THE ASSOCIATION BETWEEN EXTRACURRICULAR INVOLVEMENT, SELF-ESTEEM AND

LEADERSHIP SKILLS AMONG UNIVERSITY OF GUELPH PEER HELPERS

A Thesis

Presented to

The Faculty of Graduate Studies

of

The University of Guelph

by

MARIANNE BARBARA STAEMPFLI

In partial fulfilment of requirernents

for the degree of

Master of Science

October, 2000

O Marianne Staernpfli, 2000

National Library m*m of Canada Bibliothèque nationale du Canada

Acquisitions and Acquisitions et Bibliographie Services services bibliographiques

395 Wellington Street 395. rue Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada

Your file Votre référence

Our file Norre réUrence

The author has granted a non- L'auteur a accordé une licence non exclusive licence ailowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seU reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de

reproduction sur papier ou sur format électronique.

The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othenivise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation.

ABSTRACT

Association between Extracurricular Involvement, Self-esteem and Leadership Skills among University of Guelph Peer Helpers

Marianne B. Staempfli B.A. University of Guelph, 2000

Advisor: Jim Mahone PhD

The focus of this thesis was based on perceptions adolescents have

regarding adults who supported youth in their capacity as leaders or participants

in extracurricular activities and the role that adults adopted in animating their

participation. Young adults reflected on past experiences with regard to

extracurricular activities during Junior and Senior High School. The sample group

consisted of young adults enrolled in the peer helper program at the University of

Guelph. Methods of data collection and analysis included quantitative (survey

questionnaires, 58% return rate) and qualitative techniques (1 1 persona1

interviews).

No gender or geographic differences were observed with regard to

motivation to get involved or stay involved. However, geographic and gender

differences were observed - in the degree of involvement and the perceived

benefits due to their involvement. All the subjects surveyed considered

involvement in extracurricular activities as having had a very beneficial impact on

their personal, social and academic growth and development both in regards to

self-esteem and leadership skills development. Further research is needed to

support these findings in order to generalize these findings to the youth

population at large.

AKNOWLEDGMENTS

This thesis would not have been possible without the contributions,

guidance and support of many.

First I would Iike to state how grateful I am to those peer helpers who

partici pated in this research. The interviews were not on ly interesting and

informative but a lot of fun and a pleasure to conduct. Thank you al1 very much

for your tirne, trust and openness to share your experiences wîth me.

further I would like to thank my advisor Jim Mahone for agreeing to take

on this project in the first place and for his continuous support and guidance. He

'forced' me to believe in my abilities and helped me set new goals and ambitions.

I would also like to thank my cornmittee rnembers Drs. Gerald Adams and

Glen Filson for their expertise and guidance in this research. Much thanks goes

to the University of Guelph's peer helper coordinators who so generously

assisted me in organizing the lists and names of peer helpers and their unit

supervisors across campus-

There are also friends, colleagues and farnily members who lent me their

ears and who patiently listened to the many wild ideas that developed over the

course of this research. It was a growing experience beyond imagination.

Finally, i want to thank Henry who never lost his patience, positive outlook

and hope for a successful completion of this project and of course Benji and

Sabina who had to compete against my cornputer over rnany weeks and rnonths.

Without your support and understanding this project would have never been

possible - thank you al1 so much.

TABLE OF CONTENTS

Abstract ....................................................................................... I

.. Acknowledgments ......................................................................... II

List of Tables ................................................................................ v

............................................................................... List of Figures. vi

......................................................................... List of Appendices vii

CHAPTER 1 . Introduction to the Study ........................................................................... Introduction 1

........................................................ . 1 'l Background Statement 2 ............................................................ 1 -2 Objectives of Study 3

..................................................... 1.3 Statement of Hypothesis 3 .......................................................... 1 -4 Significance of Study 4

....................................................................... 1 -5 Definitions 5

CHAPTER 2 . Review of Literature Introduction .......................................................................... 7

..................................................................... 2.1 Self-esteem 8 ................................................ 2.2 Extra-curricular Involvement 11

................................. 2.3 Peer Groups as Social Reference Point 15 .............................................................. 2.4 Youth Leadership 17

CHAPTER 3 . Methodology ......................................................................... Introduction 20

3.1 Process and Structure of Survey Questionnaire ..................... 21 .................................... 3.2 Process and Structure of Interviews 22

.............................. 3.3 Process and Structure for Data Analysis 23 .................................................................. 3.4 Data Analysis 24

.......................................................... 3.5 Limitations of Study 26

LIST OF TABLES

Page

Table 1 MANN-WHITNEY-U TEST AND KRUSKAL-WALLIS TEST OF SIGNIFICANCE

Table 2

Table 3 RURAL - LEVEL OF INVOLVEMENT ACROSS THE SEVEN ACTIVITIES: FEMALE vs MALE (JHS. HS. UNIVERSITY)

Table 4 URBAN - LEVEL OF INVOLVEMENT ACROSS THE SEVEN ACTIVITIES: FEMALE VS MALE (JHS / HS / UNIVERSITY)

Table 5

Table 6

Table 7

Table 8 SELF-ASESSMENT FOR LEADERSHIP SKILLS, SELF- ESTEEM AND LEVEL OF CONFIDENCE

Table 9 YOUTH LEADERSHIP IN RURAL COMMUNITIES: A COMPARISON OF DATA BETWEEN THE GUELPH STUDY (2000) AND THE BRANDON ~ T U D Y (1 994)

LIST OF FIGURES

Page

Figure i MNKING OF INVOLVEMENT ACROSS THE 7 ACTIVITIES: FEMALE / MALE - RURAL / U RBAN

Figure 2 Leveis of lnvolvement across the 7 Activities: Fernales, Rural / Urban - JHS, HS University

Figure 3 LEVELS OF ~NVOLVEMENTACROSS THE 7 ACTIVITIES: MALES, RURAL / URBAN - JHS, HS, UNIVERSITY

Figure 4 PERCE~VED LEVELS OF SELF-ESTEEM AND LEADERSHIP SKILLS ACROSS THE 7 ACTIVITIES: RURAL - URBAN

Figure 5 PERCEIVED LEVELS OF SELF-ESTEEM AND LEADERSHIP SKILLS ACROSS THE 7 ACTIVITIES: FEMALE - MALE

LIST OF APPENDICES

.................... Appendix 1 Letter of Introduction to Research

Appendix 2 Survey of Extra-curricular Activities and ................................ Leadership InvoIvement

Appendix 3 Question for Personal Interviews. ....................

Appendix 4 Interview Consent Form .................................

Appendix 5 Summary of Open-ended Questions (# 59 - 62) ................................................

Appendix 6 Surnmary of Personal Interviews .................................................................

Appendix 7 Ranking of Female Involvement across the Seven Activities

Appendix 8 Ranking of Male Involvement across the Seven Activities

Appendix 9 General Ovewiew Across the Seven Activities: Mixed Gender, Rural vs Urban

Page

90

vii

Chapter I

Introduction

The relationship between behavioral approaches of youth and adults are

often antagonistic making cooperation and partnership cornplex and diffkult.

Factors that influence developrnent, socialization and self-esteern of adolescents

are cornmonly based on a combination of issues retated to the family, peers,

schools and the media or they may be related to the overall degree of youth

involvernent in the community at large. lnvolvement includes non-school

sponsored extracurricular activities such as community sports, clubs,

entertainment or other social activities.

Although family and peers provide the dominant influence on youth, special

programs and opportunities provided by the school system via extracurricular

activities likewise affect the process of adolescent development. Through

extracurricular activities schools allow or disallow, facilitate or inhibit an

adolescent's socialization and personal development process.

Involvement in privately sponsored extracurricular activities or community

groups enables youth to connect with the community and build a sense of

belonging and mattering. The importance of including youth in community

building to enhance a sense of ownership and pride in the cornmunity as well as

among youth themselves is well documented in the literature (Kretzrnann and

McKnight, 1993). Yet rural youth involvement in leadership roles is minimal due

to a lack of role rnodels and mentors who actively encourage and prornote youth

involvement in decision-making processes and community development. "The

most difficult barrier to overcome is the sense of worthlessness and 'not-

mattering' that is feIt by far too many rural youth today" (McKenzie i994:43).

She goes on to Say that their low self-esteern May be partially due to their family

situation but probably more so due to the stereotypical perception society has

forrned about rural youth as being less intelligent, less capable, and less worthy

than city kids- Such stereotypical beliefs are most clearfy visible by the low level

of priority rural youth have on the agendas of researchers, service providers and

governrnent rninistries.

There is a clear shortage of information on rural youth in general and rural

youth leadership in particular. Moreover, an identification of age, gender and

geographic area (rural-urban) specific differences might increase cooperation

between youth and aduits allowing for a cross-generational acceptance and

inclusiveness in community development. This study was designed to fiIl the gap

of missing knowledge regarding the importance of extracurricular activity as a

means to develop high levels of self-esteem and leadership skills.

1 -1 Background Statement

The focus of this research was grounded in the perceptions that youth have

about the adults who supported and guided thern in their capacity as leaders or

participants in extracurricular activities. In addition, attention was given to the role

that adults play in animating and supporting youth participation in extracurricular

activities and in taking on leadership roles and wmrnitments. The loci were

therefore on both the positive as well as the negative aspects of past

experiences that youth had in working towards a sense of belonging and self-

actualization in their comrnunity. All youth were categorized according to the

geographic location of their Junior High School and High School (rural / urban I

suburban) in order to reflect on potential geographic barriers prevalent in youth

development of self-esteem and leadership skills.

1.2 Objectives of Study

The objectives of this study were;

1. To assess what promotes initial motivation of youth to engage in

extracurricular activities.

2. To evaluate what keeps thern involved in extracurricular activities over tirne.

3. To appraise the importance of extracurricular involvement as identified by the

students in their developrnent cf self-esteern and leadership skills.

1.3 Statement of Hypotheçis

1. Initial motivation is not dependent on a proactive relationship with a particular

individual or group but rather on the opportunities available to the youths.

2. Youths will stay involved in extracurricular activities and/or move on to take

up leadership responsibilities depending on positive past experiences in

combination with the recognition gained through their involvement.

3. Extracurricular involvement has a positive impact on the development of self-

esteem and leadership skills.

1.4 Significance of Study

There are very few Canadian studies published that focus on youth

leadership particularly rural youth leadership development. This study expands

on existing knowledge and provides new information pertaining to this topic. The

focus was pIaced on youth and adult behavior and interaction within the realms

of extracurricular engagement. Dividing the focus group into different geographic

areas assisted in the collection of detailed practical understanding regarding

youth leadership development and its impact on the development of self-esteern

through extracurricular involvement.

1.5 Definitions

COMMUNITY A network of individuals with common needs and issues. lt directs attention to the two essential characteristics of communitieç - relationships and needs (Wharf, 1992). These characteristics might be expressed by individuals sharing activities, beliefs or values or by a group living in a defined geographic area.

EXTRA-CURRICUWR ACTIVITY SCHOOL BASED: A school-sponsored activity outside the regular school hours and not part of the official curriculum but expected as part of the educational program (Le. school sports, clubs, organized stuaent cornmittees etc.)

EXTRA-CURRICULAR ACTIVITY PRIVATELY BASED: A privately sponsored and organized activity outside the regular school hours (Le. community sports, music, entertainment, clubs, church etc).

LEADERSHIP: A reciprocal relationship between those who choose to lead and those who choose to follow (Rost, 1 991).

LEADERSHIP DNELOPMENT: The process of leadership training based on a leader-follower-membership alliance (commonly a group-process).

PERSONAL LEADERSHIP DEVELOPMENT: The process of individual leadership involvement, growth and change rather than style or trait of a leader (Le. personal growth and promotion of self- confidence and self-actualization).

PARTICIPATION: To share and take part in an action, behavior or thought process.

SELF-CONFIDENCE: Descriptive. The expectations of successfully meeting challenges and overcoming obstacles as weli as a general sense of control of self and the environment. Self-confidence is closely related to self-efficacy and may contribute to self-esteem (Bednar, 1995).

SELF-ESTEEM A muItidimensional entity that is influenced by an individual's self-evaluation. Self-esteem is neither fixed nor uniformly influenced by the sarne factors across the Iife span. It is the placing of different values on various aspects of self and how satisfied or dissatisfied a person is with her or himself. It is a sense of accepting one's self and feeling self-worth (Bednar, 1995, Russel, 1989).

RURAL COMMUNITY A sparsely populated area with fewer than 1000 people per community and limited infrastructure (Statistics Canada 1999). The Ontario Ministry of Agriculture, Food and Rural Affairs uses another definition, which refers to a rural community as any community in rural Ontario outside of a major metropolitan area.

URBAN COMMUNITY A densely populated area with more than 1000 people per community and a well-developed infrastructure (Statistics Canada 1 999).

Chapter II

Review of Literature

Introduction

While research and educational efforts have enhanced the leadership

development of adults, Iittle has been undertaken to ensure that leaders of the

future are given the opportunity at an early age to begin to realize and develop

their leadership potential (Karnes and D'llio, 1989). Stogdill (1 974) observed that

leadership in elementary, junior, and senior High Schools, and college was

predictive of adult leadership in business and social activities. He found that

leadership in extracurricular activities was more highly correlated with adult

leadership than was academic achievement. Stogdill's data does not divide into

urban / rural findings, which could be most interesting considering the different

context in which youth socialize and attend school.

It has been suggested that rural youth are different from urban teens as they

face different challenges in their lives that are often overlooked by educators and

service providers (Coleman 1994, McKenzie 1994). Overall, rural youth need

more community support, have little ability to obtain and maintain socio-economic

opportunities and training and are generally considered to be more vulnerable to

stressors such as being geographically isolated from consumer centers, lack of

public transportation, and are isolated from peers (Coleman 1994, Smithmier

1994). According to Hine and Hedlund (1994) rural teens spend a lot of time

alone because of travel constraints but also to satisfy their need for

independence from parents when at home,

Encouraging and involving youth participation in community projects and

community development improves the opportunity for youth to have a voice and

be considered as valuable to the community as to youth themselves. Young

people may be the most obvious group from which to recruit future leaders, but

few communities create an environment for youth to develop into leaders.

Self-esteem is generally considered, as the foundation for emotional well

being and a fundamental human need for al1 ages (Battle 1982, Edwards 1993,

Bednar and Peterson 1995, Zimmerrnan, Copeland, Shope and Dielman 1996).

As Edwards writes "the Oxford English Dictionary defines self-esteem as a

"favorable appreciation or opinion of oneself' and that reference to the term 'self-

esteeme' are dating back to the 1600s" (Edwards 1996:3). While there is no

agreement on a universal definition of self-esteem most researchers and

clinicians agree that self-esteem refers to an individual's perception of self worth

(Morgan 1981, Battle 1982, Russell 1989, Edwards 1993, Bednar and Peterson

1995, Zimmerrnan, Copeland, Shope and Dielman 1996). The word 'self-esteem'

is interchangeably used across the literature with t e n s like self-effkacy, self-

confidence, self-respect and self-worth among others. Yet some researchers

believe that it is precisely due to an inappropriate and inconsistent use of terrns

that led to the current confusion of explication in research on self-esteem (Battle

1982).

The Iiterature of early theorists conternplating self-esteem may be broadly

generalized into two general groups. The first group considers the importance of

an external focus or "the social self" in the development of self-esteern. As

suggested by theorists like James, Adler, Cooley and Mead socialization and

environmental influences are fundamental to the developrnent of self-esteem. In

other words self-esteern depends upon winning approval from significant others

rather than originating naturally from within. In contrast, viewpoints of the second

group supported by theorists like Allport, May and Rogers believe in the

importance of interna1 personal development or the "developmental self'.

According to these theorists self-esteem depends upon the courage to become

and remain authentic. Thus a person with a high level of self-esteem becomes

themselves and not the "introjects foisted upon thern by others" (Bednar and

Peterson 1995:37). Based on this interpretation self-esteem is not static and can

be modified through the process of maturation. They conclude that learning to

cope with negative deterrents and becoming self-congruent and self-accepting

generates a high level of self-esteem (Bednar and Peterson 1995).

Most writers infer that self-esteem is multifaceted and that it develops

gradually as an individual matures and interacts with significant others. Bednar

and Peterson (1995) write that too often we consider external social learning

factors as the main origin of a person's high or low level of self-esteem. The

authors believe that Ievels of self-esteem are neither fixed in youth nor uniformly

influenced by the same factors across the life span. Hence it is very important to

acquire certain coping factors for deating with negative self-evaluations (Bednar

and Peterson 1995). Russell (1 989) agrees. She notes that the idea of a dynamic

versus static view seems to be the focal point on how individuals perceive

themselves. As we experience change, Russell writes, we rnust also change our

self-views, taking into account what is relevant or insignificant to our current life

situation (Russell 1989).

