Swipe om te navigeren naar een ander artikel
Extracurricular activities provide adolescents with a number of positive personal and interpersonal developmental experiences. This study investigated whether developmental experiences that occurred during extracurricular activities were linked to a more positive self-concept for Australian adolescents, and whether this link was particularly salient for youth from disadvantaged schools. Adolescents (N = 1,504, 56% Female) from 26 diverse high schools across Western Australia were surveyed. The findings revealed that adolescents from low socio-economic status schools who participated in extracurricular activities had a more positive general self-worth and social self-concept than adolescents from similar socio-economic schools who did not participate in any extracurricular activities. Furthermore, the positive developmental experiences that occurred during extracurricular activities predicted a more positive general self-worth and social and academic self-concept, and this link was stronger for youth from low SES schools. These findings suggest that the developmental experiences afforded by extracurricular activities may foster positive adolescent development.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Australian Bureau of Statistics (ABS). (2007). Schools (Cat No. 4221.0). Canberra: ABS. Retrieved November 11, 2008, from http://www.ausstats.abs.gov.au/Ausstats/subscriber.nsf..
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). My school technical paper. Sydney: ACARA. Retrieved January 11, 2010, from http://www.myschool.edu.au/Resources/pdf/My%20School%20ICSEA%20TECHNICAL%20PAPER%2020091020.pdf.
Barber, B. L., Stone, M. R., & Eccles, J. S. (2010). Protect, prepare, support, and engage: The roles of school-based extracurricular in students’ development. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling and human development (pp. 366–378). New York, NY: Routledge.
Barber, B. L., Stone, M. R., Hunt, J. E., & Eccles, J. S. (2005). Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In J. L. Mahoney, R. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 185–210). Mahwah, NJ: Erlbaum.
Bartko, W. T., & Eccles, J. S. (2003). Adolescent participation in structured and unstructured activities: A person-orientated analysis. Journal of Youth and Adolescence, 32, 233–245. CrossRef
Coatsworth, J. D., Palen, L., Sharp, E. H., & Ferrer-Wreder, L. (2006). Self-defining activities, expressive identity, and adolescent wellness. Applied Developmental Science, 10, 157–170. CrossRef
Coatsworth, J. D., Sharp, E. H., Palen, L., Darling, N., Cumsille, P., & Marta, E. (2005). Exploring adolescent self-defining leisure activities and identity experiences across three countries. International Journal of Behavioral Development, 29, 361–370.
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1), 51–76.
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. CrossRef
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. CrossRef
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865–890. CrossRef
Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
Feldman, A. M., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159–210. CrossRef
Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37, 1029–1043. CrossRef
Gadbois, S., & Bowker, A. (2007). Gender differences in the relationships between extracurricular activities participation, self-description, and domain-specific and general self-esteem. Sex Roles, 56, 675–689. CrossRef
Gilman, R., & Huebner, E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35, 311–319. CrossRef
Hansen, D. M., & Larson, R. (2005). The youth experience survey 2.0: Instrument revisions and validity testing.
Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13(1), 25–55. CrossRef
Harter, S. (1999). The construction of the self. A developmental perspective. New York: The Guilford Press.
Hox, J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
Hull, P., Kilbourne, B., Reece, M., & Husaini, B. (2008). Community involvement and adolescent mental health: Moderating effects of race/ethnicity and neighborhood disadvantage. Journal of Community Psychology, 36, 534–551. CrossRef
Marsh, H. W. (1992a). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84(4), 553–562. CrossRef
Marsh, H. W. (1992b). Self Description Questionnaire (SDQ) I: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self- concept. An interim test manual and research monograph. Macarthur, NSW: University of Western Sydney, Faculty of Education.
Marsh, H. W. (1992c). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self- concept. A test manual and research monograph. Macarthur, NSW: University of Western Sydney, Faculty of Education.
Marsh, H. W. (1992d). Self Description Questionnaire (SDQ) III: A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self- concept. An interim test manual and research monograph. Macarthur, NSW: University of Western Sydney, Faculty of Education.
Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464–511.
Muthén, L. K. & Muthén, B. O. (1998–2009). Mplus user’s guide (5th Ed.). Los Angeles, CA: Muthén & Muthén.
Pedersen, S., & Seidman, E. (2004). Team sports achievement and self-esteem development among urban adolescent girls. Psychology of Women Quarterly, 28, 412–422. CrossRef
Pedersen, S., & Seidman, E. (2005). Contexts and correlates of out-of-school activity participation among low-income urban adolescents. In J. L. Mahoney, R. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 85–110). Hillsdale, NJ: Erlbaum.
Raudenbush, S. W., & Bryk, S. A. (2002). Hierarchical linear models. Thousand Oaks, CA: Sage.
Steinhausen, H. C., & Metzke, C. W. (2001). Risk, compensatory, vulnerability, and protective factors influencing mental health in adolescence. Journal of Youth and Adolescence, 30, 259–280. CrossRef
Twenge, J. M., & Campbell, W. K. (2002). Self-esteem and socioeconomic status: A meta- analytic review. Personality and Social Psychology Review, 6, 59–71. CrossRef
Wigfield, A., & Eccles, J. S. (2002). Students’ motivation during the middle school years. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 160–185). San Diego, CA: Academic Press.
- Developmental Experiences During Extracurricular Activities and Australian Adolescents’ Self-Concept: Particularly Important for Youth from Disadvantaged Schools
Corey J. Blomfield
Bonnie L. Barber
- Springer US