Download or read book Long term outcomes associated with participation in school based extracurricular activities for at risk adolescents written by Andrea L. Montoya and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Organized Activities As Contexts of Development written by Joseph L. Mahoney and published by Psychology Press. This book was released on 2005-03-23 with total page 565 pages. Available in PDF, EPUB and Kindle. Book excerpt: The after-school activity context has grown in importance over the past 30yrs as major demographic change (i.e.dual-career families & latchkey children) has swept the country. This bk looks at the influences of after-school activities on child & adol.dev
Download or read book Long term Effects of Adolescents Participation in Extracurricular and Community based Activities written by Julia Harrington Littell and published by . This book was released on 1992 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Schools Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book Community Programs to Promote Youth Development written by Institute of Medicine and published by National Academies Press. This book was released on 2002-02-12 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. The book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs. Recognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth.
Download or read book Handbook of Adolescent Psychology written by Richard M. Lerner and published by John Wiley & Sons. This book was released on 2004-05-10 with total page 866 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of adolescence in the field of psychology has grown tremendously over the last two decades, necessitating a comprehensive and up-to-date revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.
Download or read book Examining the Longitudinal Impacts of Extracurricular Activity Participation on Educational Attainment written by Megan Renée Waechter-McMillan and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that participation in extracurricular activities is beneficial for a number of developmental outcomes, such as educational success, identity development, resilience, and long-term educational attainment. The current dissertation focused on the longitudinal association between extracurricular activity participation and educational attainment using two distinct papers to address gaps in the literature. Paper 1 used open-ended data on extracurricular activity participation to determine whether different types of activities had differential impacts on long-term educational attainment. It also examined whether the variety of extracurricular activities had a linear or non-linear effect. Using data from the Family Transitions Project (FTP), 392 white, rural adolescents (202 female, 190 male) indicated extracurricular activity participation during grade 10, which was used to predict educational attainment at age 25. Independent regression models indicated that school-affiliated sports, academic activities, non-academic social activities, performance activities, and non-performance creative activities significantly predicted educational attainment ten years later; in addition, non-school-affiliated religious activities and service/volunteer activities were significant predictors. Hierarchical regression results indicated that school-affiliated sports, performance activities, non-academic social activities, and academic activities each contributed unique variance to the prediction of educational attainment. A quadratic regression model indicated that extracurricular activity variety has a nonlinear association with educational attainment. Paper 2 examined GPA, educational expectations, and positive school attitudes and effort as possible mediators of the longitudinal association between extracurricular activities and educational attainment. Using three waves of data on 369 white, rural participants (174 female, 195 male) from the Family Transitions Project (FTP), extracurricular activity variety at grade 10 was expected to predict educational attainment at age 25. Mediators, GPA, educational expectations, and positive school attitudes and effort, were measured at grade 12. Four covariates were used to control for potential effects: gender, family structure, maternal education, and family per capita income. Extracurricular activity participation at grade 10 significantly and positively predicted educational attainment ten years later ([beta] = .26, p
Download or read book Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students written by Victor Villarreal and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School-based extracurricular activity participation has been linked to positive behavioral and academic outcomes; however, little is known about the participation and outcomes of participation of Hispanic students, a group that is historically at high risk for school failure. As such, extracurricular activity participation characteristics and outcomes of a diverse group of middle school students were examined in this two journal article dissertation. First, participation differences between students based on student racial group membership and student sex were examined. Logistic regression was used to examine participation status differences (yes or no). Analysis of variance was used to examine participation intensity between student groups. Additionally, the effects of participation on outcomes related to adolescent peer groups, belongingness, and school membership were examined. Multiple regression models were utilized for this analysis, and consideration was given to interaction effects that would indicate whether groups of students (i.e. sex and race) benefited differentially from participation. Results indicated that, during the 7th grade, Hispanic students were significantly less likely to participate in sports-related extracurricular activities as compared to their Caucasian peers. However, no group differences in sex or race were found for participation intensity. Furthermore, participation in sports-related extracurricular activities was related to higher feelings of school membership for Hispanic and Black, but not White, students. In addition, participation in sports was related to Black students identifying a higher percentage of their friends as displaying prosocial behavior. Overall, the results suggested that while Hispanic students may have benefited more so than their White peers from participation, they participated at lower levels as a group. This highlights a currently under-tapped potential for intervention.