Deihl, Vimy and Deike (1997) conducted a longitudinal study on gender

differences among rural and urban teens referring to their level of self-esteern-

They concluded that contrary to earlier research (Blyth, Simrnons and Carlton-

Ford 1983, Hirsch and DuBois 1991) no clear gender or demographic difference

existed in the level of self-esteem between rural and urban teens, However they

identified a trend that those with positive levels of seIf-esteem over time had

stronger protective faculties of emotional well being and peer and family

relationships compared to adolescents with low levels of self-esteem. High levels

of self-esteern were also identified as a significant factor contributing to higher

IeveIs of academic achievement, lower rates of destructive behavior, better

communications skills and better relationships with peers and farnily (Battle 1982,

Alawiye 1984,William and McCollester 1990, England-Golden, Jackson, Crane,

Schwarzkopf, Lyle 1989). Yet Bednar and Peterson (1995) warn that the origin

and impact of self-esteem are not clear-cut. They provide examples of individual

high achievers both from the public and private spheres who were plagued with

low levels of self-esteem ail their Iives. They write that everyone should be

prepared to receive negative feedback from their social environment but also be

prepared and accept the positive feedback they regularly receive in order to

achieve a realistic sense of persona1 identity- Only then can one achieve the

needed balance between 'intrapsychic' and 'interpersonal feedack ' (Bednar and

Peterson 1 995: 1 5). Hence sustenance of positive self-esteem is both an

individual as well as societal responsibility.

2.2 Extracurricular Involvernent

Holland and Andre (1987) suggest that the perspective one takes about

extra-currïcular activities varies with the values and goals one has for schools.

The authors classify value positions about schools frorn either an acadernic or a

developmental standpoint. The academic standpoint focuses on intellectual

cornpetence and the transmission of formal knowledge. From this perspective,

extracurricular involvement provides relaxation and fun but is considered

unimportant to the primary purpose of schools. In contrast, the developmental

standpoint focuses on the total development of individual students where

nonacademic programs are considered as important as academic programs in

facilitating the development of individual students (Holland and Andre 1987).

Before the 1980s North American society valued the developmental approach as

superior. Since the 1980s the focus has been more on the academic approach

(Clark and Astuto 1986). To this day, in some school boards participation in

extracurricular activities is clearly a right every student should be given while

others consider it a privilege and in order to participate students require minimal

academic achievements (Holland and Andre 1987).

Rathunde (1993) conducted a study with high school students to identify

motivational importance of extracurricular activities in relation to two other

school-related activities iike schoolwork and socializing. He wrote that

extracurricular activities are the most likely school activities to engage teenagers

fully by requiring a high degree of skills, spontaneity and goal-direction.

Particularly for At-Risk students' involvement in extracurricular activities has

repeatedly been proven to be highly effective and extremely important in

promoting a balanced development, pro-social behavior and to improve

academic achievements (Hoiland and Andre 1987, Williams 1990, Morton 1995,

Young, Helton, Whitley 1997). Young, Helton and Whitley (1 997) write that the

time has come to develop a school, family, and community partnership in order to

promote students' academic success and socio-emotional growth. The authors

believe however that schools are not to take on this responsibility alone. Rather

this should happen in partnership with parents and the community (Young,

Helton, Whitley 1997). One School Board in Utah accomplished great success by

using parental and community role models in leading and supervising

extracurricular activities in the face of funding cuts in their school board and the

school community (Morton 1995).

Several studies implied that extracurricular involvement, in particular

sports activities that promote interracial student interaction, correlate with more

positive race relations, positive school attitudes, more personal student-teacher

contact, and more parent-school contact (Slavin 1980, Crain 1982, Scott and

Damico 1 983). Positive improvement in relation to extracurricular engagement

and the level of self-esteem have been reported in a great number of studies

(Morgan 1981, Holland and Andre 1 987, Simeroth 1987, Williams 1990, Edwards

1993, Rathunde 1993, California Park and Recreational Society 1994, Morton

1995, Boocock Soderberg 1997, Young, Helaton and Whitley 1997). ~oweve r

few gender differences were identified in connection with extracurricular

involvement and its impact on self-esteem. Simeroth (1987) notes that type of

activity, size of school and levels of peer pressure can have a negative impact on

the development of self-esteem in female High School students. These findings

were supported by Edwards (1993) and Boocock Soderberg (1997) who write

that a lack of female role rnodels in physical activities and a lack of fernale

coaches or physical education teachers are partially responsible for lower levels

of self-esteem in female students participating in sports related extracurricular

activities-

Of course not al1 relationships between participation in extracurricular

activities and other variables are positive in nature. For instance, if the value of

extracurricular involvernent is high in a school environment then the pressure to

participate may become very destructive to non-participants. Besides, Holland

and Andre (1 987) write that type, duration ' and intensity of involvement is

important to understand. For example, male adolescents who have a low self-

esteem score and low-ability score and participated only in athletics often have

an inflated sense of their peer status (social identity).

A recent review of research on adolescence in North Arnerica (Feldrnan and

Elliottt 1990) concluded that there is a notable inadequacy of information in the

existing Iiterature with respect to the effects of organized youth activities on

adotescent developrnent. The authors' note that what they consider most

disturbing is the neglect by theorïsts and researchers pertaining to the supportive

functions that youth groups, school clubs, or voluntary organizations can achieve

(Cotterell 1996). Yet the environment of school and youth organizations embody

a variety of social functions, which differ in the extent to which they provide

individuals with the proper fit for satisfaction and emotional growth.

Button (1974) and others define the major needs of adolescents as the need

for companionship and affection, the need for security, the need to be somebody

and have significance, and the need for adventure and new experience (Cotterell

i 996). It is the provision of sufficient acceptance, reassurance, and security to

give youth the confidence to seek out and respond to challenges, to venture and

develop their powers. Many would argue that extracurricular involvement

provides the necessary venue to fulfill these needs developrnentally or otherwise.

Holland and Andre (1987) did an extensive Iiterature review on the

relationship between participation, extracurricular involvement and other

variables related to self-esteem in adolescents. They note that there are some

fundamental flaws in most research particularly in the area of self-selection of

research participants, a lack of longitudinal studies, the inability to account for the

impact of the social system of a particular comrnunity and the fact that most

researchers used a sarnple of convenience rather than a large-scale, more

comprehensive sample size.

2.3 Peer Groups as a Social Reference Point

Peer-groups and parents fulfill different needs for adolescents. During

adolescence young people need to redefine their relationships with their family

and with significant other social entities in order to initiate contacts with peers

(Jackson 8 Rodriguez-Tome, 1993). For the majority of youth, adolescence

marks a time of increased orientation towards peers and peer-related activities

spending more than %fty percent' of their waking hour with friends (Steinberg

1993:5). Affiliation with peers and integration into a group of age-mates requires

social cornpetence and self-assertion which adolescents do not always have.

Kirchler et al (1993) write that teenagers do not always act in a socially efficient

way or overcome the shyness that is typical of this age period (Kirchler,

Palmonari & Pombeni 1993). They conclude that participation in social and

interpersonal relationships helps to provide the resources for successful coping

with developrnental tasks.

For many adolescents, friendships are critical interpersonal bridges that

move them towards psychological growth and maturity (Savin-VVilliarns & Berndt

1990). Hartup (1 993) writes that having friends and having supportive friends is

associated with considerable consequences like feeling good about one-self,

feeling socially connected, having a positive outlook as well as being successful

in subsequent relationships especially in romantic ones. Therefore, the Company

youth keep contribute to their socialization processes which means that

friendships may both be 'protective' and 'risk' factors at the same time.

One important issue that is often overlooked is the school as a

motivational environment (or lack thereof) in the Iife of adolescents. Cotterell

(1996) writes, it is the classroom and peer group settings of schools where youth

motivation is shaped to a large extend. This includes attachment to school as

well as alienation or classroom dissatisfaction. According to Cotterell (1996) one

of the most obvious mistakes made in North Arnerican education since the 1960s

was the decision to eniarge high schools and consolidate smaller local schools

into mammoth institutions sirnilar to other production units. The presumed

efficiencies of using resources more efficiently and effectively have been elusive.

The result has been an overall decrease in the IeveI of student participation in

school activities, an increase of misbehavior, violence and apathy as well as the

loss of the school administrations' responsiveness in effectively dealing with

students needs and the changing student culture (Cotterell 1996).

Friesen writes (1968), that high schools operate as a social system

allocating social recognition. Identities are defined through the support or

restriction of an adolescent's opportunity to satisfy the need for recognition

among peers. In most high schools a hierarchy exists in regards to the various

extracurricular activities and whether they are considered as being socially

acceptable by the student culture or not. Moreover, participation in extracurricular

activities is not simply based on individual decision making processes but it is

Iikewise a product of peer pressure and socialization.

2.4 Youth Leadership

Typicaily adolescent leaders are characterized in the literature as being

talented, academically competent, often gifted, tend to be high academic

achievers, enthusiastic, self-sufficient and self-disclosing (Morris 1993). In

addition, demographic correlates such as social class, family life and birth order

are other significant determinants that identify this group (Klonsky 1983). Studies

with adolescents indicate that successful students (or leaders) are more rational

than underachievers (Bernard and Joyce 1984).

There are various rneans by which adolescents learn and master their role

as leaders. Just as there are numerous styles of leadership, ranging from

autocratic to democratic, there are numerous possible approaches to leadership

training. These may range from leader-skill approach, to individual excellency

approach to leader-member approach and many more (Hohmann, Hawker and

Hohmann 1982). Some schools include leadership training into their curriculum

others consider it as insignificant. Thus leadership training may occur through

schools or in community clubs and sports organizations. As Hohmann et al.

(1 982) write adolescents feel particularly cornfortable in shared leadership

positions. As different tasks or problems emerge, different leaders emerge,

depending on individual experience and ability. Youth move in and out of leader

or member roles as tasks shift depending on their level of comfort or expertise

with the position in context.

There are very view studies available that focus on rural Canadian

adolescents' level of participation in extracurricular activities and its impact on

self-esteem and leadership invoivement. The Rural Development lnstitute of

Brandon Manitoba conducted one of the few Canadian studies on youth

leadership. it identified the useful skills youth leamed during their high school

years, necessary skills they did not learn and what long-term influence youth

leadership involvernent had in their later life (Rounds, 1994). The study revealed

that "skills acquisition came equally from a variety of sources with self-taught,

parental and experiential sources as important as teachers [schools]" (Rounds,

1994:iv). What is missing in Stogdiil (1974) and Rounds (1994) study is the idea

of what or who instigated youth to engage in leadership roles and what kept them

interested to continuously being involved in a leadership capacity during their

young adult life.

Review of the literature suggests that in addition to urbanlrural differences

in youth's extracurricular involvement there are additional aspects that need to be

considered when reflecting on adolescent self-concept and leadership

involvement. Holland and Andre (1987) write that persona1 and social

characteristics, the youth's academic achievements and educational aspirations,

the participant's role in the activity and the environmental-social context in which

the involvernent takes place are al1 significant. The degree of parental

involvernent in privately sponsored extracurricular activities may be very

influential (Boocock Soderberg 1997) as rnay the size of an adolescent's family,

the parents' level of education and the youths' birth order (Morris 1992). Aside

from personal-social characteristics there are environmental-school issues to

take into account such as the sire of the schsol as well as the level of importance

extracurricutar activities has in an overail school environment.

The conceptual framework in the study of self-esteem and leadership skill

development contains key components that are both dynarnic and

multidimensional. It embraces a combination of external factors (interpersonal

issues, peer pressure, socialization etc.) as well as interna1 factors (intrapsychic

issues, past experiences, propensity to trust etc.) that intercede and support the

development of an adolescent.

Chapter III

Methodology

Introduction

The focus group for this research consisted of young adults enrolled in the

peer helper program (PHP) at the University of Guelph. They came from a variety

of backgrounds - rural, urban and suburban, had an overall of three to five years

of prior experience of involvement in their community or at school and were fairly

easily accessible for research purposes.

Section one - Process and Structure of Sunley Questionnaire- Section one

includes the design and mapping of the survey questionnaire based on the

objectives for this study. The questions seiected were based on issues relevant

to a teenager's engagement in extracurricular involvement during their Junior

High School (JHS) and High School (HS) years as identified by the literature. In

the first part of the survey demographic information was collected which among

other information included the 'self-identified' geographic areas where peer

helpers' attended Junior High School and High School (no definition was

provided for rural, urban, suburban).

Section two - Process and Structure of Interviews. Section two describes the

process and generation of the interview questions and the selection of peer

helpers for personal interviews. Peer helpers were selected based on readiness

and availability to participate in the interviews.

Section three - Process and Structure for Data Analysis. Section three

explicates data coding, data grouping and data analysis using non-parametric

tests. Numeric data frorn the survey were coded and entered into SPSS VIO.

The open-ended questions in the survey and the results from the personal

interviews were categorized and grouped into comrnon trends and themes.

Section One

3. 1 Process and Structure of Survey Questionnaire

After defining the objectives in this reseakh the appropriate sampling

group had to be identified. It was important to find young adults who had a range

of past experiences in being involved in various activities in their community as

well as laking part in extracurricular activities organized through their Junior High

School or High School. Peer helpers constituted an ideal group of young people

for various reasons. They represent a highly involved segment of the young adult

population in regards to extracurricular engagement. In addition, they were

relatively easy to access for the purpose of administering survey questionnaires

and to conduct personal interviews.

The survey involved two parts and seven subcategories. The first part

(Appendix 2) focused on demographic information essential to distinguish

between the geographic location of Junior High School and High School and for

gathering general background information on the peer helpers. The second part

of the survey was divided into seven subcategories that focused on the three

identified objectives and consisted of fifty-nine Likert-scale questions and five

open-ended questions.

An ethics research protocol was cornpleted and approved by the

University,

Section Two

3. 2 Process and Structure of Interviews

A total of 220 surveys were distributed to peer helpers across campus.

Each peer helper received a package containing a letter of introduction to the

research (Appendix 1 ), one survey (Appendix 2) and a voucher ($50 redeemable

at a local music store) to participate in a draw. The draw was held during the

year-end banquet organized by the University o f Guelph Peer Helper

Coordinators to show appreciation to the peer helpers contribution to the

University community. The surveys were distributed in person to each peer

helper unit supervisor who further distributed the surveys to their individual peer

helpers. The surveys were collected two weeks after the original distribution date.

A total of 127 surveys were completed and retumed within one month resulting in

a 58% return rate.

After the collection of the surveys the open-ended questions were

scanned (questions number 59 to 62) to gain an idea on how explicitly the peer

helpers answered these questions. Based on their answers, interview questions

were outlined in such a way as to help solidify the clarity of research objectives

(Appendix 3). Eleven students, nine women and two men, participated in a

personal interview.

Prior to an interview each student was asked to sign an interview consent

form (Appendix 4). It stated that information given during the interview will be

compounded, analyzed and presented as a rnaster thesis and that any

information given will be held strictly confidential. Overall, the students enjoyed

talking about their experience in extra-curricular involvement and the role

parents, friends, teachers or coaches played in their personal growth and

development.

Section Three

3. 3 Process and Structure for Data Analysis

Both qualitative and quantitative data were collected and analyzed. The

data collected through the survey questionnaire were coded using a codebook

specifically designed for this research and recorded by the use of the SPSS V I 0

(statistical package for social sciences). Chi-square tests for non-parametric data

determined that the data was dispersed and highly skewed. The data were

collapsed and reorganized to allow for a cross-tabulation analysis. The

collapsing of data occurred as foliows. Ail questions representing the three

geographic areas (rural, urban and suburban, # 5, 7) were folded into two areas

(rural and urban). Questions addressing the range of involvement during JHS

and HS (questions # 14, 20, 26, 32, 38, 44, 50) originally representing four

divisions (one per semester, two per semester, three per sernester and not

applicable) were transposed into three divisions (none at all, one or two, three

per semester). The degree and level of self-esteem (questions # 17, 23, 29, 35,

41, 47, 53) and leadership ski11 (questions # 18, 24, 30, 36, 42, 48, 54) as

perceived by the students was changed from five levels (decreased a lot,

decreased somewhat, neither increased nor decreased, increased somewhat,

increased a lot) to three levels (decreased, neither increased nor decreased,

increased). Questions pertaining to mernbership of extra-curricular engagement

during the last 12 rnonths (question # 19, 25, 31, 37, 43, 49, 55) were re-coded

from four divisions (none at all, one, two, three or more) to three divisions (none,

one or two, three or more).

The open-ended questions that were part of the survey questionnaire and for

follow-up interviews were analyzed. The open-ended questions (questions 55 -

62) were grouped into comrnon themes and trends (Appendix 5). The same was

done with the eleven personal interviews, which were transcribed and grouped

into common themes and trends (Appendix 6). Written statements from the open-

ended questions were marked on flip chart paper and words that appeared more

than twice were put into a common group and their frequency calculated and

ranked-

3.4 Data Analysis

Once the data from the survey were coded, re-coded and collapsed various

non-pararnetric statistical tests were performed. Firît a series of cross-

tabulations were executed in order to determine relative percentages. Relative

percentages were transformed into proportional percentages for both the rural /

urban groups as well as the Junior High School (JHS) and High School (HS)

groups, These data were further reduced into rural and urban in order to

determine overall geographic differences. For the purpose of distinguishing

behveen the seven subcategories and the two geographic areas - rural and

urban, a series of crosstabulations and proportional percentages were

perforrned.

lnvolvement in athletics or sports tearn during JHSIHS, questions 14 to 19.

