Adolescents’ Daily Activities and the Restorative Niches that Support Them
Abstract
:1. Introduction
1.1. A Social Ecological Framework for Measuring Human Flourishing
1.2. Restorative Niches
1.3. Young People’s Personal Project System
2. Aim of Study
- (1) What sorts of personal projects are engaging adolescents living in urban Scotland?
- (2) What does the project system tell us about the wellbeing of these adolescents?
- (3) Are project places providing the restorative niche (an environment that supports individual personal projects) necessary to support adolescent wellbeing?
3. Method
3.1. Overview
3.2. Project Elicitation
3.3. Measures
Project Measures
3.4. Scoring and Reliability
3.4.1. Projects
- Interpersonal-family (“help my grandad, he’s quite old”, “get on better with my brother, be less annoyed with him”)
- Interpersonal-friend (“see more of my old friends”, “get on better with my mates’ girlfriend”)
- Self-focused projects (“getting more confident about meeting people”, “express myself, be a bit less shy”)
- Societal (“have a charity sale, maybe a street sale, I’ve done that before”; “take a group camping”; “help people less better off”)
- Sport/Health (“brush up my goal keeping skills”, “improve my fitness, get a wee bit more exercise”)
- Education (“get my homework done on time”, “get better at maths”)
- Career (“go to university, maybe physiotherapy”, “work in the theatre”)
- Hobby (“get better at cooking” “sing more”)
- New Experiences (“scuba diving”, “just explore and stuff”, “go to Barcelona”)
- Autonomy (“I would like to be able to walk or use public transport and use my bike more than ask for lifts”)
3.4.2. Places
4. Results and Discussion
4.1. Descriptive Statistics
4.1.1. What Sorts of Personal Projects are Engaging Young People Living in Urban Scotland?
Project Type | Relative Mean Frequency (%) ( SD) | ||
---|---|---|---|
Total n = 45 | Male n = 26 | Female n = 19 | |
Sport/health | 0.32 (0.17) | 0.35 (0.02) * | 0.21 (0.09) * |
Self focused | 0.25 (0.11) | 0.20 (0.09) | 0.28 (0.10) |
New experiences | 0.24 (0.09) | 0.25 (0.09) | 0.21 (0.07) |
Interpersonal (family) | 0.23 (0.09) | 0.24 (0.09) | 0.21 (0.09) |
Interpersonal (friends) | 0.20 (0.07) | 0.22 (0.08) | 0.17 (0.06) |
Societal | 0.19 (0.08) | 0.16 ( 0.06) * | 0.23 (0.10) * |
Career | 0.18 ( 0.08) | 0.14 (0.01) * | 0.23 (0.10) * |
Hobby | 0.17 (0.07) | 0.13 (0.01) * | 0.20 ( 0.08) * |
Education | 0.16 ( 0.05) | 0.17 (0.05) | 0.13 (0.01) |
Autonomy | 0.14 (0.08) | 0.13 (0.01) | 0.15 (0.02) |
4.1.2. How are Things Going for the Young People in Our Sample?
Project Type | Fun Mean (SD) | Stress * Mean (SD) | Efficacy Mean (SD) | Identity Mean (SD) | Support Mean (SD) | Importance * Mean (SD) |
---|---|---|---|---|---|---|
Interpersonal family | 3.22 (1.10) | 2.39 (1.13) | 3.25 (0.94) | 2.84 (1.31) | 2.75 (1.30) | 6.07 (1.79) |
Interpersonal friend | 3.05 (1.07) | 2.39 (1.20) | 3.52 (0.60) | 2.57 (1.33) | 2.57 (1.40) | 4.95 (1.93) |
Self focused | 2.74 (1.20) | 2.74 (0.99) | 3.19 (0.98) | 3.17 (0.97) | 2.88 (1.20) | 4.57 (2.06) |
Societal | 3.53 (0.81) | 2.20 (1.16) | 3.34 (0.94) | 2.75 (1.22) | 2.74 (1.21) | 4.69 (2.07) |
Sport/health | 3.84 (0.52) | 1.87 (0.94) | 3.32 (1.19) | 2.87 (1.19) | 2.79 (1.33) | 3.90 (2.15) |
Education | 2.51 (1.20) | 2.90 (0.95) | 3.33 (0.82) | 3.33 (0.96) | 2.93 (1.25) | 5.87 (2.11) |
Career | 3.65 (0.67) | 2.55 (1.05) | 3.57 (0.59) | 2.72 (1.22) | 3.55 (0.74) | 5.03 (2.39) |
Hobby | 3.71 (0.78) | 1.90 (1.20) | 3.17 (1.22) | 2.45 (1.35) | 2.95 (1.16) | 3.61 (2.23) |
New experiences | 3.69 (0.78) | 2.25 (1.01) | 3.05 (3.05) | 3.10 (1.13) | 2.48 (1.32) | 3.51 (2.36) |
Autonomy | 2.60 (1.14) | 2.25 ( 0.50) | 3.20 (1.10) | 2.20 (1.64) | 1.40 (0.54) | 5.00 (0.82) |
