Dissertations and Theses (Open Access)

Date of Award

Summer 8-2024

Degree Name

Doctor of Philosophy (PhD)

Advisor(s)

Kevin Lanza, PhD, MCRP

Second Advisor

Baojiang Chen, PhD, MS

Third Advisor

David Gimeno Ruiz de Porras, PhD, MSc, LPsy

Abstract

Background: This dissertation aimed to explore the relationship between built environment features, participation in out-of-school time (OST) programs, participation in community service activities, and the social-emotional development of youth aged 6 to 17 years residing within the United States (US). Previous research indicates that built environment features, as well as participation in OST programs and community service activities, could impact youth’s social-emotional development. However, few studies have explored these effects on individual social-emotional development measures in this specific age group. In addition, little is known regarding whether built environment features and youth’s sex moderates the relationship between youth participation in OST programs or community service activities and their social-emotional development. This dissertation has three aims: to determine the relationship between (1) built environment features and youth’s social-emotional development; (2) youth participation in OST programs and their social-emotional development as well as the possible moderating effects of built environment features and youth’s sex on this relationship; and (3) youth participation in community service activities and their social-emotional development in addition to the possible moderating effects of built environment features and youth’s sex. Methods: Data for this dissertation were drawn from the US-based 2021-2022 National Survey of Children’s Health (NSCH), a cross-sectional national survey funded by the Health Resources and Service Administration’s Maternal and Child Health Bureau. Various multiple linear, ordinal, and binomial logistic regression models were run to examine the three aims. Results: In relation to aim 1, we found that access to recreation centers and parks was associated with more positive social-emotional development aspects. In contrast, exposure to litter and rundown housing was associated with increased behavioral difficulties. For aim 2, we found that youth participation in sports, lessons, and clubs was all associated with positive social-emotional development aspects. Finally, for aim 3, we found that youth participation in community service activities was significantly associated with positive social-emotional development. Conclusion: Overall, results highlight the importance of positive built environment features as well as participation in OST and community service activities for youth aged 6-17. In addition, further investigation should be considered regarding the moderating effects of built environment features using more comprehensive measures.

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