See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/304183383 Leisure Activities Choices among Adolescents Article · December 2015 DOI: 10.1016/B978-0-08-097086-8.26003-0 CITATIONS READS 0 583 2 authors: Maria K. Pavlova Rainer K Silbereisen Universität Vechta Friedrich Schiller University Jena 20 PUBLICATIONS 151 CITATIONS 424 PUBLICATIONS 6,274 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Individual and Social Resources for Coping with Social Change (SFB 580/C6) View project Revised Children's Manifest Anxiety Scale View project All content following this page was uploaded by Maria K. Pavlova on 31 December 2017. The user has requested enhancement of the downloaded file. SEE PROFILE 1 Leisure Activities Choices among Adolescents Maria K. Pavlova and Rainer K. Silbereisen Friedrich Schiller University Jena, Germany Maria K. Pavlova, Center for Applied Developmental Science (CADS), Friedrich Schiller University Jena, Germany E-mail: maria.pavlova@uni-jena.de Corresponding author: Rainer K. Silbereisen, Center for Applied Developmental Science (CADS), Friedrich Schiller University Jena, Germany Semmelweisstr. 12, 07743 Jena, Germany, tel. +49 3641 945911, fax +49 3641 945912 E-mail: rainer.silbereisen@uni-jena.de NOTICE: this is the author’s version of a work that was accepted for publication in Encyclopedia of the Social & Behavioral Sciences, 2nd edition. Changes resulting from the publishing process, such as editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 13, pp. 829-836. doi:10.1016/B978-0-08-097086-8.26003-0 2 Abstract In this chapter, we provide descriptive time-use data on adolescent leisure. Next, we link normative developmental tasks or concerns of adolescence to the context of leisure. We then outline other, non-developmental factors of adolescents’ leisure participation, such as external constraints, individual motivation, and personality differences. Finally, we review the methods used to assess leisure participation and motivation in adolescence, touch upon the implications of leisure for adolescent health and development, and outline possible avenues of intervention. Keywords: adolescence; constraints to leisure; extracurricular activities; hedonic and eudaimonic enjoyment; leisure activities; leisure motivation; leisure participation; optimal experience; time use; youth subcultures. 3 Leisure is typically understood by researchers as freely chosen and enjoyable activities that are pursued during one’s discretionary time (Kleiber, 1999). Adolescence (here loosely defined as the second decade of life) is a developmental period when growing autonomy fosters (and is fostered by) independent decision-making, making the study of leisure choices particularly relevant. However, beyond individual choices, sociologists, psychologists, and researchers in tourism and recreation have studied a broader spectrum of reasons or causes underlying participation in particular leisure activities. In this chapter, we summarize these diverse perspectives. First, we describe time-use data on adolescents’ leisure behaviors. Second, we classify leisure activities in terms of the common psychological functions of leisure. Third, we link normative developmental tasks or concerns of adolescence to the context of leisure. Fourth, we summarize potential non-developmental influences on adolescents’ leisure participation. Finally, we review the methods used to assess leisure participation and motivation in adolescence, the implications of leisure for adolescent health and development, and possible avenues of intervention. As the relevant literature is predominantly based on Western, mostly U.S., populations, our review represents these populations better than the rest of the world, but we introduce a cross-cultural perspective wherever possible. Leisure Time Use in Adolescence Leisure time available to adolescents varies across regions of the world, due to differences in school enrollment, in the hours spent in school, and in adolescent involvement in productive work (Larson and Verma, 1999). Working adolescents from nonindustrial, unschooled populations report having 4-7 free hours/day; across European nations, adolescent daily leisure time amounts to 5.5-7.5 hours/day; in East Asian postindustrial countries where school achievement is important (Nishino and Larson, 2003), adolescents have only 4-5.5 free hours/day (estimates averaged across school days and weekends; more 4 recent data are not available for these countries). By far, U.S. adolescents enjoy the largest amount of free time: Older adolescents have approximately 8 hours/day, whereas older Canadian adolescents report having 6 free hours/day. Most prevalent activities. Where television and other mass media are widely accessible, electronic media use (passive activities, such as watching TV and listening to music, as well as more mentally challenging undertakings, such as Internet surfing, video games, and communicating with others) is the most popular leisure activities among adolescents: In the USA, for example, a Kaiser Family Foundation study revealed 4 hours per day spent watching TV, 3 hours spent using computer, 3 hours of music listening, 2 hours of talking and texting via cell phones, and 0.5 hour of reading. About a quarter of this time involves multitasking - using more than one medium at a time; thus, pure media consumption is less than suggested by these estimates. A sizable portion of adolescent free time is spent in public places, such as parks, cafes, movie theaters, and shopping malls, and at somebody else’s home. Visiting, hanging out, shopping, and dating, all forms of socializing, mostly with peers, account for 1-1.5 hours of adolescents’ daily leisure time in the U.S., Canada, and the UK. However, in Islamic and East Asian