth Work, and Why We Need It","authors":"M. Pisani","doi":"10.3390/youth3020046","DOIUrl":"https://doi.org/10.3390/youth3020046","url":null,"abstract":"This paper begins by recounting a tale of two Sophias: a humanoid robot and an ‘illegal’ baby immigrant. The tale of two Sophias locates my initial ideas for reflecting on how critical posthumanism might contribute to youth work theory and practice. In this paper I position youth work as a philosophical encounter, whilst also questioning the humanist legacy that lies at the heart of youth work theory. Drawing on the work of Rosi Braidotti and other critical posthuman feminists, I consider how youth work might respond to the posthuman predicament marked by the intersecting forces of advanced capitalism and growing inequalities, the fourth industrial revolution, the digital divide, and advances in Artificial Intelligence, climate change, and environmental destruction. I conclude by providing some reflections on how critical posthuman theory may provide a lens through which young people might consider what it means to be human in the technologically mediated Anthropocene, and also as a paradigm for embracing new possibilities and a praxis of hope.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"14 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80138269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital self-tracking tools can be part of body work to measure, monitor, and optimise progress towards idealised versions of the self. Fitness and calorie trackers are obvious examples but menstrual tracking apps, which can track a large range of bodily ‘symptoms’, can also be part of body work. In this article, I present accounts of young people’s menstrual and fitness tracking experiences from existing literature, illustrating how both types of trackers can function as part of their users’ body work. I interweave these stories with an autoethnographic account of my own embodied experiences with and through menstrual and fitness tracking apps. I explore the ways in which health, beauty, and wellness can become enmeshed in self-tracking practices; how emotions, stress, and sleep can become personal problems to solve; how tracking tools can make body work feel more ‘real’; and the mutual but asymmetrical shaping of digital tracking tools and their users. Though there is an existing body of work on young people’s experiences of digital self-tracking tools more generally (particularly health and fitness tracking tools), young people’s use of menstrual tracking apps is a relatively understudied phenomenon to date. The themes identified in this article point towards possible avenues for future research.
{"title":"Menstrual Tracking, Fitness Tracking and Body Work: Digital Tracking Tools and Their Use in Optimising Health, Beauty, Wellness and the Aesthetic Self","authors":"Anna Friedlander","doi":"10.3390/youth3020045","DOIUrl":"https://doi.org/10.3390/youth3020045","url":null,"abstract":"Digital self-tracking tools can be part of body work to measure, monitor, and optimise progress towards idealised versions of the self. Fitness and calorie trackers are obvious examples but menstrual tracking apps, which can track a large range of bodily ‘symptoms’, can also be part of body work. In this article, I present accounts of young people’s menstrual and fitness tracking experiences from existing literature, illustrating how both types of trackers can function as part of their users’ body work. I interweave these stories with an autoethnographic account of my own embodied experiences with and through menstrual and fitness tracking apps. I explore the ways in which health, beauty, and wellness can become enmeshed in self-tracking practices; how emotions, stress, and sleep can become personal problems to solve; how tracking tools can make body work feel more ‘real’; and the mutual but asymmetrical shaping of digital tracking tools and their users. Though there is an existing body of work on young people’s experiences of digital self-tracking tools more generally (particularly health and fitness tracking tools), young people’s use of menstrual tracking apps is a relatively understudied phenomenon to date. The themes identified in this article point towards possible avenues for future research.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"5 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85796107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aiman El-Asam, Lara Jane Colley-Chahal, Adrienne Katz
While all vulnerable adolescents are more at risk online than their non-vulnerable peers, those with special educational needs (SEN) require targeted and specialised support. Although they are not a homogenous group, SEN adolescents commonly experience social isolation and a lack of connection or meaningful relationships with peers in their offline lives. Many perceive the internet as a route to alternative means of communicating and interacting with others. Accessibility tools enable autonomous access to the online world, which offers support groups, new friends, entertainment, and connections. This can lead to both potential online relationship-risk encounters and positive experiences. With the attraction of online environments comes the need for digital skills and awarness of possible online risks, yet for adolescents with SEN, their difficulties dictate a need for more than rules, controls, and digital skills. In this study, 4894 adolescents aged 13 to 17, of whom 1207 had SEN, completed the Cybersurvey 2019, an online questionnaire about their digital life. Adolescents were asked about the benefits of using the internet, their online safety support, offline social support, and any online relationship-risk encounters. All participants were recruited through their schools. Descriptive statistics and multiple analysis of variance tests showed that, compared with their peers, adolescents with SEN experienced significantly more social isolation and less parental online safety support. They were also more likely to use the internet for positive purposes, such as socialising and coping. Overall, adolescents with SEN encountered more online relationship risks than their non-SEN peers, with older teens more likely to encounter such risks than younger peers, regardless of their SEN status. Multiple analysis of variance tests also identified that boys perceive internet use as positive to a greater extent than girls, suggesting a gender difference in experiences of the digital environment. A multiple linear hierarchical regression revealed that SEN status, age, social isolation, poor parental online safety support, and greater perceived positive internet use, all significantly predicted online relationship-risk encounters. This article discusses important implications and recommendations for policy and practice related to SEN and online safety and highlights areas for future research to consider.
