Activities, Engagement, and Emotion in After-School Programs (and Elsewhere)

Autor/inn/en	Vandell, Deborah Lowe; Shernoff, David J.; Pierce, Kim M.; Bolt, Daniel M.; Dadisman, Kimberly; Brown, B. Bradford
Titel	Activities, Engagement, and Emotion in After-School Programs (and Elsewhere)
Quelle	In: New Directions for Youth Development, (2005) 105, S.121-129 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.111
Schlagwörter	Middle Schools; After School Programs; Enrichment Activities; At Risk Persons; Emotional Response; Motivation; Comparative Analysis; Youth Programs; Leisure Time; Recreational Activities; Program Effectiveness; Participation + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bereicherungsprogramm; Risikogruppe; Emotionales Verhalten; psychologische; Motivation (psychologisch); Jugendsofortprogramm; Freizeit; Freizeitgestaltung; Teilnahme
Abstract	Experiences that are deeply engaging and enjoyable, engender full concentration, and present a balance between challenge and skill propel or push development forward. For the past twenty years, researchers have sought to locate environments in which this combination of effort, skill, interest, and enjoyment is more likely. This article describes a research study conducted by the authors focusing on the experiences of ethnically and economically diverse youth who attended after-school programs. These youth resided in three states and attended eight different middle schools. Some of the youth, whom they called "program youth," participated in school-based after-school programs during at least part of the after-school hours. Others, whom they called "nonprogram youth," did not. The authors concluded from their analyses that school-based after-school programs provide youth with substantially different opportunities and experiences than they would otherwise have. Youth spend more time doing sports, art and academic enrichment, community service, and homework at programs versus elsewhere. They devote less of their after-school hours to watching TV and eating. While engaging in these activities at programs, they experience more intrinsic motivation, put forth more concerted effort, and feel less apathetic, underscoring the potential of after-school programs as a positive developmental context. (Contains 2 tables and 8 notes.) (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10