1. AFFINITY PROJECT UPDATE: FROM INTERESTS TO PASSIONS From Interests…..to Passions: The role of caring adults Jean Rhodes & Adar Ben Eli-Yahu UMass Boston, CLRN

2. A spark is a “passion for a self-identified interest, skill or capacity that metaphorically lights a fire in the adolescents’ life, providing energy, joy, purpose and direction.” Peter Benson, SparksPeter Benson, Sparks 4.57 SPARKS

3. Democratization of Production

4. Proliferation of Tools

5. Unmediated communication

6. CONNECTED LEARNING Interest Driven Academically Oriented Socially Supported

7. Interest Driven Maintained/transferred to academics and other contexts Socially supported Hidi & Renninger, 2006; Mitchel, 1996 A developmental perspective

8. It is primarily through observing and playing and working with others older and younger than himself that a child discovers both what he can do and who can become—that he develops both his ability and his identity — Uri Bronfenbrenner interests

9. FROM DOMAINS…. Interest Transferred to Academic/Career Achievement

10. TO DEVELOPMENTAL PROCESSES… Socially Supported Interest Academic/Career Achievement

11. TO DEVELOPMENTAL PROCESSES… Socially Supported Interest Tenacity/Expertise

12. THREE RESEARCH QUESTIONS What is the nature of sparks? How do they relate to well-being What role do relationships play?

13. THE NATURE OF OF SPARKS 1.Although there might be pressure to claim that one has a deep interest, not all are approached with the same intensity “Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.” ― Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal ExperienceMihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience 2. The progression from passing interest to deep interests depends largely on support

14. “When we choose a goal and invest ourselves in it to the limits of concentration, whatever we do will be enjoyable. And once we have tasted this joy, we will redouble our efforts to taste it again. This is the way the self grows.” Mihaly Csikszentmihalyi, Flow: ThePsychology of Optimal Experience Ben-Eliyahu, Rhodes, & Scales (under review)

15. ATTENTION AND ENGAGEMENT GAPS

16. METHOD Participants included 1,860 15-years-olds from across the United States who were participating in the national Teen Voice survey 56% European American

17. ‘‘When people are really happy, energized, and passionate about their talents, interests, or hobbies, we say they have a ‘‘spark’’ in their life. This spark is more than just interesting or fun for them. They are passionate about it. It gives them joy and energy. It is a really important part of their life that gives them real purpose, direction, or focus. Do you have this kind of spark in your life?’’ Those who answered ‘‘yes’’ were counted as having a spark, and were asked to respond to an additional 7 items about their main spark: (1)“Feel joy or energy” (2) “Lose track of time” (3) “Feel a sense of purpose or focus”. (4) “Given me skills that will help me in a job or career” (5) “Helped me get along with other people” (6)“Given me chances to improve my family, school, or community” (7) “Encouraged me to learn new or extra things outside of the schoolwork I have” SPARK

18. RELATIONSHIPS SUPPORTING SPARK Most common types Encouragement Financial help Transportation Most common providers Parents Extended family (grandparent or other family neighbors Friends parents School (teacher, counselor, or other adult at school) Mentor, adult (in youth org or afterschool program)

19. GOALS OF STUDY Study variations in intensity of sparks Explore how emotional and instrumental supports were related to sparks. Explore sparks were related to a range of outcomes

20. SAMPLE: 1860 15 YEAR OLDS

21. PARENTS’ EDUCATION

22. Relationships: Encouragement, financial help, and transportation Parents, extended family (grandparent or other family), neighbors, friends, school (teacher, counselor, or other adult at school), mentor, adult (in youth org or afterschool program) Outcomes: Social  Leadership, social good contribution, civic engagement Academic  Mastery goals, missed school, grade point average, school effort Affective  Sense of purpose, positive future outlook, worry

23. NATURE OF SPARKS Latent class analyses

24. SPARK BY GENDER

25. SPARKS BY RACE/ETHNICITY

26. ENRICHMENT EXPENDITURES ON CHILDREN (TOP VS. BOT. 20% Source: Duncan & Murnane, 2011

27. SPARK BY PARENTAL EDUCATION

28. SPARK ACTIVITIES

29. SPARK & WELL-BEING

30. SPARK AND WELL-BEING

31. RELATIONSHIPS SUPPORTING SPARK

33. SOCIAL-ECOLOGICAL THEORY URI BRONFENBRENNER Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else— especially somebody who's crazy about that child.