{"title":"Social Isolation and Online Relationship-Risk Encounters among Adolescents with Special Educational Needs","authors":"Aiman El-Asam, Lara Jane Colley-Chahal, Adrienne Katz","doi":"10.3390/youth3020044","DOIUrl":"https://doi.org/10.3390/youth3020044","url":null,"abstract":"While all vulnerable adolescents are more at risk online than their non-vulnerable peers, those with special educational needs (SEN) require targeted and specialised support. Although they are not a homogenous group, SEN adolescents commonly experience social isolation and a lack of connection or meaningful relationships with peers in their offline lives. Many perceive the internet as a route to alternative means of communicating and interacting with others. Accessibility tools enable autonomous access to the online world, which offers support groups, new friends, entertainment, and connections. This can lead to both potential online relationship-risk encounters and positive experiences. With the attraction of online environments comes the need for digital skills and awarness of possible online risks, yet for adolescents with SEN, their difficulties dictate a need for more than rules, controls, and digital skills. In this study, 4894 adolescents aged 13 to 17, of whom 1207 had SEN, completed the Cybersurvey 2019, an online questionnaire about their digital life. Adolescents were asked about the benefits of using the internet, their online safety support, offline social support, and any online relationship-risk encounters. All participants were recruited through their schools. Descriptive statistics and multiple analysis of variance tests showed that, compared with their peers, adolescents with SEN experienced significantly more social isolation and less parental online safety support. They were also more likely to use the internet for positive purposes, such as socialising and coping. Overall, adolescents with SEN encountered more online relationship risks than their non-SEN peers, with older teens more likely to encounter such risks than younger peers, regardless of their SEN status. Multiple analysis of variance tests also identified that boys perceive internet use as positive to a greater extent than girls, suggesting a gender difference in experiences of the digital environment. A multiple linear hierarchical regression revealed that SEN status, age, social isolation, poor parental online safety support, and greater perceived positive internet use, all significantly predicted online relationship-risk encounters. This article discusses important implications and recommendations for policy and practice related to SEN and online safety and highlights areas for future research to consider.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"44 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74364715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to investigate whether playing music during PE lessons had an impact on the intrinsic motivation of high school students, including enjoyment, competency, freedom of choice and stress. Using a mixed method approach, intrinsic motivation of 40 students (25 girls, 15 boys) was surveyed. The Intrinsic Motivation Inventory was combined with a focus group discussion to collect pupils’ and teacher’s perceptions. Data analysis showed motivation scores to be significantly better during PE with music than PE without music. This difference was also reflected for joy or interest, with pupils experiencing more joy during PE with music. Students reported feeling more enthusiastic with music, which gave them more energy; they participated with higher motivation and had more fun. In addition, the combination of increased concentration and self-confidence resulted in higher competence scores during PE with music. No significant differences were found for freedom of choice and stress in either condition. It can be concluded that playing music during PE positively influences students’ intrinsic motivation. More specifically, the influence of music is mainly found in increased students’ perception of enjoyment, interest and sense of competence. The findings of this study should be the impetus for PE teachers to implement music more often.
{"title":"Effects of Playing Music during PE on Intrinsic Motivation of Students","authors":"W. Cools, Ulrike De Frère, Ariane Caplin","doi":"10.3390/youth3020043","DOIUrl":"https://doi.org/10.3390/youth3020043","url":null,"abstract":"The aim of this study was to investigate whether playing music during PE lessons had an impact on the intrinsic motivation of high school students, including enjoyment, competency, freedom of choice and stress. Using a mixed method approach, intrinsic motivation of 40 students (25 girls, 15 boys) was surveyed. The Intrinsic Motivation Inventory was combined with a focus group discussion to collect pupils’ and teacher’s perceptions. Data analysis showed motivation scores to be significantly better during PE with music than PE without music. This difference was also reflected for joy or interest, with pupils experiencing more joy during PE with music. Students reported feeling more enthusiastic with music, which gave them more energy; they participated with higher motivation and had more fun. In addition, the combination of increased concentration and self-confidence resulted in higher competence scores during PE with music. No significant differences were found for freedom of choice and stress in either condition. It can be concluded that playing music during PE positively influences students’ intrinsic motivation. More specifically, the influence of music is mainly found in increased students’ perception of enjoyment, interest and sense of competence. The findings of this study should be the impetus for PE teachers to implement music more often.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"96 4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91109572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because adolescent leisure is important to development, we consider its role in Portuguese adolescent wellbeing. Data for this study came from 303 adolescents in grades 10, 11, and 12 living in a large urban area in northern Portugal. Self-report data were collected in classrooms using a cross-sectional design in two urban high schools. Hypothesis testing used seven hierarchical linear regression models. Except for subjective happiness, experiencing boredom in leisure and/or the ability to make a boring situation more interesting were strong predictors of each wellbeing experience in the predicted direction. Perceptions of healthy leisure were associated with higher levels of life satisfaction, subjective happiness, self-esteem, and positive affect. Active leisure was important to adolescent self efficacy and positive affect. Those who could restructure a boring situation into something more interesting exhibited higher levels of wellbeing experience. Adolescents who perceived parental autonomy control were more likely to experience boredom in leisure.
