Research Findings About 4-H's Impact on Young People

Below are research studies that demonstrate the impact 4-H programs, projects and activities have on developing life skills and building assets in young people. Also included are additional studies about youth programs similar to 4-H. 4-H agents needing assistance with their Plan of Work, can contact laguion@mail.ifas.ufl.edu. The studies are organized by category. Click the category names to go to each section.

Research Studies Specific to 4-H

Affecting Environmental Attitudes through Camping

Description: This 4-H study examines attitude changes as results of camping experiences.
Authors: Clinton L. Shepard and Larry R. Speelman
Year Published: Not listed
Findings:
1. There is a relationship between program length and conservation attitude development;
2. An initial acclimation period for urban campers is desirable before implementing conceptual activities; and,
3. There is a greater opportunity to develop positive conservation attitudes in first-time campers.
To get a copy of the study results: See: Shepard, Clinton L. and Speelman Larry R. Affecting Environmental Attitudes Through Outdoor Camping. The Journal of Environmental Education. A 4-H study.

Assessing Leadership Life Skills Gained Through 4-H

Description: The goal of the study was to determine whether 4-Hers gain leadership skills through 4-H activities and examine which skills are developed. 125 youth responded.
Year Published: 1998
Authors: Charlie Clark, Carol Wilcoxen, Cheryl Geitner, Dianne White, Sarah Anderson, Diane Baker, Illinois Extension Service
Findings:
69 to 86 % gained moderate to much leadership skills during their involvement in a 4-H Club.
45 to 49% improved much of their leadership skills in getting along with others, having a friendly personality, respecting others and setting goals.
45 to 61% improved moderately in determining needs, using information to solve problems, showing responsible attitudes, and being tactful.
40 to 44% improved much of their skills in trusting other people and using logical thinking.
40 to 44% improved their skills in considering alternatives, solving problems, considering input from all group members, being flexible, selecting alternatives, handling mistakes, listening effectively, having positive self-concept, clarifying values, and having good manners.
50% obtained leadership skills from animal projects, 11% from arts, 8% from special events and the remainder obtained leadership skills from other activities such as child care, safety and citizenship.
To get a copy of study results: Contact any of the authors.

4-H Youth Voice Survey

Description: The National 4-H Youth Directions Council conducted the study. 440 youth staff, and program leaders from 44 states responded to a survey examining youth voices within the 4-H system.
Year Published: 2000
Authors: National 4-H Youth Directions Council team
Findings:

76% of youth ages 18 and under have input in fair board issues.
62% of counties have a youth council.
45% of youth play an active role in planning and leading state events and programs.
19% of youth have an equal voice in state advisory boards.
18% of youth are involved in the selection process for 4-H staff.
6% of youth have a voice in the selection process of state 4-H staff and faculty.
To get a copy of study results: Check the National 4-H Council Web site.

National 4-H Impact Assessment

Description: A national survey of 1300 youth and 195 adults associated with 4-H Youth Development Programs examined perceptions about the benefits of 4-H.
Authors: University of Arizona Cooperative Extension provided leadership to this multi-state effort.
Year Published: Preliminary results in 2000, more comprehensive results became available in 2001.
To get a copy of the study results: Check online at: http://ag.arizona.edu/icyf/evaluation/4himpact.htm

The Cornell Study

Description: A two-year, multi-method study by Cornell Cooperative Extension on the impact of 4-H club membership. Fifty counties resulting in 3198 youth respondents.
Year Published: 1999
Authors: June Mead, Eunice Rodriguez, Thomas Hirschl, & Stephen Gogan, Cornell Cooperative Extension.
Findings: Controlling for the influences of age, gender, family structure, and father=s education, comparisons were made of all Search Institute survey respondents who did and did not participate in other clubs with youth in 4-H clubs. 4-H club youth in New York scored higher than both the Search Institute's youth with club participation and without club participation on all (significantly higher on most) developmental assets tested including: educational aspiration, achievement motivation, desire to help others, school grades, self-esteem, decision-making, having a value system, interaction with adults, and ability to make friends.
To get a copy of the study report: Visit the Cornell Cooperative Extension Web site to read the final report: Understanding the Difference 4-H Clubs Make in the Lives of New York Youth: How 4-H Contributes to Positive Youth Development.

The 4-H Great Lakes Natural Resources Camp Study

Description: This particular study is a follow-up on the original study of the same name.
Authors: Murari Suvedi and Shari L. Dann
Year Published: 1992
Findings: The camp increased participants' level of awareness of environmental problems, interest in the outdoors, developed leadership skills and influenced career decisions.
To obtain a copy of the study results: See: Suvedi, Murari and Dann, Shari L. The 4-H Great Lakes Natural Resources Camp: A Follow-up Study. AEE Center for Evaluative Studies. 1992.

The Montana Study

Description: A statewide study conducted in 21 randomly selected counties with approximately 2,500 fifth, seventh and ninth grade youth to examine benefits of 4-H (out of school activities).
Year Published: 2001
Authors: Kirk Astroth and George Haynes of Montana State University.
Findings: Be looked up to as role models by other kids
Help others in the community
Also, 4-H youth reported that they are less likely than other youth to:
Shoplift or steal
Use illegal drugs of any kind to get high
Ride in a car with someone who has been drinking
Smoke cigarettes
Damage property for the fun of it
Skip school or cut class without permission
To get a copy of the study report: Read the press release (html) or the report (pdf file).

