{"@context":{"@vocab":"https://cir.nii.ac.jp/schema/1.0/","rdfs":"http://www.w3.org/2000/01/rdf-schema#","dc":"http://purl.org/dc/elements/1.1/","dcterms":"http://purl.org/dc/terms/","foaf":"http://xmlns.com/foaf/0.1/","prism":"http://prismstandard.org/namespaces/basic/2.0/","cinii":"http://ci.nii.ac.jp/ns/1.0/","datacite":"https://schema.datacite.org/meta/kernel-4/","ndl":"http://ndl.go.jp/dcndl/terms/","jpcoar":"https://github.com/JPCOAR/schema/blob/master/2.0/"},"@id":"https://cir.nii.ac.jp/crid/1361699995658926080.json","@type":"Article","productIdentifier":[{"identifier":{"@type":"DOI","@value":"10.1111/1532-7795.1301006"}},{"identifier":{"@type":"URI","@value":"https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2F1532-7795.1301006"}},{"identifier":{"@type":"URI","@value":"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1532-7795.1301006"}}],"dc:title":[{"@value":"What Adolescents Learn in Organized Youth Activities: A Survey of Self‐Reported Developmental Experiences"}],"description":[{"type":"abstract","notation":[{"@value":"<jats:p>This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community‐based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith‐based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.</jats:p>"}]}],"creator":[{"@id":"https://cir.nii.ac.jp/crid/1381699995658926082","@type":"Researcher","foaf:name":[{"@value":"David M. Hansen"}]},{"@id":"https://cir.nii.ac.jp/crid/1381699995658926080","@type":"Researcher","foaf:name":[{"@value":"Reed W. Larson"}]},{"@id":"https://cir.nii.ac.jp/crid/1381699995658926081","@type":"Researcher","foaf:name":[{"@value":"Jodi B. Dworkin"}]}],"publication":{"publicationIdentifier":[{"@type":"PISSN","@value":"10508392"},{"@type":"EISSN","@value":"15327795"}],"prism:publicationName":[{"@value":"Journal of Research on Adolescence"}],"dc:publisher":[{"@value":"Wiley"}],"prism:publicationDate":"2003-02-13","prism:volume":"13","prism:number":"1","prism:startingPage":"25","prism:endingPage":"55"},"reviewed":"false","dc:rights":["http://onlinelibrary.wiley.com/termsAndConditions#vor"],"url":[{"@id":"https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2F1532-7795.1301006"},{"@id":"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1532-7795.1301006"}],"createdAt":"2003-03-12","modifiedAt":"2024-01-09","relatedProduct":[{"@id":"https://cir.nii.ac.jp/crid/1360869856021313536","@type":"Article","resourceType":"学術雑誌論文(journal article)","relationType":["isReferencedBy"],"jpcoar:relatedTitle":[{"@value":"Longitudinal associations between proactivity, rolefulness, and school maladjustment among Japanese high school students"}]},{"@id":"https://cir.nii.ac.jp/crid/1390282679460947968","@type":"Article","relationType":["isReferencedBy"],"jpcoar:relatedTitle":[{"@language":"en","@value":"Current Status and Remaining Issues of Research on Life Skills Development through Physical Education and Sport"},{"@language":"ja","@value":"体育・スポーツ活動への参加を通じたライフスキルの獲得に関する研究の現状と今後の課題"}]},{"@id":"https://cir.nii.ac.jp/crid/1390859138436012032","@type":"Article","resourceType":"学術雑誌論文(journal article)","relationType":["isReferencedBy"],"jpcoar:relatedTitle":[{"@language":"ja","@value":"高校生におけるロールフルネスとハーディネスとの関連─3年間のデータを用いた交差遅延効果モデル分析による検討─"},{"@language":"en","@value":"Rolefulness and hardiness during high school: A longitudinal cross-lagged panel analysis"}]}],"dataSourceIdentifier":[{"@type":"CROSSREF","@value":"10.1111/1532-7795.1301006"},{"@type":"CROSSREF","@value":"10.4146/jjspopsy.2011-082_references_DOI_AF8JqnYizSf23pmIjvKjosqXW3b"},{"@type":"CROSSREF","@value":"10.4092/jsre.30.1_11_references_DOI_AF8JqnYizSf23pmIjvKjosqXW3b"},{"@type":"CROSSREF","@value":"10.1007/s44202-024-00292-6_references_DOI_AF8JqnYizSf23pmIjvKjosqXW3b"}]}