Engagement in after-school program activities: Quality of experience from the perspective of participants

Journal of Youth and Adolescence

Volumn 36, Issue 7, 2007, Pages 891-903

  Shernoff, David Jordan ^a   Vandell, Deborah Lowe ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

After school programs; Extracurricular activities; Homework; Organized sports

Indexed keywords

EID: 34548810416     PISSN: 00472891     EISSN: 15736601     Source Type: Journal    
DOI: 10.1007/s10964-007-9183-5     Document Type: Article

References (58)

1. Beck, E. L. (1999). Prevention and intervention programming: Lessons from an after-school program. Urban Review, 31, 107-124.
2. Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory into Practice, 43(3), 189-196.
3. Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75, 69-95.
4. Bryk, A. S., & Raudenbush, S. W. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
5. Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41, 228-257.
6. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
7. Cooper, H. (1989). Homework. White Plains, NY: Longman.
8. Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70-83.
9. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.
10. Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91(2), 369-378.
11. Cosden, M., Morrison, G., Albanese, A. L., & Macias, S. (2001). When homework is not home work: After-school programs for homework assistance. Educational Psychologist, 36, 211-221.
12. Coutts, P. M. (2004). Meanings of homework and implications for practice. Theory into Practice, 43(3), 182-188.
13. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperPerennial.
14. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.
15. Csikszentmihalyi, M., & Kleiber, D. A. (1991). Leisure and self-actualization. In B. L. Driver, P. J. Brown, & G. L. Peterson (Eds.), Benefits of leisure (pp. 91-102). State College, PA: Venture.
16. Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.
17. Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling method. Journal of Nervous & Mental Disease, 175, 525-536.
18. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
19. Dane, S., Can, S., Gursoy, R., & Ezirmic, N. (2004). Sport injuries: Relations to sex, sport, injured body region. Perceptual and Motor Skills, 98, 519-524.
20. Eccles, J. S. (1999). The development of children ages 6 to 14. Future of Children, 9, 30-44.
21. Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43.
22. Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington DC: National Academy Press.
23. Fredricks, J. A., Alfred-Liro, C. J., Hruda, L. Z., Eccles, J. S., Patrick, H., & Ruan, A. M. (2002). A qualitative exploration of adolescents' commitment to athletics and the arts. Journal of Adolescent Research, 17, 68-97.
24. Gould, D., Feltz, D. L., Horn, T., & Weiss, M. (1982). Reasons for discontinuing involvement in competitive youth swimming. Journal of Sports Behavior, 5, 155-165.
25. Hektner, J., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage.
26. Jordan, W. J. (1999). Black high school students' participation in school-sponsored sports activities: Effects on school engagement and achievement. Journal of Negro Education, 68, 54-71.
27. Kirshnit, C. E., Ham, M., & Richards, M. H. (1989). The sporting life: Athletic activities during early adolescence. Journal of Youth and Adolescence, 18, 601-615.
28. Lamborn, S. D., Brown, B. B., Mounts, N. S., & Steinberg, L. (1992). Putting school in perspective: The influence of family, peers, extracurricular participation, and part-time work on academic engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 153-181). New York: Teachers College Press.
29. Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183.
30. Larson, R. W., & Csikszentmihalyi, M. (1983). The experience sampling method. New Directions for Methodology of Social & Behavioral Science, 15, 41-56.
31. Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849-863.
32. Larson, R. W., & Kleiber, D. (1993). Daily experience of adolescents. In P. H. Tolan & B. J. Cohler (Eds.), Handbook of clinical research and practice with adolescents (pp. 125-145). New York: Wiley.
33. Larson, R., & Richards, M. H. (1994). Divergent realities: The emotional lives of mothers, fathers, and adolescents. New York: Basic Books.
34. Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701-736.
35. Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18, 531-548.
36. Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71, 502-516.
37. Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 241-253.
38. Mahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.). (2005). Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum.
39. Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as development contexts for children and adolescents. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3-22). Mahwah, NJ: Erlbaum.
40. Mahoney, J. L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811-825.
41. Marsh, H. W. (1992). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84, 553-562.
42. Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72, 464-514.
43. McLaughlin, M. W., Irby, M. A., & Langman, J. (1994). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner-city youth. San Francisco: Jossey-Bass.
44. Miller, B. M. (2003). Critical hours: After-school programs and educational success. Retrieved 6/14/06 from http://www.nmefdn.org/CriticalHours. htm.
45. National Center for Health Statistics (2005). Prevalence of overweight among children and adolescents: United States, 1999-2002. Retrieved 06/21/06 from http://www.cdc.gov/nchs/products/pubs/pubd/hestats/overwight99.htm.
46. Noam G. G. (Ed.). (2004). New directions for youth development: After school worlds: Creating a new social space for development and learning (Vol. 101). San Francisco: Jossey-Bass.
47. North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70, 255-272.
48. Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students' motivation and quality of experience: A comparison of montessori and traditional school environments. American Journal of Education, 111, 341.
49. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
50. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
51. Smoll, F. L., & Smith, R. E. (Eds.). (2002). Children and youth in sport: A biopsychological perspective. Dubuque, IA: Kendall/Hunt.
52. U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st century learning centers program, first year findings. Washington, DC.
53. Vandell, D. L., Pierce, K. M., & Dadisman, K. (2005). Out-of-school settings as a developmental context for children and youth. In R. V. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 43-77). New York: Academic.
54. Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). New Directions for Youth Development, 105, 121-129.
55. Vandell, D. L., & Shumow, L. (1999). After-school child care programs. Future of Children, 9, 64-80.
56. Wankel, L. M., & Kreisel, P. S. J. (1985). Factors underlying enjoyment of youth sports: Sports and age group comparisons. Journal of Sports Psychology, 7, 51-64.
57. Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155-165.
58. Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. Journal of Aesthetic Education, 34, 3-10.