Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link between Activities and Youth Outcomes?

Autor/inn/en	Fredricks, Jennifer A.; Eccles, Jacquelynn S.
Titel	Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link between Activities and Youth Outcomes?
Quelle	In: Journal of Youth and Adolescence, 34 (2005) 6, S.507-520 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-005-8933-5
Schlagwörter	Extracurricular Activities; Grade 9; Grade 10; Grade 12; Hypothesis Testing; White Students; Middle Class; Peer Groups; Peer Relationship; Adolescent Development; Student Participation; Student Adjustment; Models; Academic Achievement; Psychological Patterns; Peer Influence; Prosocial Behavior + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Hypothesenprüfung; Hypothesentest; Mittelschicht; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Analogiemodell; Schulleistung
Abstract	In this article, we test: (a) the relation between school-based extracurricular participation and indicators of positive and negative development across a range of activity contexts, and (b) a mediation model linking activity participation, prosocial peers, and development. Extensive survey information was collected from a predominately White sample of middle class adolescents in 9th, 10th, and 12th grades. Extracurricular participation was related to more favorable academic, psychological, and behavioral adjustment; the pattern of findings differed by activity and outcome. In addition, we documented some support for the hypothesis that the link between extracurricular participation and positive adjustment is partly a function of associating with a prosocial peer group. Implications of these findings and suggestions for future research are presented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10