societies, where adults impose restrictions on adolescent peer interactions and do not encourage seemingly purposeless pastime, considerably less time is spent socializing with peers, especially other-sex peers. Sports and other forms of physical activity are also popular, accounting for more than 1 hour of free time in the U.S. and Norway, 0.5-1 hour in Europe, Canada, and Australia, and less than 0.5 hour in East Asian countries. Higher levels of physical activity are common in rural, nonindustrial populations because of ample opportunities to work or play outdoors. In urban regions and postindustrial countries, adolescents can take part in structured extracurricular activities such as organized sports, school clubs or youth organizations, 5 performing arts opportunities, and volunteering (Mahoney, Larson and Eccles, 2005). Despite the variety of options and the fact that adolescents can engage in more than one extracurricular activity at a time, such activities take less than 0.5 hours of daily time even in the U.S., where extracurricular programming is most developed, partly because not all adolescents participate in such programs. In less affluent regions or in societies where adolescents are supposed to spend the better part of their free time with the family, extracurricular activities are uncommon. Various productive and intellectual activities, such as performing arts, playing chess, gardening, and cooking, may be pursued individually (or at least not in structured settings) as hobbies. Time use estimates are difficult to obtain here because of the unsupervised and unsystematic nature of many such activities, but available evidence suggests that they take a relatively small proportion of adolescents’ time on average. For instance, time playing a musical instrument ranges from 5 to 30 min per school day in the U.S. and Europe. Finally, although it is disputable whether religious activities, praying in particular, should be regarded as leisure or rather as obligatory activities, they constitute a salient time use category in religious populations, accounting for nearly 10 min of adolescent time daily in the U.S. and Canada and more than 1 hour/day in Indonesia. A sizable proportion of adolescents’ waking hours is spent alone (20-25% in rural regions and 30-35% in urban regions). These estimates include time spent on homework and self-care, and perhaps on what could be considered leisure activities. Time alone is most often spent in one’s own bedroom (if one has a private bedroom), although solitary walks are also quite common where the neighborhood is safe and attractive natural settings are available. Activity portfolios. Studies conducted in the U.S. typically yield two opposite patterns of activity participation: Highly involved adolescents report being engaged in many 6 activity domains (doing sports and taking part in other extracurricular activities, socializing with peers, reading, using electronic media, etc.) and sometimes also working for pay. In contrast, uninvolved adolescents are usually not employed and report predominantly unstructured and rather passive leisure activities, such as watching TV, hanging out with friends and sometimes pursuing individual hobbies. The highly involved group includes 11% to more than 50% of adolescents, depending on the number of activities taken into account. The uninvolved group makes up 12% to 25% of adolescents studied. Between these two extremes, a large number of adolescents focus on one or two activity domains. Across the board, socializing with peers is very common, with only a very small minority of adolescents reporting little or no peer interaction. Demographic differences. Because of their typically heavier domestic workload and greater diligence at school in many countries, female adolescents report having less discretionary time than male adolescents. Female adolescents also tend to engage in different leisure pursuits than their male peers do. Across societies, female adolescents spent less time than their male peers participating in sports, playing video games and watching TV, but more time reading and engaging in performing arts. In Western societies with little restriction on peer interactions, females devote more time than males to socializing with peers. In contrast, in Islamic and East Asian countries, female adolescents spend less time with peers than males. In the U.S., marked racial and ethnic differences also exist: Latino and African American adolescents, who are often economically disadvantaged, are less likely to participate in extracurricular activities than European American adolescents and spend more time watching TV. African American adolescents are particularly less involved in sports and spend more free time with family members and less time with peers than European American adolescents. 7 As regards age differences, in Western samples, there is a decline in TV viewing from early to late adolescence in favor of music listening and talking on the phone and a decrease in sports and other organized activity participation and time spent with the family in favor of unsupervised time spent alone and with peers. Leisure Types and Functions Various leisure types have been described. One dichotomy is between active and passive leisure. Active leisure involves some challenge, combines effort and enjoyment, and thereby brings opportunities for learning and skill building, be it social, musical, motor, or any other skills and competencies. Passive leisure encompasses a broad range of nonchallenging activities, from watching entertainment programs on TV to idling. Its main functions are pleasure, relaxation (often in the context of coping with stress; Nishino and Larson, 2003), and filling free time. A more narrow distinction, used in the