Afterschool Programs, Extracurricular Activities, and Unsupervised Time: Are Patterns of Participation Linked to Children's Academic and Social Well-Being?

Autor/inn/en	Vandell, Deborah Lowe; Simpkins, Sandra D.; Pierce, Kim M.; Brown, B. Bradford; Bolt, Dan; Reisner, Elizabeth
Titel	Afterschool Programs, Extracurricular Activities, and Unsupervised Time: Are Patterns of Participation Linked to Children's Academic and Social Well-Being?
Quelle	In: Applied Developmental Science, 26 (2022) 3, S.426-442 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2020.1843460
Schlagwörter	After School Programs; Extracurricular Activities; Low Income Students; Student Participation; Academic Achievement; Behavior Patterns; Persistence; Aggression; Supervision; Student Behavior; Elementary School Students; Grade 3; Grade 4; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Außerunterrichtliche Aktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Ausdauer; Student behaviour; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Lehrerverhalten
Abstract	Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b) regular participation at the afterschool program combined with other extracurricular activities, (c) unsupervised time afterschool combined with extracurricular activities, and (d) low participation in any of these settings. Children who regularly attended a high-quality afterschool program alone or combined with extracurricular activities were reported by teachers to have higher academic performance, work habits, and task persistence, and less aggression towards peers compared to children whose afterschool hours combined unsupervised time with extracurricular activities. Attending high-quality afterschool programs alone and in combination with extracurricular activities also were associated with child self-reports of less misconduct compared to unsupervised time combined with extracurricular activities. These findings indicate the value of high-quality afterschool programs for children growing up in poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01