Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School

Autor/inn/en	Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama
Titel	Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School
Quelle	In: Applied Developmental Science, 19 (2015) 3, S.139-152 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.983031
Schlagwörter	Family Characteristics; Academic Achievement; High School Students; Low Income; Grades (Scholastic); Extracurricular Activities; Correlation; Social Status; Student Participation; Mother Attitudes; Statistical Analysis; Child Behavior; Check Lists; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Child Behavior Checklist; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niedriglohn; Notenspiegel; Außerunterrichtliche Aktivität; Korrelation; Sozialer Status; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mutterliebe; Statistische Analyse; Checkliste; Kalifornien; Master-Studiengang
Abstract	Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school-including consistent participants and latecomers-was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01