Processes of adjustment in organized out‐of‐school activities: Opportunities and risks

Mahoney, Joseph L.; Eccles, Jacquelynne S.; Larson, Reed

doi:10.1002/yd.74

Cited by 55 publications

(62 citation statements)

References 37 publications

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“…We found main effects for involvement in sports, arts, and clubs. A key feature of extracurricular activities is the opportunity to build supportive relationships with peers that are characterised by warmth, closeness, caring, and respect (Mahoney, Eccles, & Larson, 2004). Extracurricular activities link students to other school peers, and the more time students spend in an activity, the more likely they are to develop connections and draw friends from the activity (Eccles et al, 2003).…”

Section: Student Supportmentioning

confidence: 99%

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

Martinez¹,

Coker

McMahon

et al. 2016

The Educational and Developmental Psychologist

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Many youth participate in extracurricular activities, and research has linked activity participation with school engagement and academic success. Social-ecological theory suggests that the social contexts of different types of extracurricular activities may differentially affect student outcomes. Yet, there is scant research examining the relation between various extracurricular activities and student outcomes. The current study seeks to address this gap by exploring how participation in three activities (sports, clubs, and arts), and combinations of these activities are associated with perceptions of school climate, using multilevel modelling. Participants included 15,004 high school students from 28 schools across 11 states in the United States. Findings suggest that students involved in extracurricular activities have more favourable perceptions of social-emotional security, adult support, student support, and school connectedness. However, these perceptions vary by activity type and combination, and do not appear to have a stacked effect in which involvement in more activities yields more favourable outcomes. We conclude that extracurricular activity participation may serve as a mechanism to promote a positive school climate. Implications for research and practice are discussed.

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Section: Student Supportmentioning

confidence: 99%

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

Martinez¹,

Coker

McMahon

et al. 2016

The Educational and Developmental Psychologist

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“…a Female was related to more participation in extra-curricular activities and less exposure to violence. * All reported paths are significant at the p \ .05 level groups (Mahoney et al, 2004). These results may be due to the fact that parents of low socioeconomic status lack the means to pay the fees required for their children to participate in extra-curricular activities.…”

Section: Discussionmentioning

confidence: 64%

“…These activities facilitate adolescents' ability to contribute to their community which, in turn, develops a sense of belonging to the community, enhances pride in the community and provides support for the adolescent as needed (Eccles, Barber, Stone, & Hunt, 2003). However, relatively few extra-curricular activities are offered in low income communities with at-risk populations (Mahoney, Eccles, & Larson, 2004). Moreover, it appears that the extra-curricular activities do not serve minority populations to the same extent as they do for the majority and have mixed results (Linville & Huebner, 2005).…”

Section: Extra-curricular Activitymentioning

confidence: 98%

“…We hypothesize that individual SOC will be stronger among the majority group, whereas communal SOC will be stronger among the more collectivist culture of Arab Bedouins (BraunLewensohn, 2013). Moreover, Jewish youth will participate in more extra-curricular activities (Mahoney et al, 2004) and will be less exposed to violence (Card et al, 2008) because of the differences in socioeconomic status between the two groups. 2.…”

Section: The Ethnic Groups Of This Studymentioning

confidence: 99%

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Coping Resources and Extra-Curricular Activity as Explanatory Factors of Exposure to Violence: Comparing Jewish and Arab Youth in Israel

2015

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Violent behavior is a well-known social phenomenon among youth around the world including Israel. Adolescence is a crucial developmental period in which youth experience various developmental tasks while being exposed to many risks. Previous studies have shown that community involvement could be an asset for reduced violence among youth. Thus, the aim of this study was to explore the level of participation in extra-curricular activities as well as individual and community coherence and exposure to or victimization by violence among Jewish and Arab youth living in southern Israel. The links between these variable were explored as well. Six-hundred-and-twenty-two adolescents (265-Jews; 357-Arabs) completed self-reported questionnaires which investigated demographics, sense of coherence, sense of community coherence, participation in extra-curricular activities, and exposure to violence. Results show that Jewish adolescents report a significantly stronger sense of coherence and sense of community coherence, they participate more in extra-curricular activities and they are more exposed to and victimized by violence. Moreover, while sense of coherence is reported to be an asset in both groups, participating in extra-curricular activities is an asset only for the Arab youth. Results will be discussed with regard to the salutogenic theoretical foundation as well as the different cultural backgrounds of the groups.

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“…Positive relationships between youth may also be highly influential in the development of adolescents (Mahoney, Eccles, & Larson, 2004;Rhodes, 2004). Having supportive friends is associated with a positive outlook in life and having successful future relationships (Hartup, 1993).…”

Section: Prosocial Bondingmentioning

confidence: 98%

After-School Programs as a Prosocial Setting for Bonding Between Peers

Wright

John

Duku

et al. 2010

Child & Youth Services

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This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities.

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Processes of adjustment in organized out‐of‐school activities: Opportunities and risks

Abstract: Participation in organized out-of-school activities leads to long-term psychosocial and educational benefits for young people. Now we're learning which features of these activities best support individual children.

Cited by 55 publications

References 37 publications

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

Coping Resources and Extra-Curricular Activity as Explanatory Factors of Exposure to Violence: Comparing Jewish and Arab Youth in Israel

After-School Programs as a Prosocial Setting for Bonding Between Peers

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