Affinity Project Update: From interests to passions

AFFINITY PROJECT UPDATE: FROM INTERESTS TO PASSIONS

From Interests….. to Passions: The role of caring adults

Jean Rhodes & Adar Ben Eli-YahuUMass Boston, CLRN

A spark is a “passion for a self-identified interest, skill or capacity that metaphorically lights a fire in the adolescents’ life, providing energy, joy, purpose and direction.”

Peter Benson, Sparks 4.57

SPARKS

Democratization of Production

Proliferation of Tools

Unmediated communication

CONNECTED LEARNING

Interest Driven

Academically Oriented

Socially Supported

Interest Driven

Maintained/

transferred to

academics and other contexts

Socially supported

Hidi & Renninger, 2006; Mitchel, 1996

A developmental perspective

It is primarily through observing and playing and working with others older and younger than himself that a child discovers both what he can do and who can become—that he develops both his ability and his identity—

Uri Bronfenbrenner

interests

FROM DOMAINS….

InterestTransferred to

Academic/Career Achievement

TO DEVELOPMENTAL PROCESSES…

Socially Supported

InterestAcademic/Career

Achievement

TO DEVELOPMENTAL PROCESSES…

Socially Supported

Interest

Tenacity/Expertise

THREE RESEARCH QUESTIONS What is the nature of sparks? How do they relate to well-being

What role do relationships play?

THE NATURE OF OF SPARKS

1. Although there might be pressure to claim that one has a deep interest, not all are approached with the same intensity

“Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.”

― Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience

2. The progression from passing interest to deep interests depends largely on support

“When we choose a goal and invest ourselves in it to the limits of concentration, whatever we do will be enjoyable. And once we have tasted this joy, we will redouble our efforts to taste it again. This is the way the self grows.”

Mihaly Csikszentmihalyi, Flow: ThePsychology of Optimal Experience

Ben-Eliyahu, Rhodes, & Scales (under review)

ATTENTION AND ENGAGEMENT GAPS

METHODParticipants included 1,860 15-years-olds from across the

United States who were participating in the national Teen Voice survey

56% European American

‘‘When people are really happy, energized, and passionate about their talents, interests, or hobbies, we say they have a ‘‘spark’’ in their life. This spark is more than just interesting or fun for them. They are passionate about it. It gives them joy and energy. It is a really important part of their life that gives them real purpose, direction, or focus. Do you have this kind of spark in your life?’’

Those who answered ‘‘yes’’ were counted as having a spark, and were asked to respond to an additional 7 items about their main spark:

(1)“Feel joy or energy”(2) “Lose track of time”(3) “Feel a sense of purpose or focus”. (4) “Given me skills that will help me in a job or career”(5) “Helped me get along with other people”(6)“Given me chances to improve my family, school, or community”(7) “Encouraged me to learn new or extra things outside of the schoolwork I have”

SPARK

RELATIONSHIPS SUPPORTING SPARKMost common types

EncouragementFinancial helpTransportation

Most common providersParentsExtended family (grandparent or other family neighborsFriends parentsSchool (teacher, counselor, or other adult at school)Mentor, adult (in youth org or afterschool program)

GOALS OF STUDYStudy variations in intensity of sparksExplore how emotional and instrumental supports were related

to sparks. Explore sparks were related to a range of outcomes

SAMPLE: 1860 15 YEAR OLDSRace/Ethnicity

WhiteHispanicBlack/AAMixedAsian

PARENTS’ EDUCATION

parent ed

Some high schoolHigh SchoolCollegePost-college

Relationships:Encouragement, financial help, and transportationParents, extended family (grandparent or other family), neighbors, friends,

school (teacher, counselor, or other adult at school), mentor, adult (in youth org or afterschool program)

Outcomes:Social Leadership, social good contribution, civic engagementAcademic Mastery goals, missed school, grade point average, school effortAffective Sense of purpose, positive future outlook, worry

NATURE OF SPARKSLatent class analyses

Low Spark Moderate Spark High Spark-1.5

-1

-0.5

0

0.5

1

1.5

Joy & EnergyLose track of timePurpose & focusSkills for careerGet alongImprove surroundingsEncourage learning

SPARK BY GENDER

No Spark Low Spark Moderate Spark High Spark0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

MaleFemale

SPARKS BY RACE/ETHNICITY

No Spark Low Spark Moderate Spark High Spark0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

WhiteBlack or African AmericanHispanicAsian or Pacific IslanderNative American or Alaskan NativeMixed RaceOther

ENRICHMENT EXPENDITURES ON CHILDREN (TOP VS. BOT. 20%

Source: Duncan & Murnane, 2011

SPARK BY PARENTAL EDUCATION

No Spark Low Spark Moderate Spark High Spark0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Less than high schoolCompleted some high schoolCompleted high schoolCompleted some collegeCompleted CollegeCompleted some graduate schoolCompleted graduate schoolAssociate Degree

SPARK ACTIVITIES

Low Spark Moderate Spark High Spark0

5

10

15

20

25

30

35

Using computers, electronics, or other types of technologyParticipating in or leading art, dance, drama, music, writinParticipating in sports, athletics, or other physical activiStudying, reading, doing research, or other ways of learningBeing in nature, caring for animals, or par-ticipating in outServing others, participating in politics, or working on soc

SPARK & WELL-BEING

No Spark Low Spark Moderate Spark

High Spark

0

0.5

1

1.5

2

2.5

3

3.5

LeadershipSocial GoodCivic engagement

No Spark Low Spark

Moderate Spark

High Spark

0

0.5

1

1.5

2

2.5

3

3.5

4

Mastery GoalsMissed SchoolEffortGrade Point Average

SPARK AND WELL-BEING

No Spark Low Spark Middle Spark

High Spark0

0.51

1.52

2.53

3.54

4.5

Hopeful PurposPostive FutureWorry

RELATIONSHIPS SUPPORTING SPARK

Encourages Funding Transportation1

1.52

2.53

3.54

Neighbors

Encourages Funding Transportation12

3

4

ParentLow SparkMiddle SparkHigh Spark

Encourages Funding Transportation1

2

3

4

Friends

Encourages Funding Transportation12

3

4

Extended Family

RELATIONSHIPS SUPPORTING SPARK

Encourages Funding Transportation1

2

3

4

Teacher/Coach

Encourages Funding Transportation1

1.52

2.53

3.54

Mentor

SOCIAL-ECOLOGICAL THEORY

U R I B R O N F E N B R E N N E R

Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else—especially somebody who's crazy about that child.