public health literature, is between physically active and sedentary leisure. Stebbins (2007) divided leisure into casual, serious, and project-based activities: Serious leisure activities are skill-based, require considerable effort and persistence, and provide durable benefits, such as self-actualization, self-expression, and self-enrichment, as well as identification with a group of like-minded people and social recognition. Projectbased leisure includes short-term, moderately complicated, creative undertakings that require planning, effort, and skill but are not associated with a long-term commitment. Finally, casual leisure includes pleasurable activities that require little special training to enjoy them. Apart from its purely hedonic and recreational functions, it fosters the development and maintenance of interpersonal relationships, as many social interactions occur in the context of casual leisure (e.g., a family dinner). A conceptually similar distinction has been made between structured and unstructured leisure during childhood and adolescence. Structured leisure occurs in organized settings, 8 such as schools or sports clubs, is supervised by adults, is performed in a group of youth, and otherwise fulfills the criteria for active leisure. It is therefore similar to serious and projectbased leisure, with an emphasis on adult supervision and guidance that varies from quite directive to more subtle as when an adult acts as a facilitator and youth are allowed to make decisions and plan their activities themselves (Mahoney et al., 2005). Unstructured leisure may involve both active (e.g., hobbies) and passive (e.g., hanging out) leisure undertakings and may take place both with and without adult supervision; its distinctive feature is a lack of an agenda and organization, analogous to casual leisure within Stebbins’s classification. Adolescent Development and Leisure Adolescent leisure activities are both a manifestation of emergent developmental tasks and concerns and a context that offers opportunities for these tasks and concerns to be resolved (Kleiber, 1999). In this section, we discuss both of these. Adolescent brain. Adolescents are notorious for their propensity to engage in risky behaviors (e.g., unprotected sex, substance abuse, and drunk driving), especially in the context of unstructured and unsupervised leisure in a company of peers. Recent research in developmental neurobiology suggests that risk taking in human adolescents may be linked to brain maturation during this period. More specifically, whereas the cognitive control system (associated with cortical brain regions, e.g., prefrontal cortex) matures gradually from childhood into young adulthood, more rapid changes in the incentive processing system (associated with limbic subcortical regions, e.g., nucleus accumbens) occur during adolescence, which entail heightened reactivity to rewards, especially social rewards. As a result, the adolescent cognitive control system, although more mature than that in children, is not yet fully developed and may not adequately inhibit impulsive responses to immediate rewards. At the behavioral level, this nonlinear developmental dynamics may lead to adolescents performing well on logical reasoning and cognitive estimation of risks but still 9 making risky choices in emotionally laden, potentially rewarding situations that are most likely to occur during peer interactions. If such biological factors do, to some extent, influence adolescents’ leisure preferences, this may be especially true in societies in which adolescents have a great deal of leisure time and relatively low levels of adult supervision. Identity development. Erik Erikson considered adolescence as a critical period in the formation of personal and social identities, which occurs through exploration of different options and subsequent commitment to some of them. The context of leisure offers ideal opportunities for identity exploration, as leisure presumes more freedom and fewer obligations than school or paid work. Alan Waterman suggested that in the process of identity formation, some adolescents may follow the discovery metaphor, attempting to find their ‘true selves.’ They seek to engage in ‘personally expressive’ activities that fit with their hidden potentials and are experienced as both challenging and enjoyable (cf. the concept of flow below). Indeed, several empirical studies suggest that sustained involvement in structured or serious leisure (e.g., sport, volunteering) is associated with a more mature identity and with personal growth experiences. In addition, voluntary solitude and quiet contemplation may be used strategically by adolescents to find their ‘true selves.’ Interestingly, solitude and privacy are increasingly desired by adolescents, perhaps allowing them to arrange a space (e.g., private bedroom) that reflects their unique personalities. In contrast, the creation metaphor implies that there is no ‘true self’ to discover but that adolescents adaptively construct their selves, fitting their personae to the available options and expectations of others. Identity creation requires more extensive exploration and experimentation with possible selves, as well as more feedback from others, than identity discovery. Again, leisure settings provide excellent venues to create various potential identities. The creation metaphor may help us understand why many adolescents try to adopt a particular image (e.g., with respect to clothes, musical taste, and favorite movies), abruptly 10 change their images, are fascinated with interactive media, and sometimes enjoy playing with different identities in anonymous chat rooms or in online role-playing games. But is either the discovery or the creation of an identity good for