4.1.3. What Types of Places are the Projects Being Carried Out in?
Relative Mean Frequencies (%) ( SD) | ||||
---|---|---|---|---|
Project Places | Total n = 45 | Male n = 26 | Female n = 19 | |
Faraway places (beaches, hills, mountains, overseas) | 0.29 (0.14) | 0.29 (0.15) | 0.28 (0.12) | |
Home (friend, family) | 0.29 (0.19) | 0.32 (0.21) * | 0.25 (0.15) * | |
Youth club/School | 0.26 (0.13) | 0.26 (0.12) | 0.27 (0.13) | |
Local outdoors (street, fields, woods) | 0.25 (0.09) | 0.27 (0.09) * | 0.21 (0.09) * | |
Sport centre’s (formal) | 0.22 (0.10) | 0.20 (0.12) | 0.25 (0.12) | |
Town context (shops, cafes, museums) | 0.19 (0.06) | 0.17 (0.06) | 0.25 (0.21) |
4.2. Latent Class Analysis (LCA)
4.2.1. Results
4.2.2. Latent Class Profiles
Cluster 1 | Cluster 2 | Cluster 3 | Wald | p value | R² | |
---|---|---|---|---|---|---|
Project place | −2.8602 | 1.2237 | 1.6365 | 25.8119 | 0.0040 | 0.2736 |
Project type | 0.6685 | 2.1206 | −2.7891 | 27.2128 | 0.018 | 0.3569 |
Wellbeing Indicators | ||||||
Fun | 0.8350 | −1.1092 | 0.2741 | 19.8820 | 4.8e–5 | 0.3581 |
Stress | −0.3752 | 0.6142 | −0.2390 | 10.6165 | 0.0050 | 0.1273 |
Efficacy | −0.1408 | −0.2838 | 0.4246 | 4.6883 | 0.096 | 0.0579 |
Support | −0.2797 | 0.0739 | 0.2058 | 3.3959 | 0.18 | 0.0304 |
Cluster 1 | Cluster 2 | Cluster 3 | |
---|---|---|---|
Cluster Size | 0.3549 | 0.3442 | 0.3009 |
Project Place | |||
1 home | 0.0038 | 0.3702 | 0.4583 |
2 school/youth club | 0.0167 | 0.2188 | 0.0007 |
3 town | 0.0647 | 0.0092 | 0.2578 |
4 local outdoors | 0.0023 | 0.3080 | 0.0881 |
5 sports settings | 0.1082 | 0.0008 | 0.1915 |
6 faraway places | 0.8043 | 0.0931 | 0.0035 |
Project Type | |||
1 interpersonal | 0.0576 | 0.6543 | 0.0206 |
2 self-focused | 0.0001 | 0.0300 | 0.0148 |
3 societal | 0.0007 | 0.0255 | 0.2900 |
4 sport/health | 0.0013 | 0.0438 | 0.2930 |
5 career/education | 0.0208 | 0.0001 | 0.0001 |
6 hobby | 0.0006 | 0.0005 | 0.2202 |
7 new experiences | 0.0001 | 0.0001 | 0.0490 |
8 autonomy | 0.9189 | 0.2457 | 0.1123 |
Wellbeing | |||
Fun | |||
1–3 (low-mid) | 0.0864 | 0.7272 | 0.1986 |
4–4 (high) | 0.9136 | 0.2728 | 0.8014 |
Mean | 3.8516 | 2.7511 | 3.6589 |
Stress | |||
1–2 (low) | 0.6570 | 0.2593 | 0.6025 |
3–4 (high) | 0.3430 | 0.7407 | 0.3975 |
Mean | 2.0408 | 2.8382 | 2.1500 |
Efficacy | |||
1–3 (low-mid) | 0.4985 | 0.5596 | 0.2735 |
4–4 (high) | 0.5015 | 0.4404 | 0.7265 |
Mean | 3.2441 | 3.1514 | 3.5852 |
Support | |||
1–2 (low) | 0.5727 | 0.4221 | 0.3680 |
3–4 (high) | 0.4273 | 0.5779 | 0.6320 |
Mean | 2.3218 | 2.6912 | 2.8238 |
Covariates: gender | |||
Female | 0.3608 | 0.4143 | 0.4545 |
Male | 0.6392 | 0.5857 | 0.5455 |
4.3. Discussion
Limitations
5. Conclusions
Acknowledgements
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Roe, J.J.; Aspinall, P.A. Adolescents’ Daily Activities and the Restorative Niches that Support Them. Int. J. Environ. Res. Public Health 2012, 9, 3227-3244. https://doi.org/10.3390/ijerph9093227
Roe JJ, Aspinall PA. Adolescents’ Daily Activities and the Restorative Niches that Support Them. International Journal of Environmental Research and Public Health. 2012; 9(9):3227-3244. https://doi.org/10.3390/ijerph9093227
Chicago/Turabian StyleRoe, Jenny J., and Peter A. Aspinall. 2012. "Adolescents’ Daily Activities and the Restorative Niches that Support Them" International Journal of Environmental Research and Public Health 9, no. 9: 3227-3244. https://doi.org/10.3390/ijerph9093227