InvoIvernent in clubs or student governrnent (anything other than athletics and

sports teams), questions 20 to 25.

lnvolvement in community groups (Le. scouts, service or hobby clubs etc).

questions 26 to 31.

lnvolvement in surnmer or after school sports or recreational programs not

affiliated with the school, questions 32 to 37.

lnvolvement in volunteer organizations or activities, questions 38 to 43.

lnvolvement in spiritual groups or activities, questions 44 to 49.

lnvolvement in hobbies (Le. private music lessons, tutoring, leadership

training etc), questions 50 to 55.

To differentiate between fernale and male Peer Helpers' and their experience

in relation to past involvement in extracurricular activities the Mann-Whitney-U

test and the Kruskal-Wallis test were performed. The Kruskal-Wallis test is a non-

parametric equivalent to the one-way ANOVA in which the effect of a single

variable (in this case gender) on other variables is observed. Ordinal levels of

measurement are required. The Mann-Whitney-U test is a non-parametric

equivalent to the T-test for dichotomous data. The scores frorn both samples

(male and female) are pooled and then ranked frorn high to low. The ranks are

summed for each sample and the test is based on a cornparison of the sumrned

ranks.

3.5 Limitations of Study

One major limitation of this study is the fact that the target population was

a sarnple of convenience and the conclusion of this study pertains only to the

peer helpers at the University of Guelph. Therefore, no generalization to the

general adolescent population was possibde. However a randorn self-selection of

the subjects occurred within the focus group (peer helpers) allowing for a

generalization of findings within the focus group. In addition, the peer helper

program is a voluntary activity (with a small honorarium for each semester) that

may attract individuals who had a n overall positive experience with

extracurricular activities and leadership erngagement in the past leading to one-

sided conclusions.

Although there were no officia1 documents available from the University's

office of registrar we suspected that t h e University of Guelph attracts mostly

students from urban areas of residence hence leading to an under-representation

of thoughts and ideas of young adults from rural areas. This assertion was

supported by our data that showed 76% of peer helpers in the sampling group

had gone to schools in urban areas and 24% in rural areas. This results in a

three-fold overrepresentation of individuals from urban compared to rural areas

(which is representative of the distribution of rural and urban Ontario). By using

the peer helpers home residence during Junior and Senior High School as

geographic location to divide subjects into rural and urban categories may have

resulted in a higher representation from rural areas-

Furthermore. due to time constraints and potential loss of subjects

(approaching the end of the semester) no pre-trial was performed for the survey

questionnaire. The choice of words for questions # 44 - 49 (spiritual groupfs or

activities) appeared to have caused some confusion as there was no definition

provided about what a spiritual group comprised. This could have possibly been

elirninated through a pre-trial run and a potential change of words or general

definition. The same applied to questions # 5 and # 7 where the subjects had to

identify the geographic location of their Junior High School and High School.

However, it was the researcher's intention to leave any definition to the discretion

of the subjects so as not to influence their perception excessively. Nevertheless

it would have been interesting to collect postal codes of the subjects' respective

schools and look at the subjects' interpretation of what rural, urban and suburban

meant to them compared to the official definition provided by statistics Canada.

Also the subjects were asked to provide general information regarding

their parents' level of education. While a slight difference between rural and

urban peer helpers could be observed it would have been beneficial to add an

incorne variable for further support of a geographic variance.

By far the most challenging yet missing factor in this study was the

absence of a control group. It is not possible to generalize to the general

adolescent population about the importance or impact extracurricular

involvement has on youth self-esteem and leadership skill development. In a

future study it would be worthwhile to include adolescents from similar age

groups, gender distribution and geographic locations that where not involved in

any extracurricular activities and compare the findings.

Chapter IV

Analytical Findings

4.1 Results 4.1 .l GENDER D~FFERENCES - OVERALL

For the Mann-Whitney-U test and the Kruskal-Wallis test a statistically

significant difference could tje observed for (asymptotic çignificance) values of a

0.05 or smaller. In our case a significant difference between female and male

subjects in both tests could be observed in the following areas:

Table 1 :

I

Mernbership in an athletic sports tearn during the last 12 1 M 1 Asymp.Sig. -036

1 months I I Membership in community groups during JHSIHS

1 Level of self-esteem due to participation in a volunteer I

1 F 1 Asymp.Sig. .O05

Reasons for becoming a member of a volunteer organization 1 F

1 organization

F

AsympSig. -009

AsympSig. ,023

1 organization I I Level of leadership skill due to invoivement in a volunteer

1 months I I

F

[nvolvement in a volunteer organization dun'ng the last 12

I

Level of participation in hobbies during JHSIHS 1 F 1 Asymp.Sig. -000

AsympSig. .O34

I I

Reasons to get involved in hobbies dunng JHSIHS 1 F 1 Asymp.Sig. .O10

F AsympSig. .O00

Enjoyment in having power over others I

M 1 AsympSig. .O12

Results from this test show that males ranked higher in M o areas -

membership in school based athletics and sport teams as well as the enjoyment

of having power over others. Cross-tabulations and frequency distributions

support these findings. Table 6 and 7 present an overview of a gender

breakdown across al1 seven activities for seIf-esteem and leadership skills.

GeneraI Dernoqraphic Information Female 1 Male:

A total of 83% (105) women and 17% (21) men participated in the study.

Seventy sic percent of the participants in this study went to school in urban areas

and 24% in rural areas. The average age of rural fernales was 22 compared to

the urban females who were 20 years old. The average age of men in both the

rural and the urban category was 21. There was no difference between rural and

urban men and women with regards to birth order (on average first born) and

number of siblings (on average two). However, there was a slight difference

regarding level of education for rnothers and fathers across the two gender

groups*

Fernales - the majority of mothers and fathers of urban and rural females had

completed a University degree.

Males - the majority of parents of urban males had completed a University

degree. However, for rural fathers the average education was a High School

degree and for rural mothers, coIlege or trade school.

A small difference in regards to academic grades for females and males

during JHS, HS and University could be observed. During JHS the average

academic grade for rural females ranged between 81-85%, for urban females

between 86-90%. For rural males the average academic grade during JHS was

broader with a range between 71-90%, for urban males the average ranged

between 76-85%. In HS (86-90%) and University (7640%) there was no clear

difference observed between the average academic grade of females and males

in rural or in urban areas.

The majority of peer helpers who were part of the study became students

in 1998 and started to be involved with the peer helper program in their second

year of study at the University of Guelph. Two female students had previous

experiences with a peer helper program from a different University prior to

matriculating at Guelph,

Rankin~ of Involvement Overall: Female vs Male (r = nirai, u = urban)

The highest rate of overall involvement in extracurricular activities of

females during their JHS and HS years combined was in student clubs or student

governments (r = 96%, u = 94%), followed by volunteer organizations (r = 94%, u =

81 %), hobbies (r = 85%, u = 8S0h), sports and recreational programs (r = 82%, u =

66%), school based athletics and sports teams (r = 8396, u = 59%), community group

involvement (r = 73%, u = 64%) and spiritual groups or activities (r =45%. u = 43%).

The highest rate of overall involvement in extracurricular activities for

males during their JHS and HS years combined was Iikewise in student clubs or

student governments (r = 100%. u = 94%), succeeded by school based athletics and

sports teams (r = .r oo%, u = 68%), hobbies (r = 80%, u = 61%)~ sports and recreational

programs (r = 60%, u = 77%), volunteer organizations (r = 60%. u = sa%), community

group involvement (r = 60%, u = 55%), and spiritual groups or activities Cr = 80%. u =

25%).

Level of Involvement: Female vs Male, JHS vs HS vs University

Overall, the level of involvement in extracurricular activities for rural and

urban females and males gradually decreased from Junior High School to

University in the majority of the activities. However, in most of the activities a

slight increase of participation could be observed during High School years.

There were two activities where enrollment for urban females increased from

High School to University, which are clubs or student governments and

participation in vohntary organizations. For urban males a slight increase was

accounted for in school-based sports and athletic tearns as well as in voluntary

organizations. For rural males a steady increase from Junior High School to High

School to University was observed in sports and recreational prograrns.

Reasons for Involvement: Female vs Male

Without any doubt the biggest motivator for both fernale and male peer

helpers across al1 seven subcategories in being part of an extracurricular activity

was personal interest followed by a combination of social reasons, the

encouragement by a particular individual and academic reasons. There was a

wide range of other motivators that varied across activity and gender and was

different across the two geographic areas. However, the main incentive and the

biggest motivator seemed to be a persona1 interest in the activity itself.

OPEN-ENDED QUESTIONS AND PERSONAL INTERVIEWS

The choice of words and the comments made by the peer helpers

answering the open-ended questions and the persona1 interviews were kept in its

original forrn and have not been changed- It was interesting to observe that the

peer helpers used a very sirnilar language and choice of words and, therefore,

the recording of their answers was made easier and more accurate. Each of the

following sections (4.1 -2; 4.1 -3; 4.1 -4; 4.1 -5;) are divided into three parts starting

with a numerical surnmary of findings frorn the open ended-questions, followed

by general cornrnents observed while reading through their answers and

concludes with comments made during the personal interviews. But first an

overali impression and account of findings from the personal interviews follows.

Altogether, information received through personal interviews supported

the findings of the open-ended questions. Ail of the interviewed peer hetpers had

positive experiences with their extracurricular involvement during their JHS and

HS years. Even those who were not very involved during their High School years

considered their involvernent as a major contributing factor to their current levei

of self-esteem and confidence- They believed that extracurricular involvement is

very important to a young person's development and every child / teen should be

given the opportunity to join some activities.

A clearly identified reason for not having been very active during Junior

High School or High School years was peer pressure. Sorne felt their school was

extrernely 'cliquey' and they felt too rnuch pressure to succeed. They mentioned

that they would not find the courage to even try out of fear for potential failures.

On the other hand some did not perceive peer pressure to be a hindering factor

in getting involved or starting new things.

Peer helpers who were involved extensively at school andlor their

comrnunity became active at around age five. All had experienced great parental

support. Most of these parents were involved with some of their kids' activities in

one way or another- Some were coaches of their child's team, others provided

support at the administrative level or were there to drive them to and from the

activity and emotionally supported their chiid-

Those who participated in student clubs or student governrnent in High

School are still involved in student government activities and seern to be

politically more active compared to the other peer helpers. Those who were

involved in sport or community organizations remain involved in these activities

but none of the interviewed peer helpers are currently coaching an athletic team

in the community or on campus.

There was great variation 1 response to their reasons why some teenagers

did not join white others are very involved. Some believed that not everyone

needs to be a joiner and that a teenager has the rïght not to join or participate.

They believed that in a situation where there is no parental support a teenager

has to have a certain level of maturity before skie finds the courage to get

involved. Others considered the type of activities available as being the reason

for the non-joiners inactivity. Their suggestion was to offer a possibility at schools

or in the community of starting different types of activities / involvement that

would suit the non-joiners' lifestyle better. However, they realized that this would

be very difficult to irnplement considering the rigidity of ouf school boards and

local governrnents,

In summary, there is no one exclusive mode1 that would fit a typical young

adult involved in extra-curricular activities. Although the peer helpers interviewed

had many similarities they Iikewise had many differences- The differences were

clearly a function of their individual personalities and fife histories. The

sirnilarities may be a combination of positive energy, a vision for the future and a

desire to succeed and accelerate personally, socially and professionally. Some

had tremendous parental support and acknowledged this support as their prime

reason for being who they are and what they are now. Others had less to no

parental support and believed it was due to their own personal motivation and

energy that they have achieved great Iife skills and many positive things in their

lives. However, what they ail agreed on was the great importance extracurricular

involvement had on their development something that the regular school

curriculum could never have achieved. They strongly believed that every child /

teenager should be given the opportunity and support to participate in their own

unique way if they wish to do so.

4.1.2 REASONS TO STAY ~NVOLVED (Question # 59: Overall have your reasons for staying involved changed over time)?

NO - Reasons have not changed -

lnvolved for erso on al interest and i as si on # 22

To meet new people and make new friends Enjoy being involved

13 13

Additional Comrnents: "What 1 do has changed but not whf.

Want to help others, feel needed, satisfaction to be needed For self-development and new expenence To keep busy Having a balanced Iife, something else than school To put on resume

"It has always been great to know that you can do a difference, it gives me a

9 7 6 5 2

sense of purpose". "1 always start an activity due to persona1 interest, yet to stay involved my reasons are more social". "This is very independently motivated". "1 still value the same things". "For the love of it".

YES - Reasons have changed

Additional Comments;

The rnajority of students seem to have become more focused on

professional and academic goals as they get older and therefore their

involvement starts to serve as means to an end rather than the end itself. For

others, persona1 reasons outweigh social or professional reasons to be involved.

To gain knowledge and expenence, for future goals, skills development, academic reasons To be able to put it on my resume To socialize and meet new friends, rneet people with sirnilar interests and attitudes, less peer pressure than in HS Now I have Iess time to be involved in extrstcumcular activities compared to HS I have changed my outlook on life and what is important to me To help others rather than socially motivated Due to my own personal initiative rather than because parents forced me to, for social reasons or peer pressure To have fun and do different things independent of school and friends I am more involved than in HS, no peer pressure now

# 18

12 9

9

5 5 5

5 5

Or they clearly enjoy the activity regardless of the professional or social benefits.

(There were a small number of students who had not answered this question).

COMMENTS FROM PERSONAL INTERVIEWS

The majority of peer helpers were still involved in some extracurricular

activities, however, not to the same extend and for some peer helpers the

reasons for their involvement had changed. For the majority their involvement

had becorne rather career oriented and they chose activities in pursuit of future

studies or professional goals. Others continued to stay involved for social

reasons and because involvernent had become like a 'habitJ.

Reasons mentioned for becoming more involved since the start of their

University career were mainly peer pressure related. They revealed that they

experienced great peer pressure during their JHS and HS years, which kept

them from trying out new activities for fear of disapproval. In some cases their

parents would not support their involvernent or the particular activity but in

University they felt free to participate in whatever activity they wish. Two

mentioned that they had become more 'gradeJ oriented and have less time to be

as active as they were in HS.

4.1.3 PERSONAL GAINS DUE TO INVOLVEMENT

(Question # 60: What do you value most that you have personally gained through

involvement in extra curricular activities)?

Sumrnary:

Meeting new people and making ftiends, networking

Confidence

54

35

Communication and presentation skills 1 28

Personal growth and development, understanding of self, goal setting 28 I

Practical experience related to a work situation - problem solving, work 27

habits, critical thinking, time management, organizational skills, problem I solving

People skills, social skills 24

Self-esteem 23

Gain experience 20 I

Appreciation of different situations, different people, respect for others 1 16 1

Feeling good about helping others 1 14 I

Enjoyrnent, fun, srniles, relaxation 8 I

Feeling good about contributing back to comrnunity / society 7

Gain knowledge 7 1

Resurne building 3

Additional Comments;

Their level of confidence and selfesteern of some students had changed

enorrnously since their initial involvement. Their language was very similar

making the categorïzation of terms easy. Their words were not changed and

remained the way the students worded their ideas and impressions. For a few

students it was a bit difficult to distinguish whether they referred to their peer

helper experience or their extra-curricular involvement when answering the

question. Most however, clearly referred to their general and overall extra-

curr-icular involvernent during JHS and HS.

At a first glance it appeared that the students mainly enjoyed the activities for

social reasons, however, a closer look revealed that personal skills outweighed

social skills. This can be seen in the variations of terms and cornments made that

refer to their personal development and growth. Most students refiected back to

their time of involvement with pride, a sense of accomplishment and expressed a

tremendous learning experience. They had rnany fond memories because of

their involvement and made great friends along their way.

r COMMENTS FROM PERSONAL INTERVIEWS

The rnajority of these intewiewed mentioned that they were very shy as

young children and needed to learn to socialize and interact in a setting away

frorn their parents and outside their home environment. Extra-curricular

involvement taught them to overcome their shyness and gain confidence in a

non-threatening environment. One commented; "1 becarne more social and

learned what a comrnunity is al1 about and how to relate to others". Another peer

helper mentioned " 1 got a sense of self-worth, built confidence and had the

courage to be me and be proud of being me". They began their enrollment at an

early age due to parental motivation or because a close friend or sibling would

tag along. As they got older they started to choose their involvement

independer?tly of friends or siblings but for the love of the activity itself, Some

mentioned that a 'cliquey' team made them quit. Others considered this an

additional challenge and tried harder to make things work out. None of the

interviewed felt an obligation to be part of an activity due to loyalty to a coach,

leader or captain. Trust in leadership was not very important, however, trust

among teammates or friends was.

In addition to the many personal, interpersonal and social skills that the

peer helpers experienced due to their extracurricular engagements one individual

surnmarized it as follows; "it was the process as a whole, which I consider an

evolution to my educational experience, I became more flexible and accepting of

differences".

4.1.4 ACTIONS AND BEHAVIORS THAT NURTURE ADOLESCENT ~NVOLVEMENT

(Question # 61 : Based on your experience, what actions or behavior of adults

nurture a teenager's involvement in extra-curricular activities or leadership role

involvement)?