adolescents? It depends on the breadth of exploration and on the social desirability of choices made. In fact, the quest for identity can be associated with maladaptive leisure choices (Kleiber, 1999). For instance, there is some evidence that adolescents with low self-concept clarity and poor social skills may over-use the Internet, probably in an attempt to overcome these difficulties. Moreover, members of youth gangs have a strong sense of social identity, and their delinquent activities are both challenging and enjoyable to them. Similarly, overinvestment in and overidentification with a single activity (e.g., fandom) may satisfy one’s need for identity but limit personal development. Thus, having access to diverse leisure opportunities that are both enjoyable and socially desirable is vital to normative identity development in adolescence. Parents. Throughout childhood, parents serve as primary role models concerning leisure activities; many adolescents continue to pursue leisure interests that are similar to those of their parents. Joint leisure activities also remain quite common. Drawing on their beliefs about their children’s abilities and needs, parents may encourage or discourage participation in certain activities and provide corresponding facilities. Parents may also influence leisure choices of their offspring indirectly, through their general parenting style. In particular, authoritative parenting, which combines warmth, autonomy support, structure, and discipline, fosters the development of social competence and responsibility and thereby promotes healthy leisure choices in adolescents. In contrast, when adolescents feel controlled and mistrusted or neglected and unguided, they may be drawn toward passive leisure and unstructured, unsupervised leisure in the company of deviant peers. 11 Peers and youth subcultures. As peers and peer groups gain in importance (particularly in Western societies), adolescents choose leisure activities that make them popular among peers (e.g., skateboarding), are performed by friends and romantically attractive peers, and/or give them opportunities to socialize with peers without adult supervision, whereas adult-supervised activities, even interesting and useful ones, gradually lose their appeal. Peer-focused activities can have both positive and negative consequences, depending on the values of the peer group. In addition, adolescents may avoid activities where they expect or experience peer rejection and victimization (e.g., overweight teenagers often withdraw from organized sports). Adolescents are exposed to and attracted by broader youth subcultures or lifestyles such as those exemplified by high school ‘crowds’ (e.g., brains, jocks, and Goths). Youth subcultures are often associated with a distinct outward appearance (especially clothing), jargon, musical style, and leisure preferences. Belonging to a particular subculture therefore defines a whole range of behaviors. Initially, it was thought that subcultures emerged among working-class youth in response to social problems, as a symbolic means of protest. Now that youth subcultures and lifestyles have become commercialized and widely popularized in media, they are rather regarded as a way to celebrate one’s distinctness (as a group and as an individual) and to have fun. Changing relational concerns. John Coleman and Leo Hendry’s focal theory linked age-graded relational concerns with leisure transitions during adolescence. According to Hendry, adult-organized leisure activities of early adolescence are displaced by casual (unstructured) leisure pursuits in middle adolescence, activities that mainly consist of socializing with peers and reflect developmental concerns about peer acceptance and rejection. In late adolescence, casual leisure gives way to commercialized leisure (e.g., visiting pubs, discotheques, sport clubs, or wellness centers), which adolescents use to affirm 12 their maturity and independence from parents. Although empirical studies yield mixed support for this particular sequence of events (in affluent societies, commercialized leisure currently dominates even among younger children), the focal theory underscores the importance of changing developmental concerns in leisure activities choice. In a similar vein, Rainer Silbereisen, Peter Noack, and Alexander von Eye (1992) showed that adolescents’ choice of public or private leisure contexts depends on their progress in romantic friendships. For instance, adolescents hoping for a relationship prefer public hang-out places, where they can meet potential romantic partners, but once a relationship has been initiated, couples retreat to more private leisure settings. Autonomy development. Achieving an optimal level of psychosocial autonomy from both parents and peers is a major developmental task of adolescence. Leisure becomes truly leisure only when individuals can freely choose their activities; therefore the context of free time becomes an important arena (and sometimes a battlefield) of autonomy development (Kleiber, 1999). Whereas unstructured and unsupervised peer time serves as an escape from adult supervision, time spent alone helps in keeping a distance from peers as well. By experimenting with and combining different leisure options, adolescents gradually learn to balance the conflicting expectations of parents and peers with their own emerging interests. Gender role development. Socialization into masculine and feminine gender roles and the formation of gender role identity begin in early childhood. Gender-typed behaviors (e.g., playing with dolls or with cars) first emerge in the family context and are then reinforced in gender-segregated peer groups throughout childhood and adolescence. Although puberty is sometimes characterized as a period