{"title":"Understanding the Role of Leisure in Portuguese Adolescent Wellbeing Experience","authors":"L. Caldwell, T. Freire","doi":"10.3390/youth3020041","DOIUrl":"https://doi.org/10.3390/youth3020041","url":null,"abstract":"Because adolescent leisure is important to development, we consider its role in Portuguese adolescent wellbeing. Data for this study came from 303 adolescents in grades 10, 11, and 12 living in a large urban area in northern Portugal. Self-report data were collected in classrooms using a cross-sectional design in two urban high schools. Hypothesis testing used seven hierarchical linear regression models. Except for subjective happiness, experiencing boredom in leisure and/or the ability to make a boring situation more interesting were strong predictors of each wellbeing experience in the predicted direction. Perceptions of healthy leisure were associated with higher levels of life satisfaction, subjective happiness, self-esteem, and positive affect. Active leisure was important to adolescent self efficacy and positive affect. Those who could restructure a boring situation into something more interesting exhibited higher levels of wellbeing experience. Adolescents who perceived parental autonomy control were more likely to experience boredom in leisure.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"22 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85634579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elham Mansoury Babhoutak, Mathis Saeys, D. Kavadias
As globalisation changes the sociocultural architecture of urban areas, adolescents increasingly interact with different sets of values and worldviews, which can be a potential cause of conflict and anxiety. To date, there is little empirical research on how adolescents perceive and experience social cohesion in a superdiverse metropolitan context such as the Brussels Capital Region. In this study, we elaborate on the relationship between social cohesion and ethnic diversity, using controversial topics as instruments to examine the erosion of social cohesion. To expose these processes, 34 in-depth interviews were conducted with pupils from Dutch-speaking secondary schools in Brussels. Through thematic analysis, the data revealed four overarching themes of controversies: Brussels, religion/philosophy, ethnicity/national belonging and political horizon, epitomising a paradox of conflict and consensus. Notably, during the interviews, the adolescents reported a climate shaped by actions of ‘silencing’, ‘avoiding’ and ‘voicing’ when discussing controversies in a heterogeneous classroom context. This analysis of adolescents’ perceptions of social cohesion hence corroborates the premise that conflict is not the opposite of cohesiveness, but rather an integral part of a pluralistic society.
{"title":"Controversies in Heterogeneous Classrooms, Adolescents’ Experiences of Social Cohesion in Brussels and Its Schools","authors":"Elham Mansoury Babhoutak, Mathis Saeys, D. Kavadias","doi":"10.3390/youth3020042","DOIUrl":"https://doi.org/10.3390/youth3020042","url":null,"abstract":"As globalisation changes the sociocultural architecture of urban areas, adolescents increasingly interact with different sets of values and worldviews, which can be a potential cause of conflict and anxiety. To date, there is little empirical research on how adolescents perceive and experience social cohesion in a superdiverse metropolitan context such as the Brussels Capital Region. In this study, we elaborate on the relationship between social cohesion and ethnic diversity, using controversial topics as instruments to examine the erosion of social cohesion. To expose these processes, 34 in-depth interviews were conducted with pupils from Dutch-speaking secondary schools in Brussels. Through thematic analysis, the data revealed four overarching themes of controversies: Brussels, religion/philosophy, ethnicity/national belonging and political horizon, epitomising a paradox of conflict and consensus. Notably, during the interviews, the adolescents reported a climate shaped by actions of ‘silencing’, ‘avoiding’ and ‘voicing’ when discussing controversies in a heterogeneous classroom context. This analysis of adolescents’ perceptions of social cohesion hence corroborates the premise that conflict is not the opposite of cohesiveness, but rather an integral part of a pluralistic society.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"2 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87401972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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