Nebraska Public Speaking Study

This study of former 4-H members showed that past 4-H participants valued the public speaking skills they learned in 4-H.
To get a copy of the study report: Visit their website (pdf file).

The Texas 4-H Impact Assessment

Description:.A study conducted in 1999, with 52 counties and 1,313 youth respondents, examined the impact that Texas 4-H has on its youth participants. Of the 1,313 youth participating in the study, 545 were community club members. Forty percent of the respondents reside in a non-rural setting.
Year Published: 2000
Authors: Texas 4-H Youth Research Unit, Texas Agricultural Extension Service
Findings:.
88% indicated that 4-H teaches them to work out differences peacefully
86% indicated that 4-H has taught them problem-solving skills
89% indicated that 4-H has taught them decision-making skills
91% indicated that 4-H has helped teach them how to develop a plan to reach their goals
94% felt that 4-H has helped them accept differences in others
91% felt that 4-H helped teach them skills to be a leader
To get a copy of the complete study results: The report is online as a pdf file.

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Research Studies on Youth Programs Similar to 4-H

An Environmental Education Survey

Description:

Authors: N. J. Smith-Sebasto
Year Published: 1998
Findings: 88.2% of the surveyed environmental educators perceived that their programming contributed to the development of environmentally literate citizens.
To get a copy of the study results: See: Smith-Sebasto, N.J. Environmental Education in the University of Illinois Cooperative Extension Service: An Educator Survey. The Journal of Environmental Education, 1998, Vol. 29, No. 2, 21-30.

A Study on Camping

Description: A study on the benefits of camping on youth.
Authors: James C. Stone
Year Published: 1986
Findings: Campers made a statistically significant gain overall, and increases in the following characteristics:
Responsibility. Skill in being accountable for one's own behavior.
Decision Making. Skill in thinking for one self.
Self-concept. Skill in getting along with others.
Interpersonal Relations. Skill in making friends and being accepted.
Citizenship. Skill in respecting the rights of others.
Environmental concern. Skill in appreciating one=s natural surroundings.
To get a copy of the study results: Not Provided
Note: Even though this study is dated, the results continue to be validated in other studies and this study is viewed by some as the original source.

Building Vibrant Youth Groups

Description: The author studied two research questions: Why are some youth groups more effective than others? What are the distinguishing characteristics of highly effective youth groups? Five youth groups were studied for a total of 163 youth.
Authors: Kirk Astroth, Montana State University
Year Published: 1996
Findings: Vibrant youth groups have ten essential characteristics. Vibrant youth groups:
Concerned with weaning, not winning (i.e. help youth have ownership of the group)
Change how they do things, but not what they do (i.e. firm yet flexible)
Work hard and play hard
Empower young people (i.e. authorize, delegate meaningful responsibilities)
Communicate with and listen to young people
Balance chaos with rigidity (i.e. can change with and respond to changing times and circumstances)
Affirm and support one another
Use mentoring system to socialize newcomers into the club
Value and practice service to others
Take time for training
Recognize that the whole is greater that the sum of its parts (i.e. each individual brings skills, talents, etc. to work together to achieve the larger goal of the group)
To get a copy of the study results: Contact the author at Montana State University, 210 Taylor Hall, Bozeman, MT 59717-0358

Moral and Ego Development Study

Description: This study was intended to serve as a program evaluation checklist for peer-helping activities.
Authors: N. A. Sprinthall
Year Published: written 1997
Findings: Programs that effectively demonstrate impact on the moral and ego development of participants have five common elements. Young people who take leadership in helping/service programs benefit greatly when these five conditions are present. The five elements are:
1. Role-taking experience in real-life helping.
2. Guided reflection
3. Continuity
4. Balance of reflection and activity
5. Blend of support and challenge for the young people involved
To get a copy of the study results: Unpublished.

Study of Community Youth Programs

Description: The authors studied community youth programs offering developmentally appropriate adult monitored activities.
Authors: S.B. Heath and M.W. McLaughlin
Year Published: 1991
Findings: The successful organizations had these things in common:
A positive hopeful vision of the future.
A clear, focused mission.
A dedicated staff who value youth and are dedicated to their success.
An identification not linked to social institutions or social problems (i.e. an after-school or pregnancy prevention program).
They provide diverse opportunities for activities, varied rhythms of work and play, opportunities to value different talents and ages, and approaches that are firm and flexible.
They create a sense that members belong to an intimate group.
They give power to young people rather than treat them like infants.
They have clear goals and rules of membership.
Their range of developmentally appropriate activities are overseen by consistent and reliable adults who send the message that everyone involved is responsible for enforcing the rules and taking leadership for pieces of the program.
To get a copy of the study results: See: Heath, S.B. & McLaughlin, M.W. (1991). "Community Organizations as Family: Endeavors that Engage and Support Adolescents." Phi Delta Kappan. April, 1991, 623-627.

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Additional Studies

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