Busseri Michael A, Rose-Krasnor Linda, Willoughby Teena, Chalmers Heather
Brock Research Institute for Youth Studies, Brock University, St Catherines, Ontario, Canada.
Dev Psychol. 2006 Nov;42(6):1313-26. doi: 10.1037/0012-1649.42.6.1313.
Connections between youth activity involvement and indicators of successful development were examined in a longitudinal high school sample. Drawing on theories of expertise skill development (e.g., J. Côté, 1999); the selection, optimization, and compensation framework (P. B. Baltes, 1997); and theories of positive youth development (e.g., R. M. Lerner, J. B. Almerigi, C. Theokas, & J. Lerner, 2005), reciprocal associations between breadth and intensity of activity involvement and developmental success were explored. Time 1 breadth (but not intensity) and increases in breadth predicted higher levels of successful development at Time 2 (20 months later). Time 1 developmental success and improvements predicted greater Time 2 breadth and intensity. Implications for research and theory related to connections between youth activity involvement and successful development are discussed.
在一个纵向的高中样本中，研究了青少年参与活动与成功发展指标之间的联系。借鉴专业技能发展理论（如J. Côté，1999）；选择、优化和补偿框架（P. B. Baltes，1997）；以及积极青少年发展理论（如R. M. Lerner、J. B. Almerigi、C. Theokas和J. Lerner，2005），探讨了活动参与的广度和强度与发展成功之间的相互关联。时间1的广度（而非强度）以及广度的增加预测了时间2（20个月后）更高水平的成功发展。时间1的发展成功和进步预测了时间2更大的广度和强度。讨论了与青少年活动参与和成功发展之间联系相关的研究和理论的意义。
