Long-term outcomes associated with participation in school-based extracurricular activities for at-risk adolescents PDF Download

Author: Andrea L. Montoya
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

View

Book Description

Author: Joseph L. Mahoney
Publisher: Psychology Press
ISBN: 1135628130
Category : Education
Languages : en
Pages : 565

View

Book Description
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

Author: Julia Harrington Littell
Publisher:
ISBN:
Category : Community life
Languages : en
Pages : 382

View

Book Description

Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503

View

Book Description
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.

Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283877
Category : Education
Languages : en
Pages : 534

View

Book Description
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.

Author: Fred M. Newmann
Publisher:
ISBN: 9780807731826
Category : Education
Languages : en
Pages : 231

View

Book Description
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.

Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309072751
Category : Social Science
Languages : en
Pages : 432

View

Book Description
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.

Author: Richard M. Lerner
Publisher: John Wiley & Sons
ISBN: 0471690449
Category : Psychology
Languages : en
Pages : 866

View

Book Description
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.

Author: Megan Renée Waechter-McMillan
Publisher:
ISBN: 9781369795486
Category :
Languages : en
Pages :

View

Book Description
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

Author: Victor Villarreal
Publisher:
ISBN:
Category :
Languages : en
Pages :

View

Book Description
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.