Swipe om te navigeren naar een ander artikel
The current cross-sectional study investigated the links between various dimensions of organized activity involvement and depressive symptoms, loneliness, and peer victimization in an ethnically and economically diverse sample of adolescents (N = 152; 58% female). Results indicate that adolescents who were involved in organized activities for more years also reported lower levels of loneliness. There was evidence of diminishing returns when adolescents were very highly involved in organized activities; those who were either under- or over-involved reported the highest levels of depressive symptoms. Conversely, findings indicate that adolescents who participated in a narrow or wide range of activity contexts reported the lowest levels of depressive symptoms. In addition, results suggested that the relation between organized activity involvement and adjustment differs among adolescents from diverse ethnic and socioeconomic backgrounds. Findings from the current study also underscore the importance of considering multiple indices of activity involvement when assessing its association with adjustment.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage Publications, Inc.
American Psychological Association, Task Force on Socioeconomic Status. (2007). Report of the APA task force on socioeconomic status. Washington, DC: American Psychological Association.
Garber, J. (1984). The developmental progression of depression in female children. In D. Cicchetti & K. Schneider-Rosen (Eds.), New directions for child development (pp. 25–58). San Francisco: Jossey-Bass.
Hintze, J. (2006). NCSS, PASS, and GESS: Statistical and power analysis software. Kayesville, UT: Number Cruncher Statistical Systems.
Jacobs, J. E., Vernon, M. K., & Eccles, J. (2005). Activity choices in middle childhood: The roles of gender, self-beliefs, and parents’ influence. In J. L. Mahoney & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 235–254). Mahwah, NJ: Erlbaum.
Kao, G., Tienda, M., & Schneider, B. (1996). Racial and ethnic variation in academic performance. In A. M. Pallas (Ed.), Research in sociology of education and socialization (pp. 263–297). Greenwich, CT: JAI Press.
Kovacs, M. (1981). Rating scales to assess depression in school-aged children. Acta Paedopsychiatrica, 46, 305–315. PubMed
Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive youth development, and the over-scheduling hypothesis (Social Policy Report No. 4). Ann Arbor, MI: Society for Research in Child Development.
Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental 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, New Jersey: Lawrence Erbaum Associates.
Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Educational Review, 72, 464–514.
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. 85–109). Mahwah, NJ: Lawrence Erbaum Associates Publishers.
Peng, S. S., & Wright, D. (1994). Explanation of academic achievement of Asian American students. The Journal of Educational Research, 87, 346–352.
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, 202–211. CrossRef
Simpkins, S. D., Fredricks, J. A., Davis-Kean, P. E., & Eccles, J. S. (2006). Healthy mind, healthy habits: The influence of activity involvement in middle childhood. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 283–302). New York, NY: Cambridge University Press.
- Organized Activity Involvement, Depressive Symptoms, and Social Adjustment in Adolescents: Ethnicity and Socioeconomic Status as Moderators
Edin T. Randall
Amy M. Bohnert
- Springer US