After-School Activities, Misbehavior in School, and Delinquency from the End of Elementary School through the Beginning of High School: A Test of Social Development Model Hypotheses

Autor/inn/en	Fleming, Charles B.; Catalano, Richard F.; Mazza, James J.; Brown, Eric C.; Haggerty, Kevin P.; Harachi, Tracy W.
Titel	After-School Activities, Misbehavior in School, and Delinquency from the End of Elementary School through the Beginning of High School: A Test of Social Development Model Hypotheses
Quelle	In: Journal of Early Adolescence, 28 (2008) 2, S.277-303 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431607313589
Schlagwörter	Behavior Problems; School Activities; Behavior Patterns; Delinquency; Antisocial Behavior; Adolescents; Grade 9; Social Development; Elementary Schools; High Schools; Surveys; Developmental Stages; Student Participation; Extracurricular Activities; Correlation + Suchen Sie Ihr Suchwort? Kriminalität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Soziale Entwicklung; Elementary school; Grundschule; Volksschule; High school; Oberschule; Survey; Umfrage; Befragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Außerunterrichtliche Aktivität; Korrelation
Abstract	Annual survey data on 776 students from sixth through ninth grade were used to examine the relationships among after-school activities, misbehavior in school, and delinquency. The social development model hypothesizes that antisocial behavior in one developmental time period leads to less involvement in activities and interactions that have positive socializing influence in the next developmental time period. Although the overall correlations between structured activities and both misbehavior in school and delinquency did not indicate strong protective influences of structured activities, results of a cross-lagged model that adjusted for prior activity and behavior patterns provided support for the hypotheses. However, antisocial behavior did not predict involvement in activities across the middle school to high school transition. Consistent with routine activities theory, unstructured activity involvement and delinquent behavior in the first year of high school were positively correlated after adjusting for prior levels of antisocial behavior and structured and unstructured activity involvement. (Contains 1 table, 1 figure and 1 note.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10