Download or read book Student Engagement and Achievement in American Secondary Schools written by Fred M. Newmann and published by . This book was released on 1992 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1985 the federal government funded two 5-year centres to conduct research on effective schools. Student Engagement and Achievement in American Secondary Schools presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools.
Download or read book Handbook of Life Course Criminology written by Chris L. Gibson and published by Springer Science & Business Media. This book was released on 2012-11-06 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: The wide-ranging scope of the Handbook of Life-Course Criminology covers genetics and environment, child offenders and late bloomers, the impact of school and peers, lifelong and time-limited criminal careers, and qualitative and quantitative methodologies. This unique Handbook is further set apart by its dual coverage of the leading edge of current research and innovative directions for future work in the field. Pathways to crime have been a central concept of criminology from its inception. Accordingly, a lifespan approach to the field has replaced earlier biological and sociological perspectives with a more nuanced understanding of offender behavior and a wider lens of study. The contributions to this Handbook break down issues of criminal and antisocial behavior from early childhood to late adulthood, examining developmentally targeted prevention and intervention strategies and reviewing emerging trends in research. Among the topics: · Childhood: including physical aggression in childhood, pre- and peri-natal development, and environment. · Adolescence: the impact of schooling, unstructured time with peers, gang membership and peer networks. · Adulthood: Adult onset crime, unemployment in emerging adulthood, crime and adult outcomes. · Prevention and Intervention: community programs, lifetime intervention strategies, re-entry. This volume will be a valuable piece for researchers in Criminology and Criminal Justice as well as related disciplines such as Sociology, Developmental Psychology, and Social Policy. It will serve as an important reference for the current state of research, as well as a roadmap for future scholars. "This impressive Handbook provides comprehensive coverage of key developmental and life course issues in criminology from birth to adulthood, including biology, genetics, gangs, schools, neighborhoods, adult onset, desistance, and interventions. The research recommendations in each chapter are especially important, and they should stimulate advances in knowledge for many years to come. This Handbook should be required reading for all criminologists." David P. Farrington, Professor of Psychological Criminology, Cambridge University, Cambridge, UK “In just a few decades developmental criminology has become the dominant intellectual force in criminology. This volume demonstrates why. It provides incisive reviews of important themes in developmental criminology. More importantly, it lays out rich agendas for future research that should inspire the next generation of developmental criminologists.” Daniel S. Nagin, Teresa and H. John Heinz III University Professor of Public Policy and Statistics, Carnegie Melon University, Pittsburgh, PA, USA
Download or read book Blackwell Handbook of Adolescence written by Gerald R. Adams and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together a team of leading psychologists to provide a state-of-the-art overview of adolescent development. Leading experts provide cutting-edge reviews of theory and research. Covers issues currently of most importance in terms of basic and/or applied research and policy formulation. Discusses a wide range of topics from basic processes to problem behavior. The ideal basis for a course on adolescent development or for applied professions seeking the best of contemporary knowledge about adolescents. A valuable reference for faculty wishing to keep up-to-date with the latest developments in the field. Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com
Download or read book The Effects of Extracurricular Activity Involvement and Future Time Perspective on Internalizing and Externalizing Problems of Adolescents written by Jonna Lyn Murphy and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book International Developments in Research on Extended Education written by Sang Hoon Bae and published by Verlag Barbara Budrich. This book was released on 2019-12-16 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: From childhood to adolescence, young people are enrolled in various public or private forms of educational arrangements outside regular school lessons. These activities can be summarized by the term extended education. The volume provides an overview of extended education in multiple nations around the world. Different models, policies, methods, and research findings are discussed from an international point of view.
