The Relationship Between Youth Risk-Taking Behaviour and Activity Engagement

Youth have been found to engage in various risk-taking behaviours at higher rates than any other age group. However, there is a lack of research on the division between adaptive and maladaptive risk behaviours among adolescents and emerging adults. Adaptive risk-taking behaviours may present youth with ways to successfully partake in the risk behaviours that they are naturally inclined to engage in. The relationship between activity engagement and positive youth development has been extensively studied and cited as a way to expose youth to positive experiences and promote successful development. However, the relationship between activity engagement and risk behaviours among youth has yetto be studied in depth. This study investigated the potential relationship between various adaptive and maladaptive risk behaviours and activity engagement among youth, through an indirect link through five mediator variables. These potential mediators represented the three systems in Jessor's Problem Behaviour Theory. Participants included 276 youth (M = 19.06 years, SD = 1.60, 89.1 % female) from Brock University. Results revealed that activity engagement significantly predicted greater adaptive social risk behaviours among youth. However, there was no mediating effect through the problem behaviour systems. Correlations revealed that being male was associated with more maladaptive risk behaviours and fewer adaptive risk behaviours than females. Additionally, behavioural engagement specifically related to less maladaptive physical health risks and psychological engagement related to greater adaptive social risks. Overall, these findings suggest that activity engagement may be differentially related to the various types of risk-taking and gender associations may exist between the various types and dimensions of risk behaviours, but future work is needed to understand the variables that may explain such relationships.

Self-Regulated Learning and Children At-Risk for Learning Disabilities: Using Motivational Tactics to Support "Reading Rocks!"

This project explored self-regulation among children impacted by leaming disabilities. More specifically, this thesis examined whether a remedial literacy program called Reading Rocks! offered by the Leaming Disabilities Association of Niagara Region, provided participating children opportunities to set goals, develop strategies to meet these goals, and provide intemal and extemal feedback- all processes associated with a model of self-regulated leaming as pioneered by Butler and Winne (1995) and Winne and Hadwin (1999). In this thesis, I triangulate the data through the combination of three different methodologies. Firstly, I describe the various elements of the Reading Rocks! program. Secondly, I analyze the data gathered through three semi-structured interviews with three parents of children that participated in the Reading Rocks! program to demonstrate whether the program provides opportunities for children to self-regulate their learning. Thirdly, I also analyze photographic evidence of the motivational workstation boards created by the tutors and children to further illustrate how Reading Rocks! promotes self-regulatory processes among children.

Precursors to successful youth-adult partnerships: The role of adult warmth and expertise

Youth-Adult Partnerships (Y-APs) have been found to foster youth engagement and positive youth development. However, existing research tends to confound the characteristics of Y-APs with their general outcomes and the existing methods of evaluating Y-APs tend to be based on correlational methodologies. I sought to create a measure of Y-AP success that did not confound the characteristics of a successful Y-AP with outcomes. Using the existing literature as a guide, three components were selected for inclusion in the Y-AP success measure: 1) perceptions of productivity; 2) positive affect; and 3) having one's contributions welcomed and considered. Using this new measure, I tested a model to assess how adult warmth and expertise interacted with task difficulty to influence three components of Y-AP success. Participants included 402 university students (M = 19.27, SD = 1.28, 89.1 % female) from Brock University and Cape Breton University. Video clips of an adult, depicting all possible combinations of warmth and expertise were created for this study, as well as a pair of hypothetical tasks designed to elicit differential degrees of perceived difficulty. Participants were exposed to one video of a hypothetical adult and two hypothetical tasks and responded to the Y-AP success measures twice, for each ofthe tasks. Results from mixed-model ANOVAs revealed that the adult and task characteristics were not consistently related to all components of Y-AP success. However, several significant interactions suggested that youth perceptions of task difficulty and their impressions of adult partners influenced the extent to which they expected a Y-AP to be successful. The results are discussed in the context of how they support or conflict with the existing literature and serve as a first step in the inference of causality within the study of Y-APs.

Humour and Learning: A Self-Study of My Practice as an Adult Educator

This study examined my lived experiences as a frontline practitioner and adult educator in a local nonprofit community organization. Using self-study research methodology, I explored my professional practice as a facilitator of job search skills training with newcomers to Canada and the impact of humour on their learning, a topic for which I have a particular passion. To better inform my practice, I designed and delivered job search skills workshops on resume writing and cold-calling/networking. I used a variety of data sources including a literature review, personal observations, and reflections as well as secondary data sources from workshop evaluations and unsolicited feedback emails from participants. Findings from the self-study indicated that adult learners who experience entertaining and fun-filled lessons that use appropriate humour have better learning results, are more confident, and are better prepared to apply skills required for achieving career goals. Further, I learned in my practice that my challenge as an adult educator is to ensure humour is appropriately used and adds value to the learning rather than being the focus of the teaching.

Physical Activity and the Entanglement of Meaning Making for Females

This research takes a phenomenological approach through narratives to investigate the meanings females attribute to their experiences with physical activity. Nine females across the age ranges of 10-80 were asked to share three meaningful physical activity stories. These experiences could be positive or negative in nature as long as they were reflective of a meaningful experience for the participant. The aim of the research was to explore the types of physical activity experiences that females find meaningful. The results indicate that participants perceived the following to be meaningful within their experience: social support, benefits to personal health and well-being, recognition and acknowledgment, empowerment, body control, early positive experience and identity formation. Participants’ stories offered an enlightened understanding of the meanings active females associate with physical activity across their lifespans that perhaps can assist in formulating and developing strategies to encourage and promote involvement in physical activity.

Impact of a Youth Development Camp on Participants’ Skills, Attitudes, and Views Towards Science and Scientific Inquiry

This mixed-methods research study sought to determine the impact of an informal science camp—the Youth Science Inquiry Development Camp (YSIDC)—on participants’ science inquiry skills, through self-assessment, as well as their views and attitudes towards science and scientific inquiry. Pre and post data were collected using quantitative surveys (SPSI, CARS), a qualitative survey (VOSI-E), interviews, and researcher’s observations. Paired sample t-tests from the quantitative surveys revealed that the YSIDC positively impacted participants’ science inquiry skills and attitudes towards science. Interviews supported these findings and provided contextual reasons for these impacts. Implications from this research would suggest that informal and formal educational institutions can increase science inquiry skills and promote positive views and attitudes towards science and scientific inquiry by using non-competitive cooperative learning strategies with a mixture of guided and open inquiry. Suggested directions for further research include measuring science inquiry skills directly and conducting longitudinal studies to determine the lasting effects of informal and formal science programs.

Registered Nurses' Perceptions about Facilitators and Barriers to Maternal Skin to Skin Contact in the Operating Room

Abstract It is recommended that all new mothers experience skin-to-skin contact (SSC) with their newborns immediately after birth. However, SSC is not commonly practiced after cesarean deliveries. To understand facilitators and barriers regarding SSC in the operating room (OR), a descriptive online and paper survey was conducted with 68 Registered Nurses from four hospitals in Ontario. The theory of planned behavior framed the study. Nurses had positive attitudes, and believed most health care team members supported SSC in the OR, but were uncertain about their control over the behavior. Nurses who had practiced the behavior in the past had more positive attitudinal and normative beliefs, and perceived some barriers as less difficult. Attitude and past behavior were the only significant multivariate predictors of intention to practice SSC in the future. Results suggest that shifting attitude and supporting more experience with the practice may increase nurses’ implementation of SSC in the OR.