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Experiencing and Learning About Emotions: A Longitudinal Analysis of Youth Program Participants.

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Τίτλος: Experiencing and Learning About Emotions: A Longitudinal Analysis of Youth Program Participants.
Συγγραφείς: Villegas, Elizabeth, Raffaelli, Marcela
Πηγή: Journal of Youth & Adolescence; Aug2018, Vol. 47 Issue 8, p1684-1696, 13p, 5 Charts
Θεματικοί όροι: Emotions in adolescence, Emotional experience, Education, Work & psychology, Art, Black people, Hispanic Americans, Interpersonal relations, Leadership, Learning, Self-perception, Technology, Teenagers' conduct of life, White people, Patient participation, Affinity groups, Multiple regression analysis, Quantitative research, Evaluation of human services programs, Adolescence
Περίληψη: Organized youth programs provide a context where adolescents experience strong emotions and may develop new ways of thinking about and dealing with emotions. The current study examined youth’s reports of positive and negative emotions arising during the course of their work in different types of project-based programs; learning about emotions from different sources (e.g., from observing peers, interacting with adult staff, or engaging in self-reflection); and longitudinal associations between emotional experiences and learning. Quantitative data were collected at two time points from 319 youth (57% female; M age = 15.8 years; 33% Latino, 29% Black, 32% White, 6% other) participating in 14 Midwestern programs focused on Leadership, Arts and Performance (Arts), and Science, Technology, Engineering, and Math (STEM). Overall, positive emotions occurred more frequently than negative emotions, but emotional experiences differed based on the focus of the program. There were few significant differences in emotional learning from various sources (self, peers, staff) across the three types of programs. Multiple regression models controlling for prior learning indicated that, consistent with theory, positive emotions predicted subsequent learning about emotions from all sources. In contrast, negative emotions predicted increased learning from peers but decreased learning from self, suggesting that experiencing negative (vs. positive) emotions may lead youth to attend to different sources of information. The study’s findings have implications for theory, research, and practice. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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  – Url: https://dx.doi.org/doi:10.1007/s10964-018-0885-7
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  Data: Experiencing and Learning About Emotions: A Longitudinal Analysis of Youth Program Participants.
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  Data: Journal of Youth & Adolescence; Aug2018, Vol. 47 Issue 8, p1684-1696, 13p, 5 Charts
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  Data: <searchLink fieldCode="DE" term="%22Emotions+in+adolescence%22">Emotions in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+experience%22">Emotional experience</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Work+%26+psychology%22">Work & psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Art%22">Art</searchLink><br /><searchLink fieldCode="DE" term="%22Black+people%22">Black people</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers'+conduct+of+life%22">Teenagers' conduct of life</searchLink><br /><searchLink fieldCode="DE" term="%22White+people%22">White people</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+participation%22">Patient participation</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink>
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  Data: Organized youth programs provide a context where adolescents experience strong emotions and may develop new ways of thinking about and dealing with emotions. The current study examined youth’s reports of positive and negative emotions arising during the course of their work in different types of project-based programs; learning about emotions from different sources (e.g., from observing peers, interacting with adult staff, or engaging in self-reflection); and longitudinal associations between emotional experiences and learning. Quantitative data were collected at two time points from 319 youth (57% female; M age = 15.8 years; 33% Latino, 29% Black, 32% White, 6% other) participating in 14 Midwestern programs focused on Leadership, Arts and Performance (Arts), and Science, Technology, Engineering, and Math (STEM). Overall, positive emotions occurred more frequently than negative emotions, but emotional experiences differed based on the focus of the program. There were few significant differences in emotional learning from various sources (self, peers, staff) across the three types of programs. Multiple regression models controlling for prior learning indicated that, consistent with theory, positive emotions predicted subsequent learning about emotions from all sources. In contrast, negative emotions predicted increased learning from peers but decreased learning from self, suggesting that experiencing negative (vs. positive) emotions may lead youth to attend to different sources of information. The study’s findings have implications for theory, research, and practice. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=130694379
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        Value: 10.1007/s10964-018-0885-7
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        Text: English
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      – SubjectFull: Emotions in adolescence
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      – SubjectFull: Emotional experience
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      – SubjectFull: Education
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      – TitleFull: Experiencing and Learning About Emotions: A Longitudinal Analysis of Youth Program Participants.
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              Text: Aug2018
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