1. Introduction to the Youth Connectedness Project 4 October, 2007 Connectedness in Youth Seminar Paul Jose--Senior Researcher

2. A brief history Official title of the FRST grant: “Connectedness in young New Zealanders: Social connectedness, transitions, and well-being” Official title of the FRST grant: “Connectedness in young New Zealanders: Social connectedness, transitions, and well-being” We began in mid-2004 and are scheduled to finish the grant in mid-2009. We began in mid-2004 and are scheduled to finish the grant in mid-2009. Our chief goal is to collect annual longitudinal data on a large sample of early adolescents over three years (’06, ’07, and ’08). Our chief goal is to collect annual longitudinal data on a large sample of early adolescents over three years (’06, ’07, and ’08). We succeeded in getting the first wave of data in ’06, and we are almost done with the data collection in ’07. We succeeded in getting the first wave of data in ’06, and we are almost done with the data collection in ’07.

3. Adolescent development Western societies (and related research) have emphasised the separation of the adolescent from the family: Western societies (and related research) have emphasised the separation of the adolescent from the family: –individuation –construction of the self –autonomy Our team believes that an important dynamic in the adolescent period has been overlooked: Our team believes that an important dynamic in the adolescent period has been overlooked: –connectedness In the last decade more work has been devoted to understanding how these opposing tendencies co-occur and play out over the adolescent years. In the last decade more work has been devoted to understanding how these opposing tendencies co-occur and play out over the adolescent years.

4. Healthy development A healthy trajectory for adolescents seems to be a combination of independence and interdependence A healthy trajectory for adolescents seems to be a combination of independence and interdependence But we don’t know as much as we should about the ties and connections that youth foster, retain, or weaken But we don’t know as much as we should about the ties and connections that youth foster, retain, or weaken The chief aim of the present longitudinal study was to track degree and type of connectedness from 10 to 16 years: The chief aim of the present longitudinal study was to track degree and type of connectedness from 10 to 16 years: –School –Family –Peers –Community So let’s briefly discuss the dataset. So let’s briefly discuss the dataset.

5. First year of data We collected data in four ways: 1)lap-top administered self-report surveys from about 2,175 adolescents (10-15 years); 2)Self-report surveys from one of the parents of the adolescent; 3)Surveys from most of the principals of the schools from which we accessed participants; and 4)NZCER-focused interviews and digital storytelling.

6. Sampling goals Equal numbers of males and females: 52% females and 48% males. Equal numbers of males and females: 52% females and 48% males. Equal numbers of Maori and ENZ: 50% ENZ; 30% Maori, and 20% Other. (Note: “Maori” defined as anyone who ticked that option, can include bicultural individuals.) Equal numbers of Maori and ENZ: 50% ENZ; 30% Maori, and 20% Other. (Note: “Maori” defined as anyone who ticked that option, can include bicultural individuals.) Equal numbers of three cohorts (Years 6, 8, & 10): slightly more of the younger kids. Equal numbers of three cohorts (Years 6, 8, & 10): slightly more of the younger kids. A wide range of school deciles: average was 5.2, and we obtained schools at every point on the scale. A wide range of school deciles: average was 5.2, and we obtained schools at every point on the scale.

7. Ethnicity by Age breakdown EthnicityNZ European Count 3883463771111 % within Year of school 50.3%49.6%56.6%52.0% MaoriCount 250197192639 % within Year of school 32.4%28.2%28.8%29.9% OtherCount 13415597386 Year of schoolTotal 6810 % within Year of school 17.4%22.2%14.6%18.1% TotalCount 7726986662136

8. School decile range

9. Covering geographical regions Major Urban 132661.071 Secondary Urban 29713.76 Minor Urban 43219.98 Rural 1195.514 Location TypeFrequencyPercent % 2001 Census Total 2174100.0

10. 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 adolescents, and we did. We sought to overrepresent Maori adolescents, and we did. We underrepresented rural youth (well, maybe), but did well on school decile, gender, and age. We underrepresented rural youth (well, maybe), but did well on school decile, gender, and age. Can we hold on to this sample? We are doing reasonably well finding and retaining adolescents: anticipate 5-7% loss. Can we hold on to this sample? We are doing reasonably well finding and retaining adolescents: anticipate 5-7% loss.

11. Overall analytic plan Literally hundreds of possible analyses are possible due to the diversity of the sample and the wide range of assessed constructs. Literally hundreds of possible analyses are possible due to the diversity of the sample and the wide range of assessed constructs. Main goal is to see whether connectedness is associated (predictive of) wellbeing. Main goal is to see whether connectedness is associated (predictive of) wellbeing. How have we done with this prediction? How have we done with this prediction?

12. Quick tour of the constructs Demographic variables Demographic variables Support Support Wellbeing Wellbeing Coping & stress Coping & stress Family dynamics Family dynamics School achievement and relationships School achievement and relationships Bullying (actor and receiver) Bullying (actor and receiver) Peer relationships Peer relationships Technology Technology Spirituality Spirituality Ethnic identity Ethnic identity Community connections Community connections [Each is composed of many individual questions and subscales.] Let’s see how the four areas of connectedness played out over our age range.

13. Family connectedness decreased with age

14. So does connectedness with school

15. Peer connectedness didn’t seem to change much

16. Connectedness with community increased

17. Gender differences Females report higher: Females report higher: –School connectedness –Peer connectedness No gender differences for: No gender differences for: –Community connectedness –Family connectedness

18. What about wellbeing? Composed of: Composed of: –Personal Identity Personal IdentityPersonal Identity –Morality of Action Morality of ActionMorality of Action –Aspirations/Direction Aspirations/Direction –Positive Relations with Others Positive Relations with OthersPositive Relations with Others –Confidence Confidence –Negative Affect (reverse-coded) Negative AffectNegative Affect –Positive Affect Positive AffectPositive Affect –Life Satisfaction Life SatisfactionLife Satisfaction –Depression Orientation (reverse-coded) Depression OrientationDepression Orientation

19. Age trend is typical Overall, no gender difference, but females tend to show more decrement over early adolescence than males.

20. Connectedness seems to be related to wellbeing Family connectedness School connectedness Peer connectedness Community connectedness Wellbeing.31***.23***.24***.04* Note that this is cross-sectional data and we can’t determine the direction of causality. It is possible that wellbeing predicts connectedness, as well as the reverse (depicted here). Once we have longitudinal data, we will be able to examine the direction of causality. Also, we seek to determine which of the potential moderators (age, gender, SES, ethnicity, etc.) affect this basic relationship and how. R 2 =.39

21. Much remains to be done The basic hypothesis seems to have validity, but we need to probe this basic relationship. The basic hypothesis seems to have validity, but we need to probe this basic relationship. Many other variables other than connectedness and wellbeing need examination (bullying, technology, family dynamics, etc.). Many other variables other than connectedness and wellbeing need examination (bullying, technology, family dynamics, etc.). We are motivated to see how we can triangulate in on adolescents’ lives with the different sources of data (adolescent; parent; school). We are motivated to see how we can triangulate in on adolescents’ lives with the different sources of data (adolescent; parent; school). The programme today will relate the early findings based on these cross-sectional data. We are excited by the prospect of longitudinal data. The programme today will relate the early findings based on these cross-sectional data. We are excited by the prospect of longitudinal data. Now let’s hear from the KMRG group. Now let’s hear from the KMRG group.