A School-Level Analysis of Adolescent Extracurricular Activity, Delinquency, and Depression: The Importance of Situational Context

Autor/inn/en	Guest, Andrew M.; McRee, Nick
Titel	A School-Level Analysis of Adolescent Extracurricular Activity, Delinquency, and Depression: The Importance of Situational Context
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 1, S.51-62 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9279-6
Schlagwörter	Extracurricular Activities; Delinquency; Depression (Psychology); Adolescents; Adolescent Development; Symptoms (Individual Disorders); Context Effect; Secondary School Students + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Kriminalität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Sekundarschüler
Abstract	In this article we investigate the extent to which the relationship between extracurricular activities and youth development depends on situational contexts. Using a national sample including 13,466 youths in grades 7-12 across 120 schools, we conduct school-level analyses of the association between extracurricular activities, delinquency, and depression. Three main findings are reported. First, we observe near-normal distributions across schools in the proportions of delinquent or depressed youths involved in extracurricular activities, illustrating that extracurricular activities can be positive, neutral, or negative settings for youth development. Second, within individual schools we fail to uncover consistent associations in the propensity of delinquent or depressed youth to be involved with different types of extracurricular activities. Third, standard macro-level context variables do not explain the observed variations within or between schools. The results suggest that the relationships between extracurricular activities, delinquent conduct and depressive symptoms among youth ultimately depend more upon micro-level contextual factors than the type or content of the activities themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10