of gender roles intensification, in general, gender differences in adolescent leisure activities reflect a continuation rather than an abrupt increase in gendered behavior patterns. Furthermore, large interindividual differences exist in the extent to which gender role stereotypes are acquired and followed throughout childhood 13 and adolescence. Last but not least, gender typing is a cultural phenomenon; for instance, Muslim cultures hold very strict notions about the gender appropriateness of particular activities, whereas gender-related expectations are much looser in contemporary Western societies. Understanding Individual Differences in Leisure In this section, we introduce major explanations of leisure preferences and participation that apply to adults and adolescents alike. Some of these theoretical accounts offer a developmental perspective, some do not. We will illustrate them with examples from adolescent research. The Ecology of Leisure: Constraints–Facilitators Framework In leisure research, the hierarchical model of leisure constraints (Crawford, Jackson and Godbey, 1991) is commonly used to explain variations in leisure participation. Constraints are objective or perceived factors that inhibit formation of leisure preferences, prevent individuals from enjoying a particular kind of leisure, or hinder them from participation altogether. Intrapersonal constraints represent individual barriers to leisure participation, such as a lack of interest in a particular activity, a belief that one’s skills and abilities are insufficient, a lack of knowledge about available leisure opportunities, and health conditions (e.g., disability). Interpersonal constraints explain the lack of participation at the level of relationships and group attitudes, such as a lack of company and disapproval from significant others. Structural constraints include institutional and economic barriers, such as a lack of time and money, poor availability of leisure facilities, unsafe neighborhood, and legal restrictions. Finally, sociocultural constraints, such as restrictions on women’s participation in certain leisure activities, have recently been suggested as an additional level of analysis. The constraints model has been criticized for its implicit assumption that nonparticipation is always bad and for its failure to consider the role of resources and other positive factors 14 eliciting motivation, promoting formation of leisure preferences, and encouraging leisure participation, factors that have been called facilitators to leisure. In research based on the constraints model, adolescents report negotiating constraints to leisure at all levels except for the sociocultural, a level of which they seem unaware. Typical examples include disinterest and perceived lack of skills (intrapersonal); parents imposing restrictions on youth’s leisure activities and friends being uninterested in certain activities (interpersonal); and inadequate recreational facilities, financial constraints, limited accessibility of attractive leisure sites, and dangerous neighborhoods (structural). Adolescents’ subjective perceptions aside, structural and sociocultural constraints, such as race, gender, and socioeconomic divisions in adolescent leisure participation, are well documented. For instance, structured extracurricular activities are not available in many communities and are most accessible to white, middle-class, American adolescents (Mahoney et al., 2005). The Psychology of Leisure Quality of experience and leisure motivation. If individuals pursue free time activities they truly enjoy, they are believed to be intrinsically motivated. Scholars distinguish between activities that bring hedonic enjoyment (i.e., pleasure and relaxation; typical activities are socializing and watching movies) and those that bring eudaimonic enjoyment (i.e., self-expression and personal growth; typical activities are volunteering, sports, and performing arts). Although both types of activities are needed to live a ‘full life’, individuals differ in how much value they place on hedonic and eudaimonic enjoyment. Mihály Csíkszentmihályi and colleagues conducted landmark research on flow experiences (i.e., a match between a high challenge of the activity and a high skill of the performer, which generates the feelings of intense involvement, alertness, and happiness). These studies 15 showed that some people are more likely than others to seek out such activities and to experience flow (‘autotelic personality’). However, individuals sometimes perform free time activities they do not enjoy much. For instance, many common leisure activities, such as watching TV, are associated with rather negative emotional states (apathy). Edward Deci and Richard Ryan’s selfdetermination theory (SDT) helps understand how individuals become involved in unenjoyable activities. According to SDT, wherever people are not intrinsically motivated, they may still perform an activity for a variety of extrinsic reasons. SDT describes four levels of goal internalization ranging from purely external control by others to integrated regulation, where an individual voluntarily pursues the activity and recognizes it as important to the self. Finally, individuals may perform an activity for no particular reasons (amotivation). According to SDT, both extrinsically motivated and amotivated behaviors may occur when individuals’ basic psychological needs for autonomy, competence, and relatedness are thwarted; such activities are usually experienced as boring or too demanding. For instance, the evaluative and competitive aspects of sports participation may undermine some individuals’ intrinsic enjoyment of sports and exercise, leading to dropout among many adolescents. In contrast, coaches who support autonomy (i.e., give freedom of choice and focus on mastery instead of competition) can facilitate the participants’ intrinsic motivation for sports and continued involvement. Although adolescents may become involved in a given activity, such as community service, for extrinsic reasons (e.g., pressure from parents or peers), under the right conditions (i.e., if participation in the activity satisfies their psychological needs), they may recognize the importance of this activity for themselves or even discover intrinsic enjoyment in it. Some, but not all, adolescents seem to be especially prone to boredom (Hunter and Csikszentmihalyi, 2003). Complaints of being bored, both at school and in free time, can 16 become more frequent as young people progress from early to late adolescence. As predicted by SDT, boredom is associated with feelings of controlled motivation (based on poorly internalized goals) and amotivation. As adolescence is the period when individuals should begin to exercise more autonomy in their daily life, chronic boredom in the context of leisure may signal that this developmental task is not being supported. Researchers have offered several explanations for adolescent amotivation and boredom, including excessive adult control and a lack of skills to organize one’s leisure activities in a satisfying and productive way. It appears that adolescents still need a lot of support from adults in organizing their leisure (e.g., structured activities are typically experienced as interesting), but this support should be provided in an unobtrusive way so that the need for autonomy is not thwarted. Although cultures differ in the amount of autonomy granted to adolescents by their parents, the basic link between autonomy in activity choices and activity enjoyment has been replicated across cultures. Drawing on SDT, Robert Vallerand and colleagues distinguished between harmonious and obsessive passion for activities. Passion is opposite to amotivation and is characterized by high investment, valuing and liking of the activity. Whereas harmoniously passionate individuals feel free to perform or not to perform their favorite activity, those obsessively passionate often feel urged or obliged to perform the activity, which entails less enjoyment and a rigid persistence in pursuing it. Both types of passion develop over time if individuals invest much time and effort in a given activity, highly value it, and strongly identify with it. Furthermore, harmonious passion is more likely to develop in the context of autonomy support, whereas obsessive passion emerges in a controlling context where there is little freedom of choice and approval by others depends on persistence and performance. Children’s and parents’ beliefs that one should give up on other pursuits in order to excel in a 17 chosen activity also foster the development of obsessive rather than harmonious passion (Mageau, Vallerand, Charest et al., 2009). Expectancies for success and leisure motivation. Participation in achievementrelated and skill-based types of leisure, such as sports, artistic activities, and career volunteering, is especially contingent on one’s expectations to succeed. In his social cognitive theory of motivation, Albert Bandura distinguished between two kinds of expectancies: outcome expectations (beliefs that certain behaviors can lead to desired outcomes) and selfefficacy beliefs (individuals’ judgments concerning their ability to organize and perform a given behavior to produce a given outcome, even in the presence of obstacles). Self-efficacy beliefs are based on one’s own past experiences, on the feedback received from others, and on the observations of others’ successes or failures on similar tasks. In the leisure context, higher self-efficacy regarding sports and physical activity is related to higher physical activity involvement among adolescents and moderates the negative effects of other factors, such as perceived low accessibility of recreational facilities. High self-efficacy is also required to abstain from unhealthy leisure choices, for instance, higher self-efficacy in resisting peer pressure is related to a lower likelihood of substance abuse in adolescence. An integrative model of achievement-related motivation and its developmental precursors was suggested by Jacquelynne Eccles and colleagues. In their expectancy–value model, activity choices are predicted by expectancies for success and subjective task value, which combines intrinsic enjoyment of the activity with its subjective utility, its centrality to one’s identity and core goals, and cost. Further, through a chain of psychological and social mediators, expectancy–value beliefs are shaped by past experiences and by beliefs and behaviors of socializing agents (e.g., parents), who are themselves influenced by a broader socioeconomic and cultural context. 18 To take an example, because of gender role stereotypes, parents recognize and foster athletic aptitudes in their sons more readily than in their daughters, and in this way girls grow to be less confident about their athletic performance and less interested in sports activities. Furthermore, several studies (e.g., Simpkins, Fredricks, and Eccles, 2012) showed that parental beliefs and behaviors are even stronger predictors of children’s and adolescents’ skill-based leisure activities, such as sports, instrumental music, and out-of-school computer activities, than of their academic activities, probably because the former are not as well incorporated into the school curriculum and require more parental inputs. Children’s and adolescents’ own expectancies for success and task values predict such leisure activities. Findings from longitudinal studies suggest that both expectancies for success and subjective task values