Antecedents of Identity Development in a Structured Recreation Setting: A Qualitative Inquiry

Autor/inn/en	Duerden, Mat D.; Taniguchi, Stacy; Widmer, Mark
Titel	Antecedents of Identity Development in a Structured Recreation Setting: A Qualitative Inquiry
Quelle	In: Journal of Adolescent Research, 27 (2012) 2, S.183-202 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558411417869
Schlagwörter	Qualitative Research; Recreational Activities; Recreational Programs; Adolescents; Guidance; Self Concept; Adolescent Development; Context Effect; Interpersonal Relationship; Skill Development; Self Esteem; Program Design; Program Effectiveness; Idaho + Suchen Sie Ihr Suchwort? Qualitative Forschung; Freizeitgestaltung; Freizeitplanung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Beratung; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Self-esteem; Selbstaufmerksamkeit; Programme design; Programmaufbau; Programmplanung
Abstract	Identity research has focused primarily on outcomes associated with identity formation. Far less attention, however, has been given to understanding the facilitating contextual elements of this process. This qualitative study examined a context, a 2-week adventure recreation program for youth, quantitatively shown in previous research to have promoted identity development. The program took place in Idaho's Salmon-Challis National Forest and involved rafting, backpacking, mountain biking, and a variety of other outdoor activities. Data were gathered from 23 female and 22 male participants, ages 11 to 15 (M = 13.2, SD = 0.89). Seven distinct categories emerged from the analysis related to participants' perceptions of the program experience including: (a) new experiences, (b) challenge, (c) supportive relationships, (d) acquisition of new skills and knowledge, (e) increased self-confidence, (f) fun, and (g) new self-perceptions. A preliminary framework incorporating the identified elements is proposed. The findings add to the understanding of identity formation antecedents and provide guidance regarding the intentional design of contexts to promote identity development. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10