Introduction to the Introduction to the Youth Connectedness Youth Connectedness

ProjectProject

4 October, 20074 October, 2007

Connectedness in Youth Connectedness in Youth SeminarSeminar

Paul Jose--Senior ResearcherPaul Jose--Senior Researcher

A brief historyA brief history Official title of the FRST grant: Official title of the FRST grant:

““Connectedness in young New Zealanders: Connectedness in young New Zealanders: Social connectedness, transitions, and well-Social connectedness, transitions, and well-being”being”

We began in mid-2004 and are scheduled to We began in mid-2004 and are scheduled to finish the grant in mid-2009. finish the grant in mid-2009.

Our chief goal is to collect annual longitudinal Our chief goal is to collect annual longitudinal data on a large sample of early adolescents data on a large sample of early adolescents over three years (’06, ’07, and ’08).over three years (’06, ’07, and ’08).

We succeeded in getting the first wave of We succeeded in getting the first wave of data in ’06, and we are almost done with the data in ’06, and we are almost done with the data collection in ’07. data collection in ’07.

Adolescent developmentAdolescent development Western societies (and related research) have Western societies (and related research) have

emphasised the separation of the adolescent emphasised the separation of the adolescent from the family:from the family:– individuation individuation – construction of the selfconstruction of the self– autonomyautonomy

Our team believes that an important dynamic Our team believes that an important dynamic in the adolescent period has been overlooked:in the adolescent period has been overlooked:– connectednessconnectedness

In the last decade more work has been In the last decade more work has been devoted to understanding how these opposing devoted to understanding how these opposing tendencies co-occur and play out over the tendencies co-occur and play out over the adolescent years.adolescent years.

Healthy developmentHealthy development

A healthy trajectory for adolescents seems to be a A healthy trajectory for adolescents seems to be a combination of independence and interdependencecombination of independence and interdependence

But we don’t know as much as we should about the But we don’t know as much as we should about the ties and connections that youth foster, retain, or ties and connections that youth foster, retain, or weakenweaken

The chief aim of the present longitudinal study was The chief aim of the present longitudinal study was to track degree and type of connectedness from 10 to track degree and type of connectedness from 10 to 16 years:to 16 years:– SchoolSchool– FamilyFamily– PeersPeers– CommunityCommunity

So let’s briefly discuss the dataset.So let’s briefly discuss the dataset.

First year of dataFirst year of data

We collected data in four ways:We collected data in four ways:1)1) lap-top administered self-report surveys lap-top administered self-report surveys

from about 2,175 adolescents (10-15 from about 2,175 adolescents (10-15 years);years);

2)2) Self-report surveys from one of the Self-report surveys from one of the parents of the adolescent;parents of the adolescent;

3)3) Surveys from most of the principals of Surveys from most of the principals of the schools from which we accessed the schools from which we accessed participants; andparticipants; and

4)4) NZCER-focused interviews and digital NZCER-focused interviews and digital storytelling.storytelling.

Sampling goalsSampling goals

Equal numbers of males and females: 52% Equal numbers of males and females: 52% females and 48% males.females and 48% males.

Equal numbers of Maori and ENZ: 50% Equal numbers of Maori and ENZ: 50% ENZ; 30% Maori, and 20% Other. (Note: ENZ; 30% Maori, and 20% Other. (Note: “Maori” defined as anyone who ticked that “Maori” defined as anyone who ticked that option, can include bicultural individuals.)option, can include bicultural individuals.)

Equal numbers of three cohorts (Years 6, Equal numbers of three cohorts (Years 6, 8, & 10): slightly more of the younger kids.8, & 10): slightly more of the younger kids.

A wide range of school deciles: average A wide range of school deciles: average was 5.2, and we obtained schools at every was 5.2, and we obtained schools at every point on the scale.point on the scale.

Ethnicity by Age breakdownEthnicity by Age breakdown

Ethnicity NZ European

Count 388 346 377 1111

% within Year of school

50.3% 49.6% 56.6% 52.0%

Maori Count 250 197 192 639

% within Year of school

32.4% 28.2% 28.8% 29.9%

Other Count 134 155 97 386

Year of school Total

6 8 10

% within Year of school

17.4% 22.2% 14.6% 18.1%

Total Count 772 698 666 2136

School decile rangeSchool decile range

1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00

School Decile

0

100

200

300

400

500

Fre

qu

ency

School Decile

Covering geographical regionsCovering geographical regions

Major Urban

1326 61.0 71

Secondary Urban

297 13.7 6

Minor Urban

432 19.9 8

Rural 119 5.5 14

Location Type Frequency Percent

% 2001 Census

Total 2174 100.0 100.0

Did we get a good sample?Did we get a good sample?

On balance, we feel that we did.On balance, we feel that we did. We sought to overrepresent Maori We sought to overrepresent Maori

adolescents, and we did.adolescents, and we did. We underrepresented rural youth We underrepresented rural youth

(well, maybe), but did well on school (well, maybe), but did well on school decile, gender, and age.decile, gender, and age.