in achievement-related activities, such as sports, decline steadily from childhood through adolescence, in part because achievement-related leisure becomes increasingly competitive as children grow up. As denied entry onto a team is likely to be experienced as a personal failure, rejected adolescents downgrade the importance of such leisure pursuits and drop out of such competitive activities. Thus, the expectancy–value model concurs with SDT in that the attitudes and behaviors of socializing agents and the framing of structured activities (e.g., as competitive or collaborative) are important determinants of adolescents’ leisure motivation. Personality and leisure. Although situations and contexts are important determinants of leisure motivation, stable individual differences in leisure preferences also exist. First, individuals differ in the content of activities that appeal to them. The very definitions of some personality traits include preferences for leisure activities. Unsurprisingly, extroverted individuals prefer social activities and, to a lesser extent, sports, whereas introverted individuals are more drawn towards the arts. High openness to experience is related to the preference for artistic and cultural activities. High neuroticism is an obstacle to leisure 19 participation and enjoyment in general, but especially with regard to competitive sports, which require high emotional stability. High sensation seeking is associated with a range of leisure activities, such as adventurous and dangerous sports, outdoor activities, and illegal leisure (e.g., drug use and drunk driving). Boredom proneness is related to sensation seeking, which explains why frequent boredom forebodes the involvement in risky behaviors, particularly among adolescents. In contrast, a resilient and prosocial personality predicts involvement in volunteering and community service. Finally, specific individual abilities predict engagement in corresponding aptitude-based activities, such as sports, playing music, and intellectual activities; accordingly, such leisure pursuits also yield relatively high heritability estimates. Second, individuals differ in their ability to experience intrinsic enjoyment of leisure and in the type of enjoyment they look for (hedonic vs. eudaimonic). By adolescence, the striking difference between chronically interested and chronically bored individuals becomes apparent. Interested adolescents report higher and more stable self-esteem, a more internal locus of control, and greater optimism than their bored counterparts (Hunter and Csikszentmihalyi, 2003). In adults, proneness for flow is related to high conscientiousness and low neuroticism. Although temperamental bases of motivational orientations may exist, socializing influences are also key. For example, authoritative parenting and parental role modeling in childhood predict flow experiences and eudaimonic versus hedonic pursuits in adolescents and young adults (Huta, 2012). Assessing Leisure Preferences and Participation in Adolescence Methods of assessing adolescent leisure participation or nonparticipation differ depending on the research purpose. In particular, behavioral indicators capture what adolescents actually do in their free time, measures of leisure preferences or interests reflect what they would like to do, measures of constraints to participation investigate why they are 20 not involved in a given leisure activity, and measures of underlying motivation reveal why they do what they do. Behavioral indicators are usually time-use data collected through survey questions (i.e., respondents estimate how much time they typically spend on a given activity), time diaries (i.e., over the course of several days, respondents note what they are doing or recall what they were doing on the previous day), or experience sampling techniques (i.e., for a number of days, respondents receive random signals from a mobile device prompting them to note immediately what they have been doing). Measures of leisure preferences typically sample a wide range of leisure activities and ask adolescents to rate their liking/disliking of them, similarly to vocational interest scales. For example, Hansen’s 250-item Leisure Interest Questionnaire consists of 20 scales, such as travel, culinary pursuits, and computer activities, and can be administered to late adolescents. King et al.’s Preferences for Activities in Children (PAC) scale is a shorter instrument designed for children and adolescents with disabilities, which consists of 55 items divided into two activity domains (formal and informal) and five activity types (recreational, active physical, social, skill-based, and self-improvement). It complements another instrument measuring actual participation, Children’s Assessment of Participation and Enjoyment (CAPE); both are applicable to individuals without disabilities. Measures of perceived constraints to leisure are based on Crawford et al.’s hierarchical model and assess intrapersonal, interpersonal, and structural constraints. Instruments assessing leisure motivation are usually tailored to specific theories of motivation. For instance, the 20-item Free Time Motivation Scale for Adolescents draws on SDT to assess five types of motivation ranging from amotivation to intrinsic motivation. The Passion Scale adapted for children and adolescents consists of 11 items and is used to distinguish between harmonious and obsessive passion for activities. Expectancy–value scales based on Eccles et al.’s theory measure expectancies for success and task values 21 associated with specific achievement-based activities. Finally, qualitative methods for the assessment of leisure participation and motivation, such as focus groups, are also increasingly used. Consequences of