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How students invest their time outside of school: Effects on school-related outcomes

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Abstract

The purpose of this study is to examine the degree towhich various kinds of out-of-school activitiesadolescents participate in influence their schoolengagement, achievement, and perceptions of their lifechances. The conceptual framework outlined by theauthors suggests personal investments students makeoutside of school in meaningful, structured activitiesand with the help and guidance of adults serving asrole models have significant effects on variouseducational outcomes. To that end, the authors foundsome evidence suggesting that student participation instructured activities and religious activities andtime spent interacting with adults during tenth gradeappear to have positive and significant effects onvarious educational outcomes by Grade 12. Conversely,time spent hanging out with peers was consistentlynegatively associated with educational outcomes in thestudy, with few exceptions. The effects of time spentworking for pay and time spent alone were somewhatinconsistent throughout the analysis but this may bedue to methodological problems within the measures. The result of the analysis has implications forafter-school and summer school policies and programs. The authors discuss these implications and suggestfurther study of the effects of school context, familyinfluence, and the availability of community resourceson students' personal investments.

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Authors and Affiliations

  1. Johns Hopkins University, University of Maryland, USA

    Will J. Jordan & Saundra Murray Nettles

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  1. Will J. Jordan
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  2. Saundra Murray Nettles
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Jordan, W.J., Murray Nettles, S. How students invest their time outside of school: Effects on school-related outcomes. Social Psychology of Education 3, 217–243 (1999). https://doi.org/10.1023/A:1009655611694

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