Family, School, and Community Predictors of Adolescent Growth-Conducive Experiences: Global and Specific Approaches

Using a diverse national sample of adolescents followed for 2 years, several models linking contextual and individual factors to adolescent growth-conducive experiences were tested. Adolescent autonomy, concentration, intrinsic motivation, and goal-directedness during productive activities were measured via the Experience Sampling Method, in which each participant provided multiple responses daily for 1 week in each of 2 years. Structural equation modeling was used to estimate relations among both specific aspects and global constructs of contextual or individual characteristics and experiential dimensions. Growth-conducive environment, as measured by the degree of support and challenge in the school and family, was found to be positively related concurrently to growth-conducive experiences and longitudinally to time spent engaged in productive activities. Autonomy during productive activities was also related to growth-conducive experiences and intrinsic motivation 2 years later. Results imply that teachers, parents, and communities can promote positive youth development by maintaining an environment rich in interpersonal support, autonomy, and opportunities to pursue challenges related to future goals.