Out-of-School Activities and Achievement Among Middle School Students in the U.S. and South Korea

Journal of Advanced Academics

Volumn 21, Issue 4, 2010, Pages 628-661

  Won, Seoung Joun ^a   Han, Seunghee ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873970149     PISSN: 1932202X     EISSN: 21629536     Source Type: Journal    
DOI: 10.1177/1932202X1002100404     Document Type: Article

References (49)

1. Akiba M., Han S., (2007). Academic differentiation, school achievement, and school violence in the U.S. and South Korea. Compare, 37, 201–219
2. Akiba M., LeTendre G. K., Baker D., Goesling B., (2002). Student victimization: National and school system effects on school violence in 37 nations. American Educational Research Journal, 39, 829–853
3. Anderson R. C., Wilson P. T., Fielding L. C., (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303
4. Barnes G. M., Hoffman J. H., Welte J. W., Farrell M. P., Dintcheff B. A., (2007). Adolescents' time use: Effects on substance use, delinquency and sexual activity. Journal of Youth Adolescence, 36, 697–710
5. Chee F., (2006). The games we play online and offline: Making Wangtta in Korea. Popular Communication, 4, 225–239
6. Chu M., (2006). A study on the factors that affect the parents' satisfaction of private academic in Busan (Unpublished master's thesis). Donga University, Busan, South Korea
7. Cooper H., Robinson J. C., Patall E. A., (2006). Does homework improve academic achievement? A synthesis of research, 19872003. Review of Educational Research, 76, 1–62
8. Crosnoe R., Trinitapoli J., (2008). Shared family activities and the transition from childhood into adolescence. Journal of Research Adolescence, 18, 23–48
9. Dattalo P., (2008). Determining sample size: Balancing power, precision, and practicality. New York, NY: Oxford University Press
10. Dotterer A. M., McHale S. M., Crouter A. C., (2007). Implications of out-of-school activities for school engagement in African American adolescents. Journal of Youth and Adolescence, 36, 391–401
11. Friedman H., (1968). Magnitude of experimental effect and a table for its rapid estimation. Psychological Bulletin, 70, 245–251
12. Gonzales P., Williams T., Jocelyn L., Roey S., Kastberg D., Brenwald S., (2008). Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context (NCES 2009-001). Washington, DC: National Center for Education Statistics
13. Gross E. F., (2004). Adolescent Internet use: What we expect, what teens report. Applied Development Psychology, 25, 633–649
14. Hofferth S. L., Sandberg J. F., (2001). How American children spend their time. Journal of Marriage and Family, 63, 295–308
15. Huston A. C., Wright J. C., Marquis J., Green S. B., (1999). How young children spend their time: Television and other activities. Developmental Psychology, 35, 912–925
16. Jeon J., Lee C., (2006). Effect of sports activities after school on the collective shunting of specific student(s). The Korean Journal of Sports Science, 15, 49–60
17. Jung W., Park S., (2000). The effect of the type of after-school activity on the development of self-efficacy in the youth. Journal of Physical Growth and Motor Development, 8, 85–96
18. Kim H., (2003). The relationships between types of adolescents' after school activities and problem behavior (03-R20). Seoul, Korea: National Youth Policy Institute
19. Kim H., Jung Y., (2008). The effect of adolescent peer guidance on sociality development in after-school activity. Korea Institute of Youth Facility & Environment, 6, 17–29
20. Kim K., Ryu E., Chon M., Yeun E., Choi S., Seo J., Nam B., (2006). Internet addiction in Korean adolescents and its relation to depression and suicidal ideation: A questionnaire survey. International Journal of Nursing Studies, 43, 185–192
21. Kim Y., Yang S., Kim Y., Lee J., (2001). Policy measures for resolving the overheated private tutoring. Seoul, Korea: Korean Educational Development Institute
22. Larson R. W., (2001). How U.S. children and adolescents spend time: What it does (and doesn't) tell us about their development. Current Directions in Psychological Science, 10, 160–164
23. 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
24. Lee S., (2009). The analysis of the research trend of master's thesis and doctoral dissertation on youngster's leisure activity. Journal of Adolescent Welfare, 11, 23–49
25. Lee S., Kim D., Hong H., Min B., (2007). A study on the improvement of after-school education's operating system. The Journal of Curriculum Studies, 25, 289–314