Surnmary:

Be genuinely interested in teen and their activities 1 36 Provide personal support and guidance, praise and motivation 1 36 Be willing to listen and ask questions regarding activity 1 24

Adults should be a role model by being active and involved thernselves 1 24 Believe in their abilities, give responsibilities, don? make assumptions 1 20 Promote positive aspects of involvement (beyond grades and school, real

life situations, life experience, importance of their role in activity

Offer the opportunity to participate (diversity, provide resources)

(this increases the teens self-worth and confidence)

I Show support through attendance at events, driving to events or games ?6

1

Let teen's choose their own activity and involvernent I

14

Be positive and show enthusiasm for the activity 1

8

Be flexible

Encourage teen to follow dreams and goals

6

6 t

Provide rnaterial and financial support t

4

Allow to be involved as much or as Iittle I

4

Trust - keep promises and compIy to confidentiality 1

4

Speak on same level 2

Additional Comments:

They want to be accepted for who they are in an honest and positive way.

Two peer helpers wrote; "give us time and make us feel that we belong, that we

matter. Don't control, allow independence but give guidance if needed". The

popular saying -children learn what they Iive- seems to apply to this crowd of

young adults as a great nurnber of students wrote the comment "aduits should

lead by example by being involved themselves". To show a genuine interest in

the teenager and an understanding of the importance the activity has for the

teenagers seems to be a common request. They need hope, positive

reinforcement, fun and entertainment. Some commented that to make an activity

interesting, fun and Iaughter is very important.

Two students wrote that they were purely peer promoted, that neither their

parents nor other adults supported or motivated thern to get involved or take part

in activities-

P COMMENTS FROM PERSONAL INTERVlEWS

This question was not specifically addressed during the interview. However,

most peer helpers reflected on their parents' role as supporters. Those who

experienced very supportive parents used their parents as role rnodels for

support and encouragement. Others talked about teachers and coaches, scout

masters or friends however, to a much lesser degree. Those who were guided

less by parental but personal motivation and drive were not very specific in their

ideas and expectations of adult support.

4.1.5 ACTIONS AND BEHAVIORS THAT CAUSE BARRIERS TO A TEENAGER'S

INVOLVEMENT

(Questions # 62: Based on your experience, what actions or

behavior of adults cause barriers to a teenager's involvement

in extra-curricular activities or leadership role involvement)?

Summary:

Negativity and Criticism

Lack of encouragement, support and guidance

Parents not showing enough interest or taking part in teen's extra-

cumcular activity (asking about achievements or performance, listening,

drïving them, attending events etc)

Not recognizing the teen's abilities (not giving thern responsibility)

Too much pressure to succeed in activity, expectations on teen too high

Not being flexible - too many rules and restrictions reg, involvement,

authoritarianism

Not allowing the teenkhild to choose an activity or IeveI of involvement

according to their own interests

Forcing teedchild to get involved or stay involved

Negative perception about extra curn'cular activity

Focus on negative aspects of involvernent (influence on grades, rather

earn real money, stereotyping involvement and activity)

Not recognizing the teen's ideas and thoughts - - - - - -

Belittling

Transportation issues (not willing to give them a ride or cornplain about

giving thern a ride - 5 rural, 2 suburban)

Parents being too involved in their teen's extra cumcular activity (no

pfivacy, srnothering)

Not being a role model but expecting it from the teen (be involved

( themselves) 1 1 Praise in front of others (being singled out)

I

Cost of activity 1

3 I

Additional Cornmenfs;

Some students talked about their experience as children, others about

their teenage years and a srnaIl number referred to their experience as peer

helpers. The majority of cornrnents came across as being very personal and

clearly reflected their own frustrations as they were growing up. A few sounded a

bit angry and resentful which rnay have been the result of a negative experience

in this regard. Moreover, as a collective they seemed to request support,

guidance and hope in order to feel cared for and appreciated. They want to feel

needed and have a sense of belonging and mattering. They resent adults who

don't care, are not interested about their life or their achievernents outside of

school or grades.

Not Iistening

r COMMENTS FROM PERSONAL 1NTERVlEWS

This question was not specifically addressed during the interview. Students

who had a positive experience and accredited their growth and development to a

large degree on their extra-curricular involvement and their parental support did

3

not specifically comment on barriers induced by adults. What they did comment

on, however, was the fact that all children and teens should be given the

opportunity to participate regardless of geographic location, household income,

class, gender or race. Three of the interviewed mentioned that parents should be

given the opportunity to help out in extracurricular activities at school to increase

availability and diversity of offered programs and activities.

4.2.Testing' of Hypotheses

The fundamental questions in this study focused on the youths' motivation

to get involved in extracurricular activities, the reasons for çtaying involved, the

role that adults play in nurturing or preventing such an involvement, as well as

the impact involvernent had on the youths' level of self-esteem and leadership

skill development. From the diverse information a distinct pattern was observed.

Hypothesis I r Initial motivation is not dependent on a proactive

relationship with a parficular individual or group rather on the

opportunities available fo the youfhs.

This hypothesis was rejected, as it was not supportive to either the rural or

the urban sample group. Availability of opportunity proved not to be an issue to

our sample group. The initial motivation to get involved was due to a proactive

relationship with a particular individual or group and the subjects' personal

interest or motivation. Our subjects ranked personal reasons in getting involved

highest, followed by the encouragement of a particular person and thirdly due to

social opportunities.

Table 2:

Athletics and Sport Teams at School Q 14 -19

Initial Motivation to get Involveci

Clubs or Student Govemment Q 20-25

Community Groups Q 26-31

Urban Activities

Sports and Rec. Programs Q 32-37

Volunteer Organizations Q 38-43

Rural

Spiritual Groupls Q 44-49

Hobbies Q 50-55

Persona1 Reasons Individual told me

Persona1 Reasons Individual told me

Persona1 Reasons Social Reasons

Personal Reasons Social Reasons

Personal Reasons Individual told me

Personal Reasons Individual told me

Persona1 Reasons Social Reasons.

Persona1 Reasons Individual told me

Personal Reasons Individual told me

Personal Reasons Academic Reasons

Individual told me Personal Reasons

A single individual mentioned availability of opportunities to engage in

Persona1 Reasons Individual told me

Personal Reasons Individual told me Academic Reasons

extracurricular activities as an issue and this particular individual went to school

in a big city. The initial motivation during Junior High School and High School

was based on an individual's personal interest for the specific activity. Secondary

reasons were due to the motivation of a particular individual followed by social

reasons or academic considerations for both rural and urban teens cornbined. All

three streams (open-ended questions, Iikert-scale questions, personal interviews)

of data collection supported these findings. Peer helpers made reference to the

importance of parents, friends or siblings and the fact that most were rather shy

before and during Junior High School thus needing the support of their loved

once. Moreover the reason for participation in extracurricular activities before

Personal Reasons Individual told me Academic Reasons

Junior High School was primarily due their parents' initiative. Those who had very

involved parents considered their behavior as role models and accredited

parental support for much of their own achievements. Teens who had little to no

support acted on their own initiatives and used the help of some teachers,

coaches or other particular adults as their main source for support and

encouragement-

Although the majority of individuals in our sample group identifieci

thernselves as having initiated involvernent in extracurricular activities personal

interviews revealed that peer pressure from individuals or social groups were

very influential factors during their decision making processes. Because the

majority of the peer hetpers had a wide range of extracurricular activities

available in their schools or community, availability of opportunities was not an

issue.

Hypothesis 2: Youth will stay involved in extracurricular activities and/or

move on fo take up leadership responsibilities depending on positive past

experiences in combinafion vvith the recognifion gained through their

in volvemen t-

Hypothesis two was partially accepted. The decision to accept a

leadership role was not simply based on positive or negative past experiences

but rather was due to an adolescent's availability of time to this cornmitment. In

addition peer pressure during Junior High School was often perceived as

impeding their involvement yet in High School peer pressure decreased and their

overafl level of involvernent increased. In Junior High School about half of the

respondents felt a tremendous pressure by their peers to succeed socially. This

kept them from trying out new activities for fear of failure or rejection.

Accordingly, participation rates for much of the activities during this period of time

was slightly lower compared to their High School years. During High School most

peer helpers felt less dominated by peer pressure and were rnuch more

motivated to engage in new activities at school or in the cornrnunity. The

following tables depict rural and urban fernale and male levels of involvement

across the seven activities studied between Junior High School, High School and

University.

Table 3: RURAL - LEVELS OF INVOLVEMENTACROSS THE SEVEN ACTMTIES, FEMALE vs MALE f = INVOLVEMENT INCREASED, .L = INVOLVEMENT DECREASED. % = ROPORTlONAL

Activities

Question 14/19: athletics or sports teams at school

Question 20/25: clubs or student governments

Question 26/31 : community groups

Question 32/37: sports + rec. programs

Question 38/43: volunteer organizations

Question 44/49: spiritual groups / activities

Question 50155: hobbies on a regular basis

sex

F C

M 4.

F C

M &

F 1

M .L

F 1

M 'r

F &

M .L

F 3.

M 4

F 3-

M C

lnvolve

ment

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1-2 3

- O

1 -2 3

O 1-2 3

O 1-2 3

O 1 -2 3

O 1 -2 3

O 1-2 3

JHS / %

18 77 4

(81 ) O 80 20

(1 00) 4 35 61

(96) O 60 40

(1 00) 29 60 1 1

(71 ) 40 40 20

(60) 18 67 15

(82) 40 60 O

7 86 7

(93) 40 60 O

(60) 56 44 O

(44)

20 80 O

(80) 15 67 18

(85) 20 80 O

(80)

H S I %

14 82 4

(86) O 80 20

(1 00) 4 32 64

(96) O 60 40

(1 00) 23 63 14

40 40 20

(60) 34 61 5

(66) 20 80 O

oop(p 5 86 9

(95) 40 60 O

(60) 55 45 O

(45)

20 80 O

(80) 14 72 14

(86) 20 80 O

(80)

University / O h

48 51 O

(51) 20 80 O

(80) 19 77 4

(81 ) 20 80 O

(80) 50 50 O

(50) 67 33 O

(33) 42 58 O

(58) O

1 O0 O

- - - - 1 00) 1 1 89 O

(89) 100 O O

(O) 83 17 O

(1 7)

80 20 O

(20) 40 60 O

(60) 40 60 O

(60)

TABLE 4: URBAN - LEVELS OF INVOLVEMENT ACROSS THE SEVEN

I

a

Activities

Question 14/19: athletics or sports tearns at school

Question 20/25: clubs or student governrnents

Question 26/31: community groups

2uestion 32/37: sports rec. programs

luestion 38/43: rolunteer xganizations

luestion 44/49: ipiritual groups / ictivities

(43)

sex

F 4

M 7.

F 'r

M 4

F J.

M &

F l.

M 7-

F &

M T

F J-

Question 50155: hobbies on a regular basis

(43)

lnvolve

ment

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

O 1 -2 3

M J.

F C

M 4

(28)

JHS I %

41 53 6

(59) 34 66 O

(66) 7 42 51

(93) 7 67 27

(94) 35 55 10

(65) 46 1 47 7

(54) 18 68 13

(60) 40 60 O

(60) 19 66 15

(81) 40 60 O

(60) 57 39 4

O 1 -2 3

O 1 -2 3

O 1 -2 3

HSI%

41 54

5 (59)

31 69

O (69)

6 42 52

(94) 6 69 25

(94) 36 55 9

(64) 44 50 6

(56) 34 60 6

(75) 25 75 O

(75) 19 67 14

(81) 44 56 O

(56) 57 39 4

80 20 O

(20) 15 62 23

(85) 40 60 O

(60)

University / %

56 44

O (44)

24 76

O (7'6)

5 95 O

95) 14 86 O

(86) 59 41 O

(41 ) 76 12 12

(24) 42 58 O

(42) 58 42 . O

(42) 11 89 O

(89) 31 67 O

(67) 72 28 O

75 25 O

(25) 15 62 23

(85) 38 62 O

(62)

97 3 O

(3) 29 71 O

(71) 52 48 O

(48)

FIGURE 1 : RANKING OF INVOLVEMENT ACROSS THE 7 ACTMTIES: FEMALE 1 MALE - RURAL 1 URBAN

Ranking of lnvolvement Fernales: Rural 1 Urban

i Femaies Rural ' Fern-zdes Uh j

Extracurricular Activities

Ranking of Involvement Males: Rural 1 Urban

Extracunicufar Actnritieç

50

FIGURE 2: LEVEL OF INVOLVEMENT ACROSS THE 7 ACTWITIES: FEMALES, RURAL / URBAN - JUNIOR HIGH SCHOOL, HIGH SCHOOL, UNIVERSITY

Level of lnvolvement for Rural Females: JHS, HS University

loa

90

80

70

60

50

40

30

20

10

O

Exreacu nicu lar Activities

Level of lnvolvement for Urban Females: JHS,HS University

r I

Schod CIubs+sgw Carnmunny gr Spom*Rcc Voluntetrorg. Spimual gtups Hcbkm spnearns

Extracurriculae Activities

FIGURE 3: LEVEL OF ~NVOLVEMENT ACROSS THE 7 ACTNITIES: MALES, RURAL URBAN - JUNIOR HIGH SCHOOL, HIGH SCHOOL, UNIVERSITY

Level of lnvoivernent for Rural Males: JHS, HS, University

Extracurricular Activities

Level of Involvement for Urban Males: J HS, HS, University

'Fi MALE U

Extracu rrïcu lar Act iv ities

TABLE 5: REASONS T0 STAY ~NVOLVED

Urban Activities Rural

Personal Reasons Social Reasons

I

Clubs or Student Govemment Q 20-25

Athletics and Sport Teams at School Q 14 -29

Community Groups Q 26-31

Personal Reasons Social Reasons

Personal Reasons Social Reasons

Sports and Rec. Programs Q 32-37

Persona1 Reasons Social Reasons

Persona1 Reasons Social Reasons

Volunteer Organizations Q 38-43

Persona1 Reasons Social Reasons

Persona1 Reasons Social Reasons

Spiritual Group/s Q 44-49

With a few exceptions the teenç' level of involvement decreased and their

reasons for staying involved changed between Junior High School and

University. Overall levels of involvement behiveen Junior High School and High

School increased siightly which could be due to a decrease of perceived peer

pressure. However, once they entered University levels of involvement (with few

exceptions) decreased. Personal gains based on their involvement were diverse

yet meeting new peopie and making new friends, gaining confidence and

leadership skills were on the top of their list. They were very clear in describing

the behaviors and actions of adults they considered as being beneficial to their

involvement and those they disliked or felt were causing barriers. In support of a

teen's involvement in extracurricular activities were adults, who were genuinely

Personal Reasons Social Reasons

Personal Reasons Individual told me

Hobbies Q 50-55

Personal Reasons Academic Reasons

1

Persona1 Reasons Individual told me

Personal Reasons Academic Reasons

Personal Reasons Social Reasons

Personal Reasons Academic Reasons

interested in the teen, provided honest supportive praise and guidance, personal

encouragement and were willing to listen and ask questions about the activity

and the youth herlhimseif. Behaviors that were identified as negative were

criticism and negativity, lack of support and guidance and not showing enough

interest in the teen and their activity. It is quite obvious that a positive past

experience was an important factor for a teenager to continue involvernent in an

activity. However, availability and priority of free time proved to be just as

important. Those who became leaders did so for various reasons, which are

grouped into three distinct trends. One group mentioned that their decision to

take on a leadership role was often a question of available time regardless of

ability or desire to do so. The second group kind of 'slipped' into a leadership role

without much consideration. The third group clearly wanted to be in a leadership

role and they generally worked hard to get there. Out of the eleven people

interviewed only one individual had no prior experience in a leadership role. As a

peer helper at the University of Guelph al1 of them were in leadership positions as

peer helpars during their study. for which they get prior training, a small

honorarium or a course credit and plenty of recognition from the student

community.

AI1 in al1 a decrease of involvement or lack of involvement in a leadership

position is not primarily based - on negative experïences or dissatisfaction

regarding the activity but as rnuch due to increased time constraints on a teens'

daily schedule and relocation of residence (moving away from home to attend

University).

Hypothesis 3: Exfracurricular involvement has a positive impact on self-

esteem and iea-dership skiIr development.

Hypothesis three is supported in ail seven activities- Overall

involvement had ciearly made a positive impact on the teens' leadership skill

development and level of self-esteem. The only exception refers to urban males

and their engagement with spiritual groupslactivities as close to half the number

of peer helpers experienced a decrease in leadership skill development and self-

esteem.

In general rural teens experienced the biggest benefit with regard to

leadership skill development (five out of seven activities) and urban teens in the

area of self-esteem (four out of seven activities). Interestingly, school sports and

community sports (park and recreation) were the only activities were males

experienced higher ievek of self-esteem and leadership skills compared to

females. It was also in school sports and community sports where females noted

some negative experiences regarding self-esteem and leadership skill

development. The average score for self-assessrnent in leadership skills were

ranked eight out of ten by both rural and urban females and males. Rural teens

had â. higher proportional percentage of individuals who ranked themselves over

eight (r=25%, u=20%) and urban teens a slightly higher proportional percentage

of individuals who ranked themselves under eight (r=36%, u=37%). The average

self-assessment score on self-esteem was also eight with urban teens having a

marginally higher average score over eight (r=40%, u=41%) and rural teens a

higher score on individuals under eight (r=25%, u=i 9%). Their self-assessrnent

scores referring to individual conduct of leadership, feelings of self-esteem and

public confidence varied slightly between rural and urban youths (Table 8).