Download or read book Development as Action in Context written by Rainer Silbereisen and published by Springer. This book was released on 2014-04-15 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most contributions to this volume originated as papers given at an inter national conference on Integrative Perspectives on Youth Development held in Berlin (West) in May, 1983. This conference was part of a 6-year longi tudinal research program on the causes of substance use among adolescents in Berlin, which is now in its fourth year. The conference title deliberately did not refer to substance use. However, its relevance to an explanation of drug-related problem behavior was made evident to everyone invited to the conference. The search for integrative perspectives in youth development originated in a dilemma that became obvious during the planning of intensive research on concomitants of substance use. In the methodology for research on youth development, there were two lines of thought that seemed completely unre lated to each other: One line of thought was oriented toward the person, leaving situational aspects aside, while the other concentrated on ecological or situational determinants and thus neglected the aspects of development and internal processes. The integration of both these directions seemed to be an unusually promising approach for any project that aimed to understand changes in the individual within a rapidly changing urban setting. The best way to come closer to a resolution of that dilemma seemed to be an intensive exchange between the American and European scientific communities on this issue.
Download or read book Engaging Schools written by Institute of Medicine and published by National Academies Press. This book was released on 2003-12-21 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Download or read book Organized Activity Participation Positive Youth Development and the Over Scheduling Hypothesis Social Policy Report Volume 20 Number 4 written by Joseph L. Mahoney and published by . This book was released on 2006 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is increasing awareness that how young people spend their time outside of school has consequences for their development. As part of this awareness, interest in organized activities--extracurricular activities, after-school programs, and youth organizations--has grown markedly. On balance, the bulk of research on organized activities has shown positive consequences of participation for academic, educational, social, civic, and physical development. This fact, coupled with the safety and supervision provided by organized activities for youth with working parents, has fueled initiatives at the local, state, and Federal levels to expand opportunities for participation. In seeming opposition to these initiatives, there exists concern that participating in organized activities has become excessive for youth. This "over-scheduling" is thought to result from pressure from adults (parents, coaches, teachers) to achieve and attain long-term educational and career goals. These external pressures, along with the activity-related time commitment, are believed to contribute to poor psychosocial adjustment for youth and to undermine their relationships with parents. Because the implication is that increasing amounts of organized activity participation will be harmful to youth and family functioning, attention from scientists, practitioners, and policymakers is warranted. To evaluate these two somewhat different perspectives, we review two types of evidence: evidence from published studies focused on regional, historical, or limited samples and evidence from a very recent nationally representative sample of America's 5- to 18-year olds that includes both time use data and information on a wide range of indicators of development. The main findings across studies are as follows: (1) The primary motivations for participation in organized activities are intrinsic (e.g., excitement and enjoyment, to build competencies, and to affiliate with peers and activity leaders). Pressures from adults or educational/career goals are seldom given as reasons for participation; (2) American youth average about 5 hours/week participating in organized activities. At any given time, roughly 40% of young people in the US do not participate in organized activities and those who do typically spend less than 10 hours/week participating. Many alternative leisure activities (e.g., educational activities, playing games, watching television) consume as much or considerably more time. However, a very small subgroup of youth (between 3 and 6 percent) spends 20 or more hours/week participating; (3) There is quite consistent and strong evidence of a positive association between participating in organized activities and a variety of indicators of positive development: those youth who participate demonstrate healthier functioning on such indicators ranging from academic achievement, school completion, post secondary educational attainment, psychological adjustment, and lowered rates of smoking and drug use, to the quantity and quality of interactions with their parents. As the amount of participation in organized activities increases, the evidence suggests that the associated benefits of participation are observed either to accrue across the full range of activities or weekly hours of participation considered or to level off at relatively high amounts of participation; and (4) Concerning the well-being of youth with very high levels of involvement in organized activity participation (e.g., 20 or more hours/week), indicators of adjustment tended either to be more positive than, or similar to, youth who did not participate. Only a very few indicators of well-being have been shown to decline to a level significantly lower than youth who did not participate in organized activities. In sum, given the very limited empirical support for the over-scheduling hypothesis and the quite consistent support for the positive youth development perspective, we recommend that the recent efforts to expand opportunities for organized activity participation should stay the course. For the vast majority of young people, participation is associated with positive developmental outcomes. Of greater concern than the over-scheduling of youth in organized activities is the fact that many youth do not participate at all. The well-being of youth who do not participate in organized activities is reliably less positive compared to youth who do participate. (Contains 7 figures.).