Can we hold on to this sample? We are Can we hold on to this sample? We are doing reasonably well finding and doing reasonably well finding and retaining adolescents: anticipate 5-7% retaining adolescents: anticipate 5-7% loss.loss.

Overall analytic planOverall analytic plan

Literally hundreds of possible Literally hundreds of possible analyses are possible due to the analyses are possible due to the diversity of the sample and the wide diversity of the sample and the wide range of assessed constructs.range of assessed constructs.

Main goal is to see whether Main goal is to see whether connectedness is associated connectedness is associated (predictive of) wellbeing.(predictive of) wellbeing.

How have we done with this How have we done with this prediction?prediction?

Quick tour of the constructsQuick tour of the constructs Demographic variablesDemographic variables SupportSupport WellbeingWellbeing Coping & stressCoping & stress Family dynamicsFamily dynamics School achievement and relationshipsSchool achievement and relationships Bullying (actor and receiver)Bullying (actor and receiver) Peer relationshipsPeer relationships TechnologyTechnology SpiritualitySpirituality Ethnic identityEthnic identity Community connectionsCommunity connections

[Each is composed of many individual questions and subscales.][Each is composed of many individual questions and subscales.]

Let’s see how the four areas of connectedness played out over our Let’s see how the four areas of connectedness played out over our age range.age range.

Family connectedness Family connectedness decreased with agedecreased with age

Mean level of Family Connectedness by Age

3

3.2

3.4

3.6

3.8

4

10 11 12 13 14 15

Age

Fa

mil

y

Co

nn

ec

ted

ne

ss

So does connectedness with So does connectedness with schoolschool

Mean level of School Connectedness by Age

3.2

3.4

3.6

3.8

4

10 11 12 13 14 15

Age

Sc

ho

ol

Co

nn

ec

ted

ne

ss

Peer connectedness didn’t seem Peer connectedness didn’t seem to change muchto change much

Mean level of Peer Connectedness by Age

3

3.2

3.4

3.6

3.8

4

10 11 12 13 14 15

Age

Pe

er

Co

nn

ec

ted

ne

ss

Connectedness with community Connectedness with community increasedincreased

Mean level of Community Connectedness by Age

3.4

3.5

3.6

3.7

3.8

3.9

10 11 12 13 14 15

Age

Co

mm

un

ity

Co

nn

ec

ted

ne

ss

Gender differencesGender differences

Females report higher:Females report higher:– School connectednessSchool connectedness– Peer connectednessPeer connectedness

No gender differences for:No gender differences for:– Community connectednessCommunity connectedness– Family connectednessFamily connectedness

What about wellbeing?What about wellbeing?

Composed of:Composed of:– Personal IdentityPersonal Identity– Morality of ActionMorality of Action– Aspirations/DirectionAspirations/Direction– Positive Relations with OthersPositive Relations with Others– ConfidenceConfidence– Negative AffectNegative Affect (reverse-coded)(reverse-coded)– Positive AffectPositive Affect– Life SatisfactionLife Satisfaction– Depression OrientationDepression Orientation (reverse-coded)(reverse-coded)

Age trend is typicalAge trend is typical

Mean level of Wellbeing by Age

3.43.45

3.53.55

3.63.65

3.73.75

3.8

10 11 12 13 14 15

Age

Wel

lbei

ng

Overall, no gender difference, but females tend to show more decrement over early adolescence than males.

Connectedness seems to be related to Connectedness seems to be related to wellbeingwellbeing

Family connectedness

School connectedness

Peer connectedness

Communityconnectedness

Wellbeing

.31***

.23***

.24***

.04*

Note that this is cross-sectional data and we can’t determine the directionof causality. It is possible that wellbeing predicts connectedness, as wellas the reverse (depicted here). Once we have longitudinal data, we will beable to examine the direction of causality. Also, we seek to determine whichof the potential moderators (age, gender, SES, ethnicity, etc.) affect this basicrelationship and how.

R2 = .39

Much remains to be doneMuch remains to be done The basic hypothesis seems to have validity, but The basic hypothesis seems to have validity, but

we need to probe this basic relationship.we need to probe this basic relationship. Many other variables other than connectedness Many other variables other than connectedness

and wellbeing need examination (bullying, and wellbeing need examination (bullying, technology, family dynamics, etc.).technology, family dynamics, etc.).

We are motivated to see how we can triangulate We are motivated to see how we can triangulate in on adolescents’ lives with the different sources in on adolescents’ lives with the different sources of data (adolescent; parent; school).of data (adolescent; parent; school).

The programme today will relate the early The programme today will relate the early findings based on these cross-sectional data. We findings based on these cross-sectional data. We are excited by the prospect of longitudinal data.are excited by the prospect of longitudinal data.

Now let’s hear from the KMRG group.Now let’s hear from the KMRG group.