The Over-Scheduling Hypothesis Revisited: Intensity of Organized Activity Participation during Adolescence and Young Adult Outcomes

Autor/inn/en	Mahoney, Joseph L.; Vest, Andrea E.
Titel	The Over-Scheduling Hypothesis Revisited: Intensity of Organized Activity Participation during Adolescence and Young Adult Outcomes
Quelle	In: Journal of Research on Adolescence, 22 (2012) 3, S.409-418 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2012.00808.x
Schlagwörter	Scheduling; School Activities; Antisocial Behavior; Educational Attainment; Young Adults; Adolescents; Diaries; Emotional Adjustment; Adolescent Development; Correlation; Time; At Risk Persons; Longitudinal Studies; Predictor Variables; Substance Abuse; Citizen Participation; Emotional Development; Extracurricular Activities; Student Participation; Interviews; Family Income + Suchen Sie Ihr Suchwort? Disposition; Bildungsabschluss; Bildungsgut; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Diary; Tagebuch; Emotionale Anpassung; Korrelation; Zeit; Risikogruppe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Drug use; Drug consomption; Drogenkonsum; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Gefühlsbildung; Außerunterrichtliche Aktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Familieneinkommen
Abstract	Concern exists that youth who spend a lot of time participating in organized out-of-school activities (e.g., sports) are at-risk for poor developmental outcomes. This concern--called the over-scheduling hypothesis--has primarily been assessed in terms of adolescent adjustment. This longitudinal study of a nationally representative sample of 1,115 youth (ages 12-18) assessed long-term relations between intensity of participation during adolescence and adjustment at young adulthood (ages 18-24). Time diaries measured intensity as hours per week of participation. Results showed that, controlling for demographic factors and baseline adjustment, intensity was a significant predictor of positive outcomes (e.g., psychological flourishing, civic engagement, and educational attainment) and unrelated to indicators of problematic adjustment (e.g., psychological distress, substance use, and antisocial behavior) at young adulthood. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10