26. Lee M., Larson R. W., (2000). The Korean 'Examination Hell”: Long hours of studying, distress and depression. Journal of Youth and Adolescence, 29, 249–271
27. 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
28. Martin M. O., Mullis I. V. S., Chrostowski S. J., (2004). TIMSS 2003 technical report. Chestnut Hill, MA: Boston College
29. McIntosh H., Metz E., Youniss J., (2005). Community service and identity formation in adolescent. In Mahoney J. L., Larson R. W., Eccles J. S., (Eds.), Organized activities as context of development: Extracurricular activities, after-school and community programs (pp. 331–351). Mahwah, NJ: Lawrence Erlbaum
30. Meeks C., Mauldin T., (1990) Children's time in structured and unstructured leisure activities. Journal of Family and Economic Issues, 11, 257–279
31. Miller D. C., Sen A., Malley L. B., (2007). Comparative indicators of education in the United States and other G-8 countries: 2006 (NCES 2007-006). Washington, DC: National Center for Education Statistics
32. Ministry of Education & Human Resources. (2006). Ju 5 Il Su Up Je (Five school days per week). Retrieved from http://5days.edunet4u.net/index.jsp
33. Mullis I. V. S., Martin M. O., Gonzalez E. J., Chrostowski S. J., (2004). Findings from IEA's Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College
34. National Internet Development Agency of Korea. (2007). Internet use and its social impacts in Korea (households and individuals). Retrieved from http://www.oecd.org/dataoecd/59/19/38702002.pdf
35. National Research Council. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press
36. OECD. (2004). Learning for tomorrow's world: First results from PISA 2003. Retrieved from http://www.oecd.org/dataoecd/1/60/34002216.pdf
37. Osgood D. W., Anderson A. L., Shaffer J. N., (2005). Unstructured leisure in the after-school hours. In Mahoney J. L., Larson R. W., Eccles J. S., (Eds.), Organized activities as context of development: Extracurricular activities, after-school and community programs (pp. 45–64). Mahwah, NJ: Lawrence Erlbaum
38. Paik H., (2001). The history of children's use of electronic media. In Singer D. G., Singer J. L., (Eds.), Handbook of children and media (pp. 7–27). Thousand Oaks, CA: Sage
39. Pedersen S., Seidman E., (2005). Contexts and correlates of out-of-school activity participation among low-urban adolescents. In Mahoney J. L., Larson R. W., Eccles J. S., (Eds.), Organized activities as context of development: Extracurricular activities, after-school and community programs (pp. 85–109). Mahwah, NJ: Lawrence Erlbaum
40. Powell D. R., Peet S. H., Peet C. E., (2002). Low-income children's academic achievement and participation in out-of-school activities in 1st grade. Journal of Research in Childhood Education, 16, 202–212
41. Stattin H., Kerr M., Mahoney J., Persson A., Magnusson D., (2005). Explaining why a leisure context is bad for some girls and not for others. In Mahoney J. L., Larson R. W., Eccles J. S., (Eds.), Organized activities as context of development: Extracurricular activities, after-school and community programs (pp. 211–234). Mahwah, NJ: Lawrence Erlbaum
42. Seo K., (2007). Analysis of the degree of parents' satisfaction and needs toward the education provided by private tutoring institutes (Unpublished master's thesis). SungKyunKwan University, Seoul, South Korea
43. Tabachnick B. G., Fidell L. S., (2007). Using multivariate statistics (5th ed.). Needham Height, MA: Allyn & Bacon
44. Taras H., (2005). Physical activity and student performance at school. Journal of School Health, 75, 214–218
45. U.S. Department of Education. (2000). After-school programs: Keeping children safe and smart. Retrieved from http://www2.ed.gov/pubs/afterschool/afterschool.pdf
46. U.S. Department of Education. (2009). NCLB policy. Retrieved from http://www2.ed.gov/policy/elsec/guid/states/index.html
47. Valentine J. C., Cooper H., Bettencourt B. A., DuBois D. L., (2002). Out-of-school activities and academic achievement: The mediating role of self-beliefs. Educational Psychologist, 37, 245–256
48. Warren J. R., LePore P. C., Mare R. D., (2000). Employment during high school: Consequences for students' grades in academic courses. American Educational Research Journal, 37, 943–969
49. Yang K., Oh S., Kwon D., Jun M., Cho D., (2006). Current trends and implication for adolescents after school activities (06-R03). Seoul, Korea: National Youth Policy Institute