Leisure and Ways to Intervene What adolescents do in their free time has short- and long-term implications for their health and psychosocial development. Participation in high-quality structured after-school programs is often enjoyable, predicts higher academic success, and provides developmental experiences in a variety of domains, such as identity work, initiative, emotional regulation, teamwork and social skills, positive relationships, and social capital (Feldman Farb and Matjasko, 2012; Mahoney, Larson and Eccles, 2005). Programs where adults provide indirect guidance and adolescents feel in control of their activities facilitate the development of agency skills, for instance, strategic thinking. However, not all structured programs are of high quality, and involvement in low-quality programs may engender negative experiences leading to dropout, which should not be considered a negative outcome in this case (RoseKrasnor, 2009). In turn, unstructured and unsupervised peer time, which is a leisure option highly attractive to Western adolescents, provides opportunities for self-exploration, autonomy development, and development of social competence, but also carries risks, such as substance use, unprotected sex, and delinquency. That is, just like structured activities, unsupervised peer interactions may be of different quality. Likewise, media-based leisure pursuits, such as watching TV, Internet surfing, and playing video games, may have both positive and negative effects on health and development depending on their particular content and the amount of time devoted to them. Numerous programs have been developed to prevent risky behaviors in adolescence, such as substance use and unprotected sex, but few have focused on promoting healthy, developmentally beneficial choices and behaviors in the context of free time. A noteworthy 22 exception is the TimeWise program developed by Linda Caldwell and colleagues (Caldwell, Baldwin, Walls and Smith, 2004), which aims at fostering general leisure skills and optimal motivation. TimeWise is partly based on SDT, consists of six curricular lessons delivered in Grade 7 classrooms in the U.S., and has already yielded positive short-term effects. Recently, it has been applied in South Africa as part of a larger prevention program. Yet another approach to intervening with adolescents’ leisure is to encourage their participation in specific desirable activities, most commonly sports and physical exercise. School-based interventions to promote physical activity among adolescents have rather shortterm effects (to produce sustained effects, an intervention should last at least several months) and have limited generalizability to leisure contexts. More comprehensive interventions, for instance, those involving parents, tend to be more effective. Conclusion Adolescent leisure choices are influenced by a multitude of factors, many of which, such as structural facilities, financial constraints, and the attitudes of socializing agents (e.g., parents, teachers, and peers), adolescents cannot control. Nevertheless, to benefit from leisure experiences, adolescents need to exercise control—to be free to choose and plan their leisure, to balance different types of leisure activities, and to refrain from risky leisure pursuits. This requires organization and self-regulation skills as well as the ability to enjoy leisure. Where such skills and abilities are lacking, it is not the fault of adolescents themselves but rather the indication that their socializing agents lack these same skills and abilities or do not create a supportive and challenging environment optimal for psychosocial development. Future researchers would therefore be well advised to develop comprehensive interventions fostering leisure skills and optimal leisure experiences in children and adolescents, for example, by including corresponding components in family and community intervention programs. 23 References Caldwell, L. L., Baldwin, C. K., Walls, T. and Smith, E. (2004). Preliminary effects of a leisure education program to promote healthy use of free time among middle school adolescents. Journal of Leisure Research 36, 310–335. Crawford, D. W., Jackson, E. L. and Godbey, G. (1991). A hierarchical model of leisure constraints. Leisure Sciences 13, 309–320. Feldman Farb, A. and Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review 32, 1– 48. Hunter, J. P. and Csikszentmihalyi, M. (2003). The positive psychology of interested adolescents. Journal of Youth and Adolescence 32, 27–35. Huta, V. (2012). 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Westport, CT: Greenwood Press. 25 Cross-References 23027 (Motivational development during adolescence and cultural variations) 23028 (Self and identity development during adolescence and cultural variations) 23030 (Development of life management skills during adolescence and cultural variations) 23046 (Effects of parenting and family structure on behavior) 23090 (Decision-making processes during adolescence) 23092 (Brain maturation and plasticity during adolescence) 23145 (Cultural views of adolescence) 23186 (Peer relations during adolescence and cultural variations) 23187 (Peer difficulties during adolescence and cultural variations) 23193 (Identity formation during adolescence and cultural variations) 95006 (Media Effects on Children) 95077 (Media, Children and Youth) 26001 (Academic achievement motivation, development of) 26019 (Developmental Sport Psychology) 26027 (Eudaemonism) 26035 (Interest, Psychology of) 26036 (Intrinsic Motivation, Psychology of) 26063 (Risk taking in adolescence) 26088 (Flow) 26090 (Children’s motivation) 25033 (Self-efficacy) 25040 (Time Use and Gender) 32144 (Sociology of Leisure) 32173 (Youth culture, sociology of) View publication stats