Table 6: LEVEL OF SELF-ESTEEM: MNKING FEMALE vs MALE, RURAL vs URBAN

Subcategories

Athletics and Sport Teams at School Q 17 -18

Clubs or Student Government Q 23-24 Comrnunity Groups Q 29-30

Sports and Rec. Programs Q 35-36

Volunteer Organizations Q 41-42

Spintual Groupls Q 47-48

Hobbiea Q 53-54

4 = Decreased, +/- = Neilher lncreased nor Decreased, ?' = Increased, % = Proportional

Self-esteem Ranking Self-esteem - Female

Sex Ranking

Fernale = Urban (81)

Male = Rural (80)

Fernale = Rural (89)

Males = Rural (80)

Female = Rural (83)

Male = Urban (76)

Female = Rural (62)

Male = Rural (1 00)

Fernale = Rural (75)

Males = RurallUrban (33)

Female = Urban (62)

Self-esteem - Male

Rural %

& = 5 +/-= 34 ?' =61

$ = O +/-= 11 T = 8 9

$ = O +/-= 17 ?' =83

4 = 5 +/-= 33 '? =62

$ = O +1-= 25 'r =75

& = O

4 . 1 $ = Q ?. = O Fernale = Rural (74) Rural = 124

Geographic Ranking

Rural = 141

Urban = 143

Overall = Urban teens

Rural = 169

Urban = 154

Overall = Rural teens Rural = I l 6

Urban = 147 Overail = Urban teens Rural = 162

Urban = 107

Overall = Rural teens

Rural = 108

Urban = 106

Overall = Rural teens Rural = 80

Rural O/O

& = O t l -= 20 '? =80

3. =O 4.1-= 20 ?' = 8 0

$ = O +1-= 67 1' =33

& = O +/-= . O ? = IO0

$ = O +/-= 67 1' =33

----,

& = O +l-= 75 '? =25

Urban O/O

& = 4 +/-= 15 ?' = 8 1

4- = O t1-= 25 'r = 7 5

$ = O +/-= 29 '? =71

J = 6 t1-= 37 7' = 5 7

& = O +1-= 27 'r =73

& = 3

1.1-= 26 1' =74

Urban %

$ = O +/-= 38 1' =62

3. = O +l-= 21 ‘r =79

$ = O +/-= 24 ? =76

& = O +1-= 50 ? =50

& = O +/-= 67 T =33

4 = 4 0 +/-= O 'T' =60

Male = Urban (60) +1-= 45 1' =55

+1-= 40 'r =59

Urban = 122 +1-= 35 ? =62

= Urban teens

+/-= 50 1' =50

+l-= 32 ? =68 Male = Urban (68) Urban = 127

Overall = Urban teens

Table 7: LEVEL OF LEADERSHIP SKILLS: RANKING FEMALE vs MALE, RURAL vs URBAN

1 Leadership - Female 1 Leadership - Male Leadership Skill Ranking Subcategories I Rural % ( Urban % ( Rural %

Athletics and 4 = O Sport Teams +/-= 44 at School ? =56 Q 17 -18

Clubs or & = 0 Student +/-= II Government f' = 89 Q 23-24 Cornmunity 4 O Groups +/--- 11 Q 29-30 T =89

Sports and Rec. Programs Q 35-36

Volunteer Organizations Q 41-42

Spintual $ = O $ = O 4 = O Group/s +1-= 50 +/-= 49 +/-= 25 Q 47-48 'r = 5 0 T = S I 'r =75

Urban O/i Sex Ranking

Female = Urban (67) 4.1-= 33 Male = Rural (80) ? =67

I

5. = O 1 Female = Rural (89) +/-= 24 Males = Rural (80) ? =76

1

3. = O 1 Fernale = Rural (89) +1-= 24 Male = Urban (76) 'r =76

5. =O 1 Fernale = Rural (65) +1-= 50 Male = Rural (100) 7' = 5 0

$ = O Female = Rural (86) +/-= 56 Males = Rural (67) 'r = 4 4

1 = 57 1 Female = Urban (51) +/-= 29 / Male = Rural (75) 1' = 1 4

$ = O Female = Rural (73) +/-= 42 1 Male = Urban (58) '? =58

Rural = 169

Urban = 162 I

Urban = 146 I

Urban = 110 I

Urban = 120

Urban = 65 I Overall = Rural teens Rural

Urban = I l 4

4 = Decreased, +/- = Neither Increased nor Decreased, 7 = Increased, % = Proportional

Table 8: SELF-ASESSMENT FOR LEADERSHIP SKILLS, SELF-ESTEEM AND LEVEL OF CONFIDENCE % = Proportional Percentages

MALE r

QUESTIONS

Can you speak in public with confidence

Can you solve problems independently and accurately Can you lead people without much supervision of a boss Do you feel cornfortable in a crowd without knowing

, rnany people Can you defend your opinion logically and politely

Are you aware of your strengths and limitations

Do you try to make decisions based on impartiality

Do you gain energy from being around people

Do you gain energy from helping others

Do you enjoy having power over others

URBAN RURAL FEMALE

Yes %

87

94

95

76

92

97

90

73

92

32

Yes %

93

97

93

71

93

90

92

83

1 O0

39

No%

13

6

5

24

8

3

10

27

8

68

No %

7

3

7

29

7

10

8

17

O

61

Yes (%O

88

93

95

75

92

96

89

76

95

28

Yes %

90

100

90

63

93

90

95

70

90

59

No %

32

7

5

25

8

4

21

24

5

72

No ?40 10

O

1 O

27

7

I O

5

30

10

41

Below a short summary for each of the seven extracurricular activities is

provided.

School-based athletics and sports teams; There was a gender as well as a

geographic difference in regards to involvement in this activity. Levels of

involvement for urban teens were lower than rural teens and level of female

involvement was lower than male involvement, Involvement for rural teens

decreased between Junior High School and University for both gender groups.

For urban teens female enrollment decreased while male enrollment increased.

Out of the seven activities rural males ranked involvernent for school-based

athletics and sports teams together with clubs and student govemment as

highest. Their urban counterparts ranked it third. The ranking of female

involvernent was forth for rural females and sixth for urban females. Primary

reasons for getting involved and staying involved were personal. Secondary

reasons for embarking on this activity were due to the encouragement of a

particular individual. However, secondary reasons for staying involved were of a

social nature for both geographic areas. Participating in this activity fostered a

growth in the level of self-esteem and leadership skills for females and males

both rural and urban yet rural males and urban females were higher in their

proportional percentages compared to their counterparts. Overall, urban teens

had the highest proportional percentage in the level of self-esieem and rural

teens the highest proportional percentages in the level of leadership skill

developrnent.

Clubs or student qovernment; This was the activity with the highest level

of involvement during Junior High School and High Schooi for both gender

groups and geographic areas. The only group where involvernent slightly

increased from Junior High School to University was in urban females. For the

other groups the level of involvement decreased from Junior High School to High

School to University. Primary reasons for al1 teens to start and remain in this

activity were personal, followed by social reasons. Proportional percentages for

self-esteem and leadership skiils were highest among rural females and males.

However, rural teens received the overall highest proportional percentages in the

level of leadership skill development and self-esteem for their involvement in

clubs or student governrnent.

Community ~roups; The level of involvement in community groups was

higher for females compared to males particularly for rural females. Overall

ranking for females and males was sixth. A clear decrease in participation in this

activity wuld be observed after entering University. This might be expected as

the majority of peer helpers moved away from home. Primary reasons for getting

involved with community groups were personal, followed by the encouragement

of a particular individual. However, they continued to stay involved because of

reasons irrespective of gender groups or gecgraphic areas. Al1 of the involved

perceived an increase in self-esteem and leadership skills with rural females and

urban males receiving the highest proportional percentages. Overall, urban teens

noticed the biggest change in self-esteem and leadership skills development due

to their involvement in community groups.

After school sports and recreational proarams; participation in community

based sport and recreational programs had a diverse impact on the sample

group. The activity ranked fourth for both rural and urban fernales and males.

The ievel of involvernent decreased from Junior High School to University with a

slight increase for urban teens during their High School years. It is interesting to

note that the level of involvement for rural males increased steadily from 60% in

JHS, to 80% in HS, to 100% in University. Prirnary motivation across ail four

groups was personai and except for urban teens secondary motivation was

social. Urban teens considered the support by a particular individual as

secondary reason for their involvement. All in all, rural teens had the highest

proportional percentages in both self-esteem and leadership skill development as

a result of participating in comrnunity based sports and recreational programs.

Volunteer orqanizations; Involvement of urban teens in volunteer

organizations increased from Junior High School to University while the rural

teens overall involvement decreased. None of the rural males were involved in

any voluntary organizations during University. Rural and urban females ranked

involverneni in this activity second yet rural and urban males ranked it fifth

Primary reasons for getting involved and staying involved wece personal for both

geogiaphic areas. Secondary reasons for rural teens were the influence of a

particular individual and urban teens were academically motivated. Rural femaies

and males registered the highest level of leadership skill development. With

regard to self-esteem rural females scored the highest and for males both

geographic area scored the same. Overall the rural teens ranked this activity

highest for both for self-esteem and leadership skill developrnent.

Spiritual qroups; In al1 four groups involvernent in this activity decreased

between Junior High School and University. The majority of teens from rural

areas mentioned that the prime reason for their involvement during Junior High

School and High School was because someone told them to do so. Urban teens

chose themselves to be involved. However, the majority made reference to the

fact that they "had to" go to church and were told to do so by their parents.

Interestingly though, the decision to rernain involved was based on their decision

and personal interest. Nevertheless, rural and urban teens ranked involvement in

this activity last. There was an increase in the level of self-esteem for most of the

teens. However, 40% of urban males considered an involvement with spiritual

groups as having had a negative influence on their level of self-esteem and 59%

perceived a negative influence on their level of leadership skill development.

Rural males and urban females experienced the highest level of leadership skill

development and urban teens experienced the highest benefit in regards to self-

esteem. Overall, urban teens had the highest proportional percentages in self-

esteem and rural teens in leadership skiII development due to their involvernent

Hobbies; lnvolvement between Junior High School and University .

decreased for both gender groups and geographic areas and the activity was

ranked third by females and males alike. The primary reason for getting involved

as well as staying involved was personal. Secondary reasons for starting this

activity were due to the encouragement of a particular individual yet they stayed

invofved because they were acadernically motivated. Rural females and urrban

males registered the biggest change in regards to self-esteern and leadership

skill development. Overall, urban teens experienced the most positive charnges

due to their involvernent in hobbies on a regular basis. (Figure 2 and 3 provi de a

visual depiction of this data).

Fiqure 4: LEVELS OF SELF-ESTEEM AND LEADERSHIP SK~LLS ACROSS THE 7 ACTNITIES: FEMALE - MALE

LeveI of Self-esteem: Female-Male

i male I

l +

School sp i t eans Clubs+sgw Community gr Sports+Rec Volunteer org. Spiritual gnips Hobbies

Extracurricular Activities

Level of Leadership Skills: Female-Male

+- Schooi spneams Clukesgcw Cornrnunity gr Sportç+Rec Voimîeer mg. Spiritual gmps Hobbies

Extracurricular Activities

Figure 3: LEVELS OF SELF-ESTEEM AND LEADERSHIP SKILLS ACROSS THE 7 ACTMTIES : RURAL U RBAN

LeveI of Self-esteem: Rural-Urban

School spneams Clubs+sgw Spiritual grups Hobbies

Extracu rricu lar Activities

Level of Leadership Skills: Rural-Urban

School splteams Clubs*sgov Community gr Sports+Rec Volunteer org.

El urban 'Ir3

Spiritual grups Hobbies

Extracurricular Activities

66

Contrary to previous preconceptions no siriking differences were observed

in ouf sample group between rural and urban adolescents recollection regarding

availability of extracurricular activities in their schools and communities.

However, geographic and gender differences were observed with regards to level

of involvement and perceived benefits due to their involvement. The behaviors

that adolescents identified as positive in a relationship with adults during

extracurricular engagement were genuine interest in the teen and the activity,

motivation, support and encouragement and having offered the opportunity to

participate. Negative behaviors included criticism and negativity, lack of

encouragement or guidance and failing to recognize their abilities. Except for

spiritual group involvement al1 peer helpers believed involvement in

extracurricular activities positively influenced their level of self-esteern and

leadership skill development. Because there was a random self-selection of

subjects within the focus group no generalization of findings can be made to the

wider adolescent population however generalization of findings can be made to

the peer helpers at the University of Guelph.

Chapter 5

5.1 Discussion

Regardless of the type of activities the teens chose to participate in, the

effect it caused or the support or lack thereof they experienced from adults, they

al1 shared a common occurrence - an experience of transition. Their experience

of transition based on their involvement in extracurricular activities was mostly

successful and clearly led to happiness and fulfillment for this unique sample

group. Farnily, peers or specially identified individuals played a crucial role in

assisting teens with the outcomes of transition. Based on these research findings

no clear differences could be observed between rural and urban teens' needs for

entertainment, support or guidance. Differences could be observed however, in

the degree of involvernent and the perceived benefit due to their involvement. In

the foilowing section we look at themes and trends identified through this

research and how these findingç relcite to the above mentioned literature review.

Based on information from the current iiterature rural teens are described

as having special needs and requiring more support and guidance from adults

and their community compared to their urban counterparts (Coleman 1994,

Smithmier 1994, Hine and Hedlund 1994). In our sample group no such trends

could be observed. According to personal interviews and comrnents written in the

open ended questions rural adolescents seemed to have experienced very

similar issues with family, friends or in school. Also, some authors have identified

rural youth as having Iower levels of self-esteern compared to urban youth

(McKenzie (1 994). Only a very small difference could be observed between rural

and urban adolescents perceived level of self-esteern in school-based activities

but slightly higher differences for activities that were privately organized and

sponsored. Overall rural youth received higher proportional percentages in self-

esteem in three out of seven activities compared to urban teens, who had higher

proportional percentages in four out of seven activities. By contrast, the average

self-evaluation score on self-esteem was eight out of ten for both geographic

groups. For the majority of our data variance between rural and urban levels of

self-esteem was small making a cIear interpretation of findings without the

support of further research.

The literature identified persona1 and social characteristic -among others

the degree of parental involvement, the size of an adolescent's family, the level

of education of parents, the youthJs birth order or environmental-school issues

etc- as having a particular impact on adolescence participation in extracurricular

activities (Boocock-Soderberg 1997., Morris 1992., Holland and Andre 1987). In

our study the degree of parental involvement ranged from being very involved to

not being involved at all. The average family size was four and the average birth

order was first born. The level of education for mothers and fathers was a

university degree for both rural and urban teens alike. The average grade in

Junior High School for rural teens was 81 -85% and urban teens 86-90%. In High

School the average grade for both rural and urban teens was 86-90% and in

University it was 76-80%. The average school size for JHS was 200-500 and for

HS 800-1500 for both geographic areas alike. Again no clear distinctions

between rural and urban, personal-, social-, environmental-, or school-based

differences could be observed that could have had a distinctively positive or

negative influence on extracurricular engagement.

A number of researchers remarked that as a whole, rural youth need more

comrnunity support, have little ability to obtain and maintain socio-econornic

opportunities and training and are generally considered to be more vulnerable to

stressors such as being geographically isolated from consumer centers, lack

public transportation and are isolated from peers (Coleman 1994, Smithmier

1994., Hine and Hedlund 1994). None of this was observed in our rural sample

group. The rural teens enjoyed great support frorn parents, family or friends.

They were able to participate in a wide range of activities, appeared to have had

a well-balanced adolescence (based on information frorn personal interviews),

enjoyed the Company of friends and consumer goods and their parents generally

provided transportation to and from their activities. In addition, al1 of the

intewiewed peer helpers who grew up in rural areas were very active in their

community and enjoyed community support. One started a swirn teamiclub,

another peer helper organized a youth group, there was one who initiated a

Christmas hamper for adolescents in her area, and one functioned as a student

representative during negotiations for Bill 160 for the Huron County. All in al1 they

were very active in their community and seemed to have achieved not just

temporary but long lasting changes as a result of it.

A comrnon theme repeatedly referred to in our research and a topic well

documented in the literature is peer pressure. During Junior High chb bol our

sample group commonly perceived peer pressure as having been negative and a

hindering block to personal growth and development. Many peer helpers felt

intimidated to venture into unknown territory for fear of ridicule or failure. As

Bednar et al (1996) wrote, fear of ridicule or failure is ofien based on the

assumption that it is the outcome rat'her than the means to the end that is

important. They write; "self-esteem is thought to be a by-product of winning or

achieving some goal, a cornpetitive process in which trust and cooperation are

irrelevant goals" (Bednar., Scott., Petetrson 'l996:348). Our peer helpers clearly

experienced these pressures. Conse+quently family and friends provided a

needed support net for the teens to feel self-assured in their pursue of extra-

curricular engagement. Later on during middle to late High School years peer

pressure was identified as becoming more positive in nature and a direct support

frorn parents started to wean. This nnay explain an increase in the levei of

involvement of our subjects (both school and comrnunity based) for most

activities during their High School years -

The subjects identified secondary reasons for getting and staying involved

as being social in nature supporting the argument that peers are necessary and

crucial in helping adolescents make successful transitions in their search for self-

identity (Carr, 1996). Carr goes on to Say that while many families assist teens in

finding out who they really are and help them feel proud and confident about their

unique traits and abilities, a peer group may often be more accepting of the

thoughts, feelings and actions associated with this search of self-identity. The

focus group in this study identified peers as having played a big part in their

personal experience of extracurricular involvement. Moreover, specific individuals

were likewise considered to have influenced their experience of transition.

Ninety-three percent of rural youths and seventy-nine percent of urban youths

mentioned having had a specific individual or individuals in support of their

extracurricular involvement. Parents were ranked first, foilowed by a particular

teacherfs, the mother, a combination of parents and teachers, parents-teachers-

coaches or other combinations of people from the community, the schools, the

church, extended family or friends. Since parents were identified as having been

the major source of support it is of no surprise that 96% mentioned still being in

contact with these individuals-

Teens who initially labeled themselves as having been very shy and family

oriented before and during Junior High School gradually became more

community and peer group oriented which increased their levei of independence,

confidence and self-esteem. Our subjects clearly recognized the impact their

peers had on their well being (or for some the lack thereof). In High School it ws.3

the peers rather than the adults who fostered a continued involvement w%r: sr!

activity. Although peers were considered as the primary factor for %+kg

'cornfortable' and creating a sense of belonging in a group or activity it cemains

that the original rnotivator for their involvement was a particular adult, parenus,

teacher, coach or friend.

It is interesting to note that the words used By our sample group to

describe an 'ideal' adult in support of a teen's involvement in extracurricular

activities are sirnilar to the terminology identified by Battle (1990). According to

Battle (1990) the four key conditions for successfully interacting with youth in

promoting a positive effect on their level of self-esteem are mutual respect,

unconditional love, positive encouragement and reflective listening. Our subjects

used phrases Iike willingness to Iisten and ask questions, genuine interest in teen

and activity, motivation, support and encouragement and to offer the opportunity

to partici pâte.

5.2 Theoretical Support of Findings

Many of the traditional social learning theories and approaches to the

understanding of the origins of self-esteem tend to accentuate social and

interpersonal learning. They suggest that individuals gradually acquire beliefs

about themselves based on reflections and views that their social environment

provides about themselves. In other words people corne to view and value

themselves in much the same way in which they are viewed and valued by

others- This would mean that individuals experiencing high levels of approval,

affection and praise particularly from significant others would have high levels of

self-confidence and self-esteern compared to individuals with less favorable

social environments (Bednar and Peterson 1995). According to this proposition

an individuals' self-evaluation, self-talk and self-thought would have little to no

impact on herlhis psychological well being. However, research confirmed that

individuals from very favorable, nurturing and supportive social environments

might just as much suffer from debilitating self-doubts and low self-esteem as

could individuals from less favorable social environments (Allport 1961). Bednar

and Petersons (1995) write that an explanation for this paradox is based on the

notion that self-esteem does not necessarily Vary as a function of external factors

but due to a combination of intrapsychic and interpersonal feedback processes.

In other words it is a balancing act between external and interna1 feedback. To

achieve this balance an individual has to learn a range of coping and defense

strategies in order to deal with negative or positive feedback Higgins (1983)

designed a disparity modei to explain the importance of a balanced 'realistic self.

According to the disparity model there are three classes of self-conceptions; the

actual self (the perforrner of tasks), the ideal self (the fantasy), and the ought self

(the reasonable expectations)(Higgins 1983). If a discrepancy exists between

the actuai and the ideal self the individual is prone to suffer from depression. On

the other hand if an individual is experiencing a discrepancy between the ideal

self and the ought self then slhe is predisposed to anxiety. Moreover high levels

of discrepancy between the three classes of self may lead to low levels of self-

esteem.

How can Bednar and Peterson's feed back system and Higgins

discrepancy model assist in explaining the impact of extracurricular involvernent

on adolescent's self-esteem and leadership involvement? The best way is to look

at the concept of self-esteem as a rnultidimensional entity that is neither fixed nor

uniformly infiuenced by the same factors across the life span. During early and

late childhood the level of parental involvement and guidance is highest and very

influential in the formation of a child's values and behavior. The majority of peer

helpers mentioned that although they were rather shy as children and early

adolescents that their parents' encouragement to participate in extracurricular

activities helped them to overcome this shyness and enjoy the activity.

Accordingly, a balance between internal and external feedback processes was

established and the level of anxiety in regards to the activity decreased. In High

School the parents direct involvement declined being partially replaced by their

peers. Throughout these processes an adolescent's ability to deal with rejection

or acceptance improves and persona1 coping and defense rnechanisms evolve.

This in return influences the youth's development of a realistic self (or sense of

self-worth) and herhis social identity. Moreover, acceptance of a realistic self

promoted favorable coping mechanisms in our sample group, which in return

generated favorabie self-evaluation and high levels of self-esteem.

During High School the overall level of involvement in extracurricular

activities increased. Most peer helpers mentioned that they were much more

willing to accept leadership positions during High School (they felt less anxious

and more self-confident) however time constraints often kept them from

participating in these duties. Reflecting back on the comments that peer helpers

made in regards to the benefits due to their involvement it is obvious that they al1

experienced a period of persona1 development and transition. A growing balance

between internal and external feedback processes evolved prornoting the

development of a realistic self and high levels of self-esteern which in return

fostered leadership involvement.

5.3 Youth Leadership Characteristics in Rural Communities: A Cornparison between the Guelph Study and the Brandon Manitoba Study

The Rural Development lnstitute at Brandon University in Manitoba

conducted one of the few Canadian studies focusing on rural youth leadership.

The reason for the research was to identify the useful skills the students learned

during their time as High School leaders as well as the desired skills they did not

learn. They found that leadership skills were rarely part of the curriculum. The

skills students learned because of their involvement were mostly due to their own

initiative but also due to parental and teacher resources. Student leaders typically

belonged to a variety of organizations and invaivement in student government

and clubs was the activity with the highest IeveI of involvement. Table 9 pictures

a cornparison between the findings of the Guelph study and the Brandon study.

Table 9: YOUTH LEADERSHIP IN RURAL COMMUNITIES: A COMPARISON OF DATA BETWEEN THE GUELPH STUDY (2000) AND THE RURAL MANITOBA STUDY (1 994)

1 1 GUELPH Study MANITOBA Study

SeIection of Subjects

I I

Randorn self-selection 1 Randorn selection

Method

Crosstabulations Proportional Percentages

Return Rate Total Number Ag& Range Statistics Used

Association Analysis Bar Graphs

Surveys, Persona1 Interviews Surveys

58% n = 127 1 9-32 (av. 21 ) SPSS VI0

38% n = I l2 1 5-35 Stats. Pak Gold

4

Activity with Highest Level of lnvolvement

Gender Distribution

Parental lnvoivement in Community

f = 83% m = 17%

Some parents were involved some not

!

1. Clubs and student govemments (r=98%, u=94%)

2. f = Volunteer organizations

rn = Sports + Rec.

f = 73% m = 27%

Most parents were involved in the community

1. Clubs and student Govemments (r=88%)

2. Community groups, Sports organizations

Most useful Skills Learned

How were S kills Learned (who got them involved)

Availability of Leadership Training at School

I I

Involvement after Leaving 1 Decreased in most activities 1 Decreased

Making friends, networking Confidence Leadership skills Communication + presentation

Self-rnotivated Parents motivated

Biggest Barrier to Leadership lnvolvement

Organization Networking Public speaking Team work Tolerance/cooperation Self-taught Parents taught

Ver j limited Very limited

Time Constraints Time Constraints

One difference between the two studies is the fact that the Brandon study

was based on findings frorn a random sample group whereas the study from

Guelph was based on data from a randorn self-selected group. The demographic

findings, however, were very similar in both studies so were the various issues

and concerns addressed by the subjects.

In surnmary the peer helpersJ experience with extracurricular activities was

mostly successful and clearly led to happiness and fulfillment for this unique

group of young adults. Only small visible differences could be observed between

rural and urban teensJ needs for entertainment, support or guidance. Differences

between rural and urban subjects were observed in the degree of involvernent as

well as the perceived benefits due to their invoivernent. Involvernent had a

particularly positive impact on the level of self-esteem in urban teens' and for

rural teens in regards to leadership skill development. These findings are in

support of the Brandon Manitoba study, which concluded that leadership

involvement during Junior and Senior High School was predictive of leadership

involvement in later Iife and that involvement with leadership rotes was very

much influenced by adolescents' availability of free tirne.

Chapter 6

6.1 Summary

The focus group for this research consisted of young adults between the

ages of 19 to 32 enrolled in the peer helpers prograrn at the University of GueIph.

A survey questionnaire was adrninistered (58% return rate) and persona1

interviews were conducted (8 women, 3 men). Quantitative data was analyzed by

using crosstabulations and proportional percentages and qualitative data was

analyzed by grouping answers into cornmon themes and trends. The findings

revealed that availability of opportunities was not an issue for our sample group

as both rural and urban youth had a wide range of extracurricular activities

available to them in schools and their local communities. Furthermore, the

decision to accept leadership rofes was not purely dependent on positive past

experiences with the activity but was equally dependent on the youth availability

of time in committing to these responsibilities. Last, involvement in

extracurricular activities had clearly a positive impact on the development of self-

esteem and leadership skills for both the rural as well as the urban youth.

Findings from this research should only be used in connection with the peer

helper population at the University of Guelph and may not be used in

generalizing to the youth population at large. Additional research is need to

support these findings by performing a large scale, long-term study including a

control group of similar demographic and geographic back ground-

6.2 Conclusions and Recommendations for Future Research

There is no one exclusive mode1 that would fit a typical young adult

involved in extracurricular activities. Although the peer helpers interviewed had

many similarities they Iikewise had many differences. The differences were

clearly a function of their individual personalities and Iife histories. The

sirnilarities rnay be a combination of positive energy, a vision for the future and a

desire to succeed and accelerate personally, sociaily and professionally. Some

had tremendous parental support and acknowledged this support as their prime

reason for being who they are and where they are now. Others had Iess to no

parental support and believed it was due to their own personal motivation and

energy that they have achieved great life skilis and many positive things in their

Iives. As one women wrote; " I became more social and Iearned what a

community is ail about".

One factor they exclusively agreed on was the great importance

extracurricular involvement had on their development. They stated that the

regular (just grade oriented) school curriculum could never have achieved this.

They strongly believed that every child 1 teenager should be given the opportunity

and support to participate in their own unique way if they wish to do so. In

addition to the variety of personai and interpersonal skius that these peer helpers

have accomplished due to their involvement in extra-curricular activities, one

individual summarized his learning experience as follows; "it was the process as

a whole, which I wnsider an evolution to my educational development, 1 became

much more flexible and accepting of differences".

lnvolvernent in extracurricular activities taught them to overcome their

shyness and gain confidence in a non-threatening environment. Most of our

subjects experienced negative peer pressure during Junior High School, which

caused a certain level of anxiety while engaging in activities. However, in High

School peer pressure was perceived as a positive motivator to participate and

their overall level of involvement increased during this time. One woman wrote; " 1

got a sense of self-worth, built confidence and had the courage to be me and be

proud of being me1'.

What we have learned from this study is that for peer helpers

extracurricular involvement during Junior and Senior High School was without

any doubt very influential to the current level of self-esteem and the degree of

participation in leadership roles. With few exceptions engagement in sports and

other community and school based activities was a precursor for current levels of

involvement for this unique sample group. Even though privately sponsored and

organized extracurricular activities proved to be very influential it was the school

based extracurricular activities, which had the greatest impact on self-esteem

and leadership skill development. It was also in the school based extracurricular

activities where the least amount of geographic and gender difference could be

observed. Clearly student clubs and student govemments were the activities with

the highest degree of involvement that had the biggest impact on adolescents'

self-esteem and leadership skills.

. Although information gained through this study has been rich and very

rewarding a number of questions remain unanswered. To understand the

important impact extracurricular involvement truly has on adolescent self-esteem

and leadership skill development a more comprehensive, long-term and large

scale study would be necessary.

A large-scale study would mean to include a control group with teenagers of

similar age distribution and geographic locations. This would include teenagers

randomly selected from schools and the community locally and nationaliy and not

just individuals from around major metropolitan areas. Most probably availability

of activities, transportation to and from the activities and reasons for involvement

would be different yet very exciting to examine. In addition it would have been

interesting to collect data concerning the parents' level of self-esteern and their

parenting style (as perceived by the teens) along with the parents' perception of

their kids' level of self-esteern and leadership abilities. Such data could provide

useful additional information regarding the interna1 as well as the external factors

infiuencing the growth and development of self-esteem and leadership

involvement in adolescents.

It is very important that program planning and development in Youth

Extension be based on valid research rather than on myth and stereotypes.

Particularly during tirnes of shrinking government support to rural schools,

programs and service clubs Extension could perform a needed and important

service. Extension could help narrow the gap between youth who have the

rneans to participate in extracuiricular activities and those who do not by

coltaborating with schools and the community in training, facilitating or

supervising extracurricular activities in order to increase levels of participation

and involvement. It is more productive to focus on efforts that create positive

conditions and build on individual assets than to point fingers at youth's

imperfections. This wouid foster resilience, a positive outlook and hope for the

future in our young people.

Given the current debate between the Ontario Government, teachers,

students and parents around the value of extracurricular activities as a vital part

of the curriculum the resuIts of this study are tirnely and very important. School

based extracurricular activities proved to have the biggest impact on adolescent's

self-esteem and leadership skill development across both gender and geographic

areas. In other words school based extracurricular activities are powerful

deterrents against social, econornic or cultural discrepancies in students-

Whereas with privately sponsored and organized extracurricular activities this is

rnuch more difficult to achieve. Everyone should recognize the great importance

extracurricular activities have on the personal, social and psychological

development of future generations and that we jointly ensure that these very

worthwhile services are provided and assessable to our young people.

References

Alawiye, 0- and Alawiye, C. (1 984). Self-concept and Achievernents: Theory and

Practice. (ERIC Document Reproduction Service No. ED 283 082).

Allport, G, (?961). Patterns and Growth in Personality. New York. Hott, Reinhart and

Winston.

Battle, J. (1990). Self-esteem:The New Revolution. Edmonton, University of Alberta,

Battle, J, (1 982). Enhancing Self-esteem and Achievement Seattle. Special ChiId

Publications.

Bednar, R.L. , Peterson, SR. (1995). Self-esteem, Paradoxes and Innovations in Clinical

Theory and Practice. Washington. American Psychological Association-

Bernard, M. and Joyce, M. (1984). Rational-emotive Therapy with Children and

Adolescents: Therapy, Treatment Stntegies, Prevention Methods. New York.

John Wiley.

Blyth, D., Simmons, R., Carlton-Ford, S. (1983). The adjustment of Early Adolescents to

School transitions. Journal of Eady Adolescence. No. 3, 105-120.

Boocock Soderberg, M. (1 997). Student Leadership and Participation in Independent

School Activities. (ERIC Document Reproduction Service No. ED 41 0 635).

Buffon, L. (1974). Developrnental Group Work with Adolescents. London. University

Press.

California Park and Recreational Society. (1994). The Recreation Connection to Self-

esteem: A Resource Manual for Park, Recreation and Comrnunity Service

Professional. Sacramento, CA. CPRS.

Cam, R.A. (1 996). Positive peer Pressure - A Transition Perspective. Famiiy

Connections. Vancoover. B.C. Council for the Family.

Clark, D. and Astuto, T. (1986). The Significance and Permanence of Changes in

Federal Education Policy- Educafional Researcher. VOL 15 (8), 4-1 3.

Coleman, L, Porter, D. (1994). Working with Rural Youth. Maine USA. Edrnund S- Muski

Institute of Public Affairs.

Cotterell, J, (1 996). Social Networks and Social Influences in Adolescence. London.

Routledge.

Crain, R., Mahard, R. and Marat, R. (1982). Making Desegregation work: How School

create Social climates. Cambridge, MA:Balinger.

Deihl, L., Vicaiy, J. Deike, R. (1997). Longitudinal Trajectories of Self-esteern from early

to middle Adofescnce and related Psychological Variables among Rural

Adolesc=nts. Journal of Research on Adolescence, Vol. 7 (4), 393-41 1 .

Edwards, P. (1993). Self-Esteem, Sport ans Physical Activity. Canadian Association for

the Advancement of Women and Sport and Physical Activity. Vol. 1 (11, March

1993.

Englander-Golden, P., Jackson, J., Crane, U, Schwarzkopf, A., Lyle, P. (1989).

Communication Skills and Self-esteem in Prevention of Destructive Behaviors.

Adolescence. Vol. 24 (94), 48 7-502.

Feldman, S. and Eliiott, G. (1990). At the Threshold: The developing Adolescent.

Cambridge, MA: Harvard University Press.

Friesen, D, (1 968)- Aacademic, Athletic, Popular Syndrome in the Canadian High School

Society. Adolescence. No. 3, 39-52.

Hartup, W. (1993)- Adolescents and their Ffiends @p. 3-22) In: Laursen, B. Close

Fn'endships in Adolescence- New Directions for Child Development, No. 60,

Jossey-Bass Publishers.

Healey, J.F. (1996). Statistics. A Tool for Social Research. Fourth edition. Wadsworth

Publishing Company. ITP, USA,

Heine, L., Hedlund, D. (1994). Solidarity Peer Group leisure Activities of Rural

Adolescents- (ERIC Document Reproduction Service No. ED 384 481).

Hirsch, J., DuBois, D. (1 991). Self-esteem in early Adolescence: The fdentification and

Prediction of Contrasting longitudinal Trajectories. Journal of Youfh and

Adolescence. Vol. 20, 53-72.

HoIIand, A., Andre, T. (1987). Participation in Extracurricular Activities in Secondary

School: What is Known, What Needs to Be Known? Review o f Educafional

Research. Vol. 57 (4), 437-466.

Hohmann, M., Hawker, D., Hohmann C. (1982). Group Process and Adolescent

Leadership Developrnent Adolescence. Vol. 7(67), 61 3-620.

Jackson, S., Rodnguez-Tome, H. (1993). Adolescence and its Social Wortds. Lawrence

Erlbaum Associates, Publishers. UK-

Karnes, F., D1llio,V. (1989). Personality characteristics of student leaders. Psychological

Reports, Vol. 64,l l25-l l26.

Kirchter, E., Palmonan, A., Pombeni, M. (1993). Developmental Tasks and Adolescents'

Relationships with their Peers and their Farniiy (pp. 145-168)- In: Jackson, S.,

Rodnguez-Torne, H, (1993). AdoIescence and its Social Workis. Lawrence

Eribaum Associates, Publishers. UK.

Klonsky, B. (1 983). The Socialization and Development of Leadership Ability. Genetic

Psychology Monographs. Vol. i 08 (1). 97-1 35.

Kretzmann,D,, McKnight, J. (1993). Building Cornmunities from the lnside Out: A Path

Toward Finding and Mobilizing A Community's Assets. Chicago. ACTA

Publications,

McKenzie, P. (1994). Working with Rural Youth. Chap. 4. In: Coleman, L., Porter, D.

(1994). Working with Rural Youth. Maine: USA. Edmund S. Muski lnstitute of

P u b k Affairs.

Morgan, G. (1981)- The Rosenberg Self-esteem Scale as a Predictor of the Extra-

- c u ~ c u l a r Activities of Summer College Freshmen. (ERIC Document

Reproduction Sewice No. ED 291751).

Morris, B. 1992. Adolescent Leaders: Rational Thinking, Future Beliefs, Temporal

Perspective, and other Correlates. Adolescence, Vol. 27 (1 05), 7 72-1 81.

Morton, C. ('l995). Creativity Versus Dollars. How Rural School on one State have

maintained or improved their Extra-cufricular Programs in the Face of Funding

Cuts. (ERIC Document Reproduction Service No. ED 389 499).

Rathunde, K. (1993). The Motivational Importance of Extra-cumcular Activities for

Adolescent Development: Cultivating Undivided Attention. (ERIC Document

Reproduction Service No. ED 360 373).

Rounds, R. (1994). Rural Youth Leadership. The Rural Development Institute. Brandon:

Brandon University. RD1 Report Series 1994-6.

Rost, J. (1991). Leadership for the twenty-first Century. New York. Praeger.

Russel. A. M. (1 989). Self-esteem. Winnipeg. Peguis Publishers Limited.

Savin-Williams, R. and Bemdt, T. (1990). Fnendship and Peer Relations. In: Feldrnan, S.

and Elliot, G. Eds. At the Threshold (pp. 277-307). Cambridge, MA. Harvard

University Press.

Scott, E. and Damico, S. (1983). Extra-currïcular activities and interracial contact.

lntegrated Education, Vol- 21 , 1 40-1 42.

Simeroth, N. (1987). The Effects of Participation in Extra-cur-ricular Activities on Fernale

Adolescent Self-concept. . (ERIC Document Reproduction Service No. ED 307

51 1)

Slavin, E. (1980). Cooperative Learning in teams: State of the Art. Educafional

Psychologisf. Vol. 1 5, 93-1 1 1.

Smith, C. (1994). Overview of Youth Recreation Programs in the United States-

Washington, DC: Carnegie Council on Adolescents Development (ERIC

Document Reproduction Service No. ED 360 268).

Smith, R., Darling, N. and Friedman, M. (1999). Family Influences on Adolescent' Peer

Groups: Relations with Parents and Sibling Characteristics.

http://www.personal.psu.edu/faculty/n/x/nxdl Wsmith-htm

Smithmier, A. (1994). Constnrcting a Culture of Community: The Contributions of Rural

Youth, Journal of Research in Rural Educafion, Vol, 1 O (Z), 89-96-

Steinberg, L. (1993). Adolescence. New York. McGraw-Hill.

Stodgill, R. (1 974). Handbook of Leadership. New York. Free Press.

Wharf, B. (1992) Comrnunities and Social Policies. Toronto. McClelland & Stewart Inc.

Williams, W. and McColiester, M. (1990). The Relationship between Participation in

Extra-cumcular Drama Club and the Self-esteern of At-Risk Elementary

Students. (ERIC Document Reproduction Service No. ED 352 149).

Young, B., Helton, C. and Whitley, M. (1997)- Impact of School-related, Comrnunity-

related, and Parental-involvernent Activities on Achievement of At-Risk Youth in

the High School Setting. (ERIC Document Reproduction Service No, ED 414

533).

Zimmerman, M., Copeland, L., Shope, J., Dielman, T- (1996) A Longitudinal Study of

SeIf-esteem: Implications for Adolescent Developrnent Journal of Youth and

Adolescence. Vol. 26 (2), ? 17-141.

Appendix 1 :

Letter of Introduction

March, 2000

Peer Helper Program University of Guelph

Dear Peer Helper, I am a graduate student at the School of Rural Extension Studies at the

University of Guelph. Currently I am in the process of collecting data and information for my research. The focus of my research is on youth leadership development and the various factors that influence youth leadership potential.

While research and educational efforts have enhanced the (eadership development of adults, Iittle has been undertaken to promote leadership development in youth and young adults, Overall, there is an insufficiency of data and information available regarding this very important subject particulafly in the case of youth living in rural cornmunities across Canada.

The intention of this research is to fiIl the void of reliable data and promote a workable solution to the advancement of youth leadership development. In order to do this I need your help and would like to know what your experience was as youth and young adults in relation to this subject.

The survey should not take more than thirty minutes to complete- It is your opportunity to let me know how you feel about this issue and what in our opinion could be done to prornote leadership development in youth. Strict procedures will be followed to ensure confidentiality. A summary of the findings will be available after completion of this research.

Yours sincerely,

Madanne Staempfii School of Rural Extension Studies University of Guelph, ON.

Appendix 2

SURVEY OF EXTRA-CURRICULAR ACTlVlTES AND LEADERSHIP INVOLVEMENT

Part A General demographic information

1. In what year did you become a student at the University of Guelph ?

2. ln what year and sernester did you become a Peer Helper at the University of Guelph?

3. Have you been a Peer Helper at another University or College? Yes O No O - If yes, where - For how long

4. Roughly estimated what was the average number of students in your Junior High School (JHS grade 7+8)

Less than 200 0 Between 200 - 500 0

5. Would you tabel your school

Rural O urban O

between500-800 0 Kindergarten to grade 8 (3

6. What was the approximate number of students in your High School? (HS grade 9 - 13)

suburban O

Less than 500 0 Between 500 - 800 O Between 800 - A 200 O

between 1200 - 1500 O between 1 500 - 1700 O more than 1700 0

7. Would you label your HS school

Rural O Urban O Suburban (3

- 8. What would be the average grade you received during your JHS, HS and University careef?

JHS .- % HS - YO University - O !

9. Your Age:

10. Gender. F O M L)

I l . How many siblings do you have ?

12. What is the ranking of your birth order?

First bom O Second born O Third bom 0

Çourth born 0 Fifthbom 9 Other (3

13. What is the highest level of education of your parentls?

Mother Father

Some High school Finished High School Technical or comrnunity College education University degree(s) Other Don't know

Some High school Finished High School Technical or community College education University degree(s) Other Don't know

Part B ln this section you are being asked questions about your involvement in extra-cu~cular activities du"ng your ~unior and Senior High School years as well as your curent level of involvement.

14. During your JUS and HS years, how many athletic or sports teams were you a membef?

1 2 3 4 one per semester two per semester three per semester NIA

+go to#20

15. Initially, why did you becorne involved in an athletic or sports team at school?

1 2 3 4 5 acadernic social reasons personal a particular other reasons interests individual (s pecifY)

encouraged me to

16. What kept you motivated and interested in rernaining a member of an athletic or sports teams at school?

1 2 3 4 5 academic social reasons persona1 a particular other reasons interests individual

encouraged me

17. Based on your involvement as a member of an athletic or sports teams at your schooI did your self-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased

sornewhat increased or somewhat a lot decreased

18. Based on your involvernent as a member of an athletic or sports team at your school did your level of leadership skills

1 2 3 4 5 decrease a lot decrease neither increased increased

somewhat increased or somewhat a lot decreased

19. During the last 72 rnonths, how many athletic or sports teams have you been a member?

2 one

3 4 two three or more

20. During your JHS and HS years, how many other school activities such as clubs or student government (this includes any formal extra-curricular school activity other than athletics teams) were you a rnember?

1 2 3 4 one per semester two per semester three or more per NIA

semester -go t0#26

21. Initially, what got you involved in becoming a member of school activities such as clubs or student governrnent (this indudes any formal extra-curricular school activity other than athletics teams)?

2 3 4 5 acadernic social reasons personal a particular other reasons interests individual (specify)

encouraged me

22- m a t kept you motivated and interested in remaining a rnember of school activities such as clubs or student govemment (mis includes any forma1 extra-cumcuiar school activity other than athletics teams)?

1 2 3 4 5 academic social reasons persona1 a particular other reasons interests individual (SP ecif~)

encouraged me

23. Based on your involvement as a member of school activities such as clubs or student govemrnent did your level of self-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased increase

somewhat or decreased somewhat d a lot

24. Based on your involvement as a member of school activities such as clubs or student govemment did your leadership skills

1 2 3 4 5 decrease a lot decrease neitber increased increased

somewhat increased or somewhat a lot decreased

25. During the last 12 months, how rnany other school activities such as clubs or student govemment have you been a mernber?

2 one

3 two

4 three or more

26. During your JHS and HJ years, how many groups in your comrnunity such as scouts, service or hobby clubs have you been a mernber?

1 2 3 4 one per semester two per three or more per NIA

semester semester +go t o # 3 2

27- Initially, what got you involved in becoming a member of groups in your cornmunity such as scouts, service or hobby clubs?

1 2 3 4 5 academic social personal a particular individual other reasons reasons in terests encouraged me (specify)

28. What kept you motivated and interested in remaining a member of groups in your community such as scouts, service or hobby clubs?

1 2 3 4 5 academic social personai a particular individual other reasons reasons interests encouraged me (s ~ecifY)

29. Based on your involvement as a member of groups in your community such as scouts, service or hobby clubs did your level of seif-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased a

somewhat increased or somewhat iot decreased

30. Based on your involvement as a member of other groups in your community such as scouts, service or hobby clubs did your Ievel of leadership skitls

1 2 3 4 5 decrease a lot decrease neither increased increased a

somewhat increased or somewhat lot decreased

31. Dunng the tast 72 months, how many groups in your cornrnunity such as scouts, service or hobby clubs have you been a member of?

2 one

3 4 two three or more

32. During your JHS and HS years, how many summer or after school sports or recreational programs have you been a member of?

1 2 3 4 one per two pet- three or more per N/A

semester semester semester +go t o # 3 8

33. Initially, what got you involved in becoming a member of any summer or after schooI sports or recreational programs?

1 2 3 4 5 academic social reasons personal a particular other reasons interests individual (specifY)

encouraged me

34. What kept you motivated and interested in remaining a member of any summer or after school sports or recreational programs?

1 2 3 4 5 acadernic social reasons personal a particular other reasons interests individual

encouraged me to

35. Based on your involvement as a member of any summer or stfter school sports or recreational prograrns did your level of self-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased increased

somewhat or decreased somewhat a lot

36. Based on your involvement as a member of any summer or after school sports or recreational programs did your level of leadership skills

1 2 3 4 5 decrease a lot decrease neither increased increased

somewhat increased or somewhat a lot decreased

37. During the last 12 rnonths, how many summer or after school sports or recreational prograrns have you been a mernber of?

1 2 none a i ail one

3 two

4 three or more

38. During your JHS and HS years, how many volunteer organizations or activities were you a mernber of?

-l 2 3 4 one per hivo per three or more per N/A

semester semester semester - go to 44

39. Initially, what got you involved in becorning a mernber of a volunteer organization or activity?

1 2 3 4 5 academic social reasons personal a particular other reasons interests individual (specify)

encouraged me

40. What kept you motivated and interested in rernaining a mernber of a volunteer organization or activity?

1 2 3 4 5 academic social reasons personal a particular other reasons interests individual (s ~ecif!d

encouraged me

41. Based on your involvement as a mernber of a volunteer organization or activity did your level of self-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased increased

somewhat or decreased somewhat a lot

42. Based on your involvement as a member of a volunteer organization or activity did your level of leadership skills

1 2 3 4 5 decrease a lot decrease neither increased increased increased

sornewhat or decreased somewhat a lot

43. During the last 12 months, how rnany volunteer organizations or activities have you been a mernbef?

2 one

4 three or more

44. During your JHS and HS years, how rnany spintual groupk or activities have you been a member?

1 2 3 4 one per semester two per semester three or more per NIA

semester + g o t o # 4 9

45. Initially, what got you involved in becoming a membet of any spintual group/s or activities?

1 acadernic reasons

social reasons 3

personal interests

4 5 a particular other individual (s p e c w

encouraged me

46. What kept you motivated and interested in remaining a member of any spiritual groupls or activities?

1 2 3 4 5 academic social reasons personal a particular other reasons interests individus! (s~ecifY>

encouraged me

47. Based on your involvement as a mernber of any spiritual groupls or activities did your Ievel of self-esteem

1 2 3 4 5 decrease a lot decrease neither increased or increased increased

somewhat decreased somewhat a lot

47. Based on your involvement as a mernber of any spirituai groupls or activities did your level of leadership skills

1 2 3 4 5 decrease a lot decrease neither increased or increased increased

somewhat decreased somewhat a lot

49. During the fast 12 months, how many spiritual groupls or activities have you been a member of?

2 one

3 two

4 three or more

50. During your JHS and HS years, how many other hobbies or activilies on a regular basis outside of the usual school-curriculum (Le. private music lessons, tutoring, leadership training) have you been a member of?

1 2 3 4 one per semester two per semester three or more per NIA

semester - g o t o # 5 5

51. Initially, what got you involved in becoming involved in any other hobbies or activities on a regular basis outside of the usual school-cumculum (Le, pnvate music lessons, tutoring, leadership training)?

1 2 3 4 5 academic social reasons persona1 a particular other reasons interests individual (specify)

encouraged me

52. What kept you motivated and interested in rernaining involved in other hobbies or activities on a regular basis outside of the usual school-cumculum (Le. pnvate music lessons, tutofing, leadership training)?

1 2 3 4 5 academic social reasons persona! a particular other reasons interests individual (specifid

encouraged me

53. Based on your involvement in any other hobbies or activities on a regular basis outside of the usual school-curriculum (Le. private music lessons, tutoring, leadership training) did your level of self-esteem

1 2 3 4 5 decrease a lot decrease neither increased increased increased a

somewhat or decreased somewhat lot

54. Based on your involvement as a member of in any other hobbies or activities on a regular basis outside of the usual school-cumculurn (Le. private music lessons, tutoring, leadership training) did your level of leadership skills

1 2 3 4 5 decrease a lot decrease neither increased increased increased a

somewhat or decreased somewhat lot

55. Dunng the last 12 rnonths, how rnany hobbies or activities on a regular basis outside of the usual school-cumculurn (Le. private music lessons, tutoring, Ueadership training) have you been a member of?

i none at all

2 one

3 4 two three or more

56. As a result of your past and present involvernent in extra-cumcular activities do you find you

Yes No Yes No can speak in public with 0 0 confidence can solve problems independently O O and accurately can lead a group of people without O 3 rnuch supervision of a boss feel cornfortable in a crowd without O O knowing many people

O O

can defend for your opinion logically and politely are aware of your strengths and limitations try to make decisions based on impartiality gain energy f rom being around people gain energy from helping others reach their groals enjoy having power over others

57. On a scale from one to ten, how would you rate your current abilities as a leader!

1 2 3 4 5 6 7 8 9 I O low medium high

58. On a s a l e from one to ten, how would you rate your current level -of self- esteern?

1 2 3 4 5 6 7 8 9 I O 1 ow medium high

Overall, have your over tirne?

Yes - - MY

reasons for staying involved in extra curricutar activities changed

60. What do you value most that you have personally gained through your involvement in extra curricular activities (list most important first)?

61. Based on your experience, what actions or behavior of adults nurture a teenager's involvement in extra cumcular activities?

=+ Positive actions and behaviors

62. Based on your experience, what actions or behavior of adults cause barners to

a teenager's involvement in extra curicular activities or leadership role

engagement?

- Negative actions and behaviors

63. As a teenager, did you have a particular individuak (key personfs) that was supportive of your extra cufrïcular involvement?

* No O

- Yes O Who (title)

+ If yes, are you still in contact with this personk Yes O No (3

Would you be willing ta expand on this questionnaire and participate in a personal intewiew with the researcher? Yes - No - If yes, could you give me your name and e-mail address so that I can contact you to set up an interview (approx 20 min.). Strict measures to assure confidentiality will be taken and you will be asked to sign an official consent form approved by the University's ethics cornmittee. Student Name: e-mail: Possible time and date for t h e interview

Thank you very much for your time and effort in filiing out this questionnaire. Your participation in this research is ver' valuable and highly appreciated.

Appendix 3: QUESTIONS FOR PERSONAL ~NTERV~EWS

A. How far back can you remember of having been involved in extra-curricular activities or involvement in activities in the community?

B. VVhat rote did your parents play in your involvement?

C. Are your parents involved in the community themselves - in what capacity?

D. Was the availability of an activity (offered at school or in the close community) important in your choice of becoming part of it or not - geographic location, travel distance etc-?

E. To what extend did you expect your parents to be involved .i.e financial support, emotional support, active engagement - role model?

F. Was cost involved in attending an activity ever a factor whether you were allowed to participate or not?

G. How important do you think extra-curricular activities are in the development of youth and young adults?

H. What did you learn from your involvement?

I. Even though you were quite engaged as a teenager - what do you think keeps teens from taking part in activities - do you think they need to take part - why or why not?

K. If parents are not interested in what the teens are doing outside of the curriculum - do you think teens are less like to participate - what could be done to motivate them - who should motivate them?

L. How important was it to have a friend or someone you knew go with you when taking part in a new activity - did this change with age?

M. How important was your level of trust to the leader/ coach/ person taking charge of the activity - in your decision to continue your involvement?

N. To what extend were you involved in the activities - did you see yourself as a leader during your involvement (a follower) - did it rnatter what role you took?

O. How would you define leadership - in youth / adults - is there a difference?

P. Do you think you will afways stay involved with comrnunity activities - why?

Appendix 4: INTERVIEW CONSENT FORM

AM: The aim of this interview is to expand on the perception of

young aduits' relationship to extra-curricular involvement and how the individuafs' involvernent infiuenced her/his level of self-esteem and leadership engagement in later life.

PURPOSE: Information given during this interview will be compounded,

analyzed and presented as a master thesis by Marianne Staempfli graduate student in the Department of Rural Extension Studies.

CON FIDENTIALITY: Any information given during this interview will be held strictIy

confidential

1 give the permission to use the information provided during this interview as being part of the field research of the above-rnentioned master thesis.

Signature

Date

Acknowledged by

Date

Marianne Staempfli MSc graduate student School of Rural Extension Studies University of Guelph, ON.

Advisor: Prof. J. Mahone Associate to the Dean, OAC University of Guelph, ON

Appendix 5: OPEN-ENDED QUESTIONS

Q 59: OVERALL HAVE YOUR REASONS FOR STAYING INVOLVEO CHANGED OVER TIME?

NO - Reasons have not changed 7

Personal/ Social Reasons

lnvolved for personal interest and passion To meet new people and make new ffiends Enjoy being involved Want to help others, feel needed, satisfaction to be neededp For self-development and new expenence

T o keep busy Having a balanced Iife, sornething else than school

Total #

1 To put on resume 1 2

YES - Reasons have changed

Professional Reasons

To gain knowledge and expenence, for future goals, skills developrnent,

Total # 18

academic reasons To be able to put it on my resume

Q 60: WHAT DO YOU VALUE MOST THAT YOU HAVE PERSONALLY GAINED THROUGH INVOLVEMENT IN WTRA CURRICULAR ACTIVITIES?

*

12

Personal / Social Reasons

To socialize and meet new friends, meet people with similar interests and attitudes, less peer pressure than in HS Now 1 have less tirne to be invobed in ex ac compared to HS I have changed my outlook on Iife and what is important to me To help others rather than sociaily motivated Due to my own persona1 initiative rather than because parents forced me to, for social reasons or peer pressure To have fun and do different things independent of school and friends 1 am more involved than in HS, no peer pressure now -

Total # 9

9 5 5 5

5 5

Life Skills / Personal Skills

Confidence Leadership skills Communication and presentation skills Persona1 growth and development, understanding of self, goal setting

Total # 35 35 28 28

Practical expenence related to a work situation - problem soiving, work habits, critical thinking, time management, organizational skills, problem l Z 7 I

I ~sychologcal/ Humanifarian Reasons I #Total I

solving Self-esteem 23

Feeling good about heiping others Enjoyment, fun, smiles, relaxation Feeling good about contributing back to community / society

Meeting new people and making friends, networking 1 54 Peo~le skills. social skills 1 24

14 8 7

lnferpersonal Ski& / Social Skills Total #

-

Appreciation of different situations and different people, respect for others Team work

Q 61 : BASED ON YOUR EXPERIENCE, WHAT ACTIONS OR BEHAVIOR OF ADULTS NURTURE A TEENAGER'S INVOLVEMENT IN EXTRA-CURRICULAR ACTIVITIES OR LEADERSHIP ROLE INVOLVEMENT?

16 11

Generâl lssues

Gain experience Gain knowledge Resume building

Total 1 # 20

7 3

1 - -

Be willing to listen and ask questions reg. activity 1 24

Communication lssues

[ Speak on same [evel 1 2 1

Total #

1 Positive Interest and Behavior

r Be flexible 1 6 I

Be genuinely interested in teen and their activities Be ~ositive and show enthusiasm for the activitv

r 36 8

Personal support and encouragement Total #

-

- Provide persona1 support and guidance, praise and motivate Show support through attendance at events, driving to events or garnes

36 16

' (this increases the teens self-worth and confidence) 1

ln volvemen f issues

Offer the oppominity to participate (diversity, provide resources) Let teen's choose their own activity and involvement AlIow to be involved as much or as little

life situations, Iife expenence, importance of their rote in activity Tnist - keep promises and comply to confidentiality 4

Encourage teen to persue dreams and goals 6 Provide material and financiai support 4

Totai #

-- 16 14 4

Respect and Acknowledgment

Believe in their abiiities, give responsibilities, don't make assumptions Promote positive aspects of involvement (beyond grades and school, real

-. Total # 20 18

61 62: BASED ON YOUR EXPERIENCE, WHAT ACTIONS OR BEHAVIOR OF ADULTS CAUSE

BARRIERS TO A TEENAGER'S INVOLVEMENT IN EXTRA-CURRICULAR ACTlVlTlES OR LEADERSHIP ROLE INVOLVEMENT?

Be a Role IModel ( Total I #

Adults should be a role model through being active and involved themselves

24

Communication Issues:

Put-downs SeIittling -

Praise in front of others (be singled out) Not Iistening

Total # 11 7 3 3

Beha vior issues:

Negativity and Criticism Lack of encouragement, support and guidance Too much pressure to succeed in activity, expectations on teen too high Not being flexible - too many niles and restrictions reg. involvement.

Total # 32 23 19 19

authontarianism Negative perception about extra cumicular activity Focus on negative aspects of involvement (influence on grades, rather earn real money, stereotyping involvernent and adiviw) Giving privileges and playing favoritism

12 10

7

Not being a role mode1 but expecting it from the teen (be involved themselves)

5

Involvement issues:

Parents not showing enough interest or taking part in teen's extra- 1 cum*cular activity (asking about achievements or performance, listening,

1 privacy, srnothering) 1 1

Total # 23

1 dt-iving them. attending events etc) 1 Parents being too involved in their teen's extra cumcular activity (no 7

Respect: Total #

Not rewgnizing the teen's abiiities (not giving them responsibility) Not recognizing the teen's ideas and thoughts Not recognizing their achievements

23 9 6

Choice of Acfivity:

Not allowing the teen/chiId to choose an activity or Ievel of involvernent according to their own interests Forcing teen/child to get involved or stzy involved

Total # 18

12

Lack of Opportuni@:

Transportation issues (not willing to give thern a ride or complain about giving them a ride - 5 rural, 2 suburban) Cost of activity

Total # 7

1

Appendix 6: SUMMARY OF PERSONAL ~NTERWEWS (NINE WOMEN, TWO MEN)

All of the interviewed peer helpers had positive experiences with their

extra-curricular involvement during their JHS and HS years. Even those who

were not very involved, because of various reasons, during their High School

years considered their involvement as major contributing factor to their current

level of self-esteem and confidence. According to them extra-curricular

involvement is very important to a young person's development and every child I

teen should be given the opportunity to join some activities.

The majority of the interviewed mentioned that they were very shy as kids

and needed to learn to socialize and interact in a different setting other than

parents and their home environment. Extra-curricular involvement thought them

to overcome theif shyness and gain confidence in a non-threatening

environment- "1 became more social and Iearned what a community is al1 about

and how to relate to others". Another peer helper mentioned " 1 got a sense of

self-worth, built confidence and had the courage to be me and be proud of being

me". At an early age they started their involvernent due to parental motivation or

because a close friend or sibling would tag along. As they got older they started

to choose their involvement independently of friends or siblings but for the love of

the activity itself. Some mentioned that a cliquey team would make them quit

others considered this an additional challenge and tried harder to make things

work out. None of the interviewed felt an obligation to be part of an activity due to

loyalty to a coach, leader or captain. Trust in leadership was not very important

however trust arnong tearnrnates or friends was. "

Peer helpers who were involved extensively at school andfor their

community became active at around age five. All had experienced great parental

support, Most of these parents were involved with some of their kids' activities in

one way or another. Some were coaches of their child's team, others provided

Il?

support ai the administrative level or were there to drive them to and from the

activity and emotionally supported their child.

Those who participated in student clubs or student government in High

School are still involved in student government activities and seem to be

politically more active compared to the other peer helpers. Those who were

involved in sport or community organizations remain involved in these activities

but interestingly none of the interviewed are currently coaching an athletic team

in the community or on campus.

Cfearly identified reasons for not having been very active during Junior

High School or High School years was peer pressure. Some felt their school was

extremely 'cliquey' and they felt too much pressure to succeed. They would not

find the courage to even try out of fear for potential failures. Others did not

perceive peer pressure to be a hindering factor in getting involved or starting new

things-

When asked why some teenagers become non-joiners whife others are

very involved their answers varied greatly. Some believed that not every one

needs to be a joiner and that a teenager has the right not to join or participate.

They believed that in a situation where there is no parental support a teenager

has to have a certain level of maturity before s/he finds the courage to get

involved. Others considered the type of activities available as being the reason

for the non-joiners inaîtivity. Their suggestion was to offer a possibility at schools

or in the community of starting different types of activities / involvement that

would suit the non-joiners lifestyle better. However they realized that this would

be very diffÏcult to irnpfement considering the rigidity of our school boards and

local governments.

The majority of peer helpers interviewed mentioned to be as involved in

extra-curricular activities as they were during their High School years. What

might have changed are the reasons for their involvement. For the majority their

involvement have become rather career oriented and they started to choose

activities in peruse of future studies or professional goals. Others continue to stay

involved for social reasons and because involvement has become Iike a 'habit'.

Reasons mentioned for peer helpers who become more involved since they

came to University waç mainly peer pressure related. They revealed that they

experienced great peer pressure during their HS years, which kept them from

trying out new activities for fear of disapproval. For others it was their parents

who woufd not support their invoivement or the particular activity but now they

fee! free to do what they wish. Two rnentioned that they have become more

'gradeJ oriented and have less time to be as active as they were in HS.

Those students who had a positive experience and accredited their growth

and development to a iarge degree on their extra-curricular involvement and their

parental support did not specifically comment on barriers induced by adults.

What they did comment on however, was the fact that al1 children and teens

should be given the opportunity to participate regardless of geographic location,

household income, class, gender or race. Three of the interviewed mentioned

that parents should be given the opportunity to help out in extra-curricular

activities at school in order to increase availabiiity and diversity of offered

programs and activities at school.

In sumrnary, there is no one exclusive mode1 that would fit a typical young

adult involved in extra-curricular activities. Although the peer helpers interviewed

had many similarities they likewise had many differences. The differences were

clearly a function of their individual personalities and life histories. The

sirnilarities may be a combination of positive energy, a vision for the future and a

desire to succeed and accelerate personally, socially and professionally. Some

had tremendous parental support and acknowledged this support as their prime

reason for being who they are and what they are now. Others had less to no

parental support and believed it was due to their own personal motivation and

energy that they have achieved great Iife skills and many positive things in their

Iives. However what they all agreed on was the great importance extra-cwicular

involvement had on their development something that the regular school

curriculum could never have achieved. They strongly believed that every child I

teenager should bs given the opportunity and support to participate in their own

unique way if they wish to do so. In addition to the many personal, interpersonal

or social skills that the peer helpers experienced due to their extra-curricular

engagements one individual summarized it as follows; "it was the process as a

whole, which 1 consider an evolution to my educational experience, 1 became

much more flexible and accepting of differences".

Appendix 7: FEMALE - RANKING OF ~NVOLVEMENT ACROSS THE SEVEN ACTIVITIES

Level of RURAL / % URBAN / % Activity l nvolvernent

Question 14: athktics or sports teams at school

Question 20: clubs or student govemments

Question 26: community groups

Question 32: sports t- rec. programs

Question 38: volunteer organizations

Question 44: spiritual groups 1 activities

Question 50: hobbies on a regular basis

(JHS + fis COMBINED, % = PROPORTIONAL)

Appendix 8: MALE - RANK~NG OF ~NVOLVEMENT ACROSS THE SEVEN

athletics or sports # 2 68 teams at school

Question 14:

OVERALL

RANKING

MALE

- -

(JHS + HS COMBINED, % = PROPORTIONAL)

or student # 1 governments 1 (194)

Question 38: volunteer organizations

Question 44: spiritual groups / activities

Question 50: hobbies on a regular basis

MALE

Involvement

i -2 3

O 1 -2 3

O 1 -2 3

Question 26: comrnunity groups

Question 32: sports + rec. programs

# 6 (1 15)

# 4 (1 37)

# 5 (1 18)

# 7 (1 05)

# 3 (1 47

RURAL / 5%

60 68 40 1 26

URBAN / %

O 1 O

(1 00)

40 40 20

(60)

40 60 O

O 1 -2 3

O 1 -2 3

O 1 -2 3

32

(94)

45 49 6

(551

23 77 O

(60)

40 60 O

(601

20 80 O

(80)

20 80 O

(80)

42 58 O

(58)

75 25 O

(25)

39 61 O

(61 1

Appendix 9: GENERAL OVERVIEW ACROSS THE SEVEN SUBCATEGORIES: MIXED GENOER, RURAL VS URBAN (3.4.1)

1 Level of lnvolvement 1 Reasons to get Motivation to stay Level of Self- Level of 1 Level of Involvement lnvolved Rural

esteem Rural O/o

3 . = 4 +/-= 31 7' = 65

1 ;n;L~d Urban 1 Urban

ths Urban % O =50 1 -2= 50 3> = O

Leaders' Rural Y0

$ = O +/-= 39 1' =61

Urban

Personal social

Urban % 4 = 4 3.1-= 19 7' =77

$ = O +/-= 25 'r =75

$ = O +/-= 28 'r =72

.1=5 +/-= 40 t = 5 5

$ = O +/-= 32 ?' = 6 8

\ 1 = 5 4.1-= 33 1' =62

.1 = ? +/-= 39 ?' =60

Athletics and 1 O = 1 O = 40 ] Personal 1 Personal Personal social Sport Teams

at School Q 14 -19 Clubs or Student Government Q 20-25 Community Groups Q 26-31

Personal Social

Personal social

Persona1 social

Personal indiv,told me

Personal indiv,told me

Personal academic

1 -2= 80 3 = 7

0 = 3 1-2= 38 3 = 59

O = 29 1-2= 58 3 = 13

0 = 7 1-2= 46 3 = 47

Personal social

Personal social

Personal social

Personal academic

Personal social

Personal academic

Personal social

Sports and Rec. Programs Q 32-37

Volunteer Organizations Q 38-43

Personal social

Spiritual Groupls Q 44-49

O 61 indiv.told

personal

Hobbies Q 50-55

0 = 19 Personal Personal 1-2= 62 indiv.told indiv.told

l rne 3 = 4 9

l m e academic academic