1
|
Kusier AO, Ubbesen TR, Folker AP. Understanding mental health promotion in organized leisure communities for young people: a realist review. Front Public Health 2024; 12:1336736. [PMID: 38694971 PMCID: PMC11061465 DOI: 10.3389/fpubh.2024.1336736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 03/28/2024] [Indexed: 05/04/2024] Open
Abstract
Introduction A large proportion of young people reports poor mental health, which is a major public health concern. Positive mental health is important for young people's development, quality of life, functioning in everyday life, and long-term possibilities. Thus, there is a great need to develop and implement mental health-promoting initiatives and activities in young people's lives. Participating in organized leisure communities has a positive impact on mental health and wellbeing. However, more knowledge is still needed about why and how participating in organized leisure communities targeting young people can promote mental health. The aim of this study was to gain knowledge about the mental health-promoting potential of organized leisure communities for young people by exploring the active ingredients that contribute to mental health promotion. Method Given the complexity of the subject, this study implemented a realist review approach to explore the interaction between context, mechanism, and outcome. The study follows Pawsons' five key steps for conducting a realist review: (1) clarify scope, (2) search for evidence, (3) study selection criteria, and procedures, (4) data extraction, and (5) data synthesis and analysis. The literature was systematically searched in the four databases PsycINFO, Scopus, Embase, and SocIndex. Results In the literature search, a total of 11,249 studies were identified, of which 52 studies met the inclusion criteria. Based on the 52 studies, seven different contexts i.e., types of organized leisure communities for young peoples were identified. Across the seven different types of organized leisure communities, five active ingredients that promoted the mental health of young people were identified: social connectedness, development of skills, development of self-confidence, pleasure-driven participation, and safety and trust. Conclusion This review contributes important knowledge about how to promote young people's mental health when participating in organized leisure communities. Moving forward, an important task consists of establishing and maintaining the five active ingredients in organized leisure communities through e.g., education and training that strengthens the skills and knowledge of those responsible for facilitating the leisure communities, such as sports coaches or music teachers, as these adults play a central role in supporting the active ingredients.
Collapse
Affiliation(s)
- Amalie Oxholm Kusier
- The Research Department for Health and Social Context, National Institute of Public Health, University of Southern Denmark, Copenhagen, Denmark
| | | | | |
Collapse
|
2
|
Deer G, Tadesse E, Chen Z, Khalid S, Gao C. The impact of Chinese adolescents visual art participation on self-efficacy: A serial mediating role of cognition and emotion. PLoS One 2023; 18:e0288379. [PMID: 37992032 PMCID: PMC10664882 DOI: 10.1371/journal.pone.0288379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 06/23/2023] [Indexed: 11/24/2023] Open
Abstract
A large volume of evidence indicates that only high-class students attend extracurricular activities (Art, music, sport, dancing). On the other hand, this evidence intensively underlines the substantial importance of such extracurricular activities, particularly in visual art, in promoting children's cognitive and non-cognitive well-being. Adolescents' participation in visual art was always interrelated with enhancing their emotional affection towards the Art and cognitive skill in making one, which ultimately built solid efficacy that allows them to interact with their society. The present cross-sectional study sought to shed light on the potential impact of visual art on adolescents' emotional, cognition, and self-efficacy development, which needs to be improved in the Chinese context. Hence, randomly sampled (N = 2139) junior secondary school students were recruited from the rural province of Guizhou in Southwest China to attain the aim of the study. The study's finding affirms that students engaged in artistic activities start to develop a habit of communicating with their peers, showing their work, and commenting on works made by their peers or observed in art exhibitions or museums; such a process makes them self-efficacious. Ultimately, this paper extends the application of visual art activities from educational benefits to nonacademic development, which are the primary agents for children's well-being.
Collapse
Affiliation(s)
- Genman Deer
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China
| | - Endale Tadesse
- College of Teacher Education, Zhejiang Normal University, Zhejiang, China
| | - Zhihan Chen
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
| | - Sabika Khalid
- College of Teacher Education, Zhejiang Normal University, Zhejiang, China
| | - Chunhai Gao
- Faculty of Education, Shenzhen University, Shenzhen, China
| |
Collapse
|
3
|
Mora AS, LoDuca KM, Ceballo R. Adolescents in the Community: Extracurricular Activities and Sexual Harassment. J Youth Adolesc 2023:10.1007/s10964-023-01812-8. [PMID: 37354310 DOI: 10.1007/s10964-023-01812-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 06/14/2023] [Indexed: 06/26/2023]
Abstract
Sexual harassment and participation in extracurricular activities are two common experiences for adolescents, yet little research examines the interplay between these two phenomena, particularly among low-income, racial/ethnic minority adolescents. This study examined whether participation in four types of extracurricular activities-school-based, structured community-based, unstructured community-based, and home-based-was associated with adolescents' PTSD and depressive symptoms over time, and whether those relations were mediated by neighborhood-based sexual harassment. Participants were 537 adolescents who were on average 15.6 years old, 54% girls, and majority Latino/a (n = 416; 77.5%). Path analyses revealed a significant indirect effect between unstructured community-based activities, but not structured community-based, school- nor home-based extracurricular activities and PTSD symptoms via sexual harassment. The findings point to the importance of examining how unstructured community-based extracurricular activities may increase neighborhood risks for adolescents, and the need for creating opportunities for adolescents to engage in structured and well supervised after-school extracurricular activities.
Collapse
Affiliation(s)
- Andrea S Mora
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA.
- School of Social Work, University of Michigan, Ann Arbor, MI, USA.
| | - Kristen M LoDuca
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Rosario Ceballo
- Department of Psychology, Georgetown University, Washington, D.C., WA, USA
| |
Collapse
|
4
|
Bouchard M, Denault A, Guay F. Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging. J Adolesc 2022; 95:509-523. [PMID: 36517943 DOI: 10.1002/jad.12132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 11/21/2022] [Accepted: 11/28/2022] [Indexed: 12/23/2022]
Abstract
INTRODUCTION Participation in extracurricular activities (ECAs) during high school is likely to be associated with higher intrinsic motivation, as well as lower externalizing problems and depressive symptoms, particularly for students in schools located in socioeconomically disadvantaged neighborhoods. However, few studies have explored the processes underlying these positive associations. In this study, we examined whether peer relatedness and school belonging mediated the links between participation in these activities and adolescent academic and psychosocial adjustment and whether another indicator of poverty, namely material deprivation, moderated these links. METHODS Canadian students (n = 638; 59% girls) at disadvantaged high schools were surveyed at two-time points. RESULTS AND CONCLUSIONS Results show that peer relatedness can explain the associations between extracurricular activity participation and (a) school intrinsic motivation and (b) depressive symptoms. Results also revealed that the indirect effect involving the number of activities, peer relatedness, and depressive symptoms was only significant among students living in highly deprived areas. These results highlight the contribution of peer relatedness as a potential mediator of the positive association connecting extracurricular activity participation to adjustment among disadvantaged students.
Collapse
Affiliation(s)
- Maxim Bouchard
- Département des fondements et pratiques en éducation Université Laval Québec Québec City Canada
| | - Anne‐Sophie Denault
- Département des fondements et pratiques en éducation Université Laval Québec Québec City Canada
| | - Frédéric Guay
- Département des fondements et pratiques en éducation Université Laval Québec Québec City Canada
| |
Collapse
|
5
|
Budavari AC, Pas ET, Azad GF, Volk HE. Sitting on the Sidelines: Disparities in Social, Recreational, and Community Participation Among Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:3399-3412. [PMID: 34331628 PMCID: PMC8801542 DOI: 10.1007/s10803-021-05216-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/22/2021] [Indexed: 10/20/2022]
Abstract
Participation in extracurricular activities and community involvement during secondary school is important for the healthy social, emotional, mental, and physical development of adolescents, especially those with autism spectrum disorder (ASD). The current study utilized three waves of data (2016, 2017, and 2018) from the National Survey of Children's Health (NSCH) to examine disparities in extracurricular participation among 12- to 17-year old adolescents with ASD. Across the three waves, data demonstrate clear sociodemographic disparities among adolescents with ASD. These disparities were more evident in adolescents with caregivers that had less education and lower household income, as well as males. These disparities suggest a continued need for targeted interventions to promote engagement among adolescents with ASD to narrow this social disparity gap.
Collapse
Affiliation(s)
- Alexa C Budavari
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway HH798, Baltimore, MD, 21205, USA.
| | - Elise T Pas
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 415 N. Washington Street, Baltimore, MD, 21231, USA
| | - Gazi F Azad
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute and Columbia University, Center for Autism and the Developing Brain, Weill Cornell Medicine, 1051 Riverside Dr, New York, NY, 10032, USA
| | - Heather E Volk
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway HH798, Baltimore, MD, 21205, USA.,Wendy Klag Center for Autism and Developmental Disabilities, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| |
Collapse
|
6
|
Vilchez JA, Kruse J, Puffer M, Dudovitz RN. Teachers and School Health Leaders' Perspectives on Distance Learning Physical Education During the COVID-19 Pandemic. THE JOURNAL OF SCHOOL HEALTH 2021; 91:541-549. [PMID: 34031879 PMCID: PMC8207123 DOI: 10.1111/josh.13030] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 03/25/2021] [Accepted: 04/05/2021] [Indexed: 05/10/2023]
Abstract
BACKGROUND Due to the COVID-19 pandemic, students and teachers have transitioned to online learning. The transition required changