Is Extracurricular Participation Associated with Beneficial Outcomes? Concurrent and Longitudinal Relations

Autor/inn/en	Fredricks, Jennifer A.; Eccles, Jacquelynne S.
Titel	Is Extracurricular Participation Associated with Beneficial Outcomes? Concurrent and Longitudinal Relations
Quelle	In: Developmental Psychology, 42 (2006) 4, S.698-713 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Correlation; Student Participation; Extracurricular Activities; African American Students; White Students; Student Adjustment; Racial Differences; Gender Differences; Comparative Analysis; Adolescent Development; Grade 11; High School Students; Student Behavior + Suchen Sie Ihr Suchwort? Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Außerunterrichtliche Aktivität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adjustment; Adaptation; Rassenunterschied; Geschlechterkonflikt; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Oberschule; Student behaviour; Schülerverhalten
Abstract	The authors examined the relations between participation in a range of high school extracurricular contexts and developmental outcomes in adolescence and young adulthood among an economically diverse sample of African American and European American youths. In general, when some prior self-selection factors were controlled, 11th graders' participation in school clubs and organized sports was associated with concurrent indicators of academic and psychological adjustment and with drug and alcohol use. In addition, participation in 11th grade school clubs and prosocial activities was associated with educational status and civic engagement at 1 year after high school. A few of the concurrent and longitudinal relations between activity participation and development were moderated by race and gender. Finally, breadth of participation, or number of activity contexts, was associated with positive academic, psychological, and behavioral outcomes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10