Self-reported autonomy of youth in different types of extracurricular activities

Abstract

Extracurricular activities (leisure, hobbies, sports, and art) play a significant role in the lives of the younger generation. Presumably, extracurricular activities can provide a favorable environment for autonomy, especially if these activities are independently organized (not structured by adults or institutions) and internally motivated. To explore how young people perceive their autonomy in extracurricular activities, we conducted 30 semi-structured interviews with participants from 15 cities in Russia, aged 11-24. A framework to understand autonomy through independence and volitional functioning was used. Two types of self-reported autonomy were compared to each other in structured and unstructured extracurricular activities. Three research questions were addressed: 1) How does self-reported autonomy differ among those who characterize it as "independence" and "volitional functioning"? 2) Are there any differences in self-reported autonomy between structured and unstructured extracurricular activities? 3) How do informants describe the role of coaches, teachers, and parents in either supporting or limiting their autonomy? The results showed that two groups of informants described their autonomy in extracurricular activities differently. The type of activity expanded the range of described autonomy, with informants from both types of independence highlighting two new aspects in unstructured activities. The role of coaches and parents was perceived ambiguously, both as supportive and as restricting autonomy. In conclusion, extracurricular activities, especially unstructured ones, play a vital role in the development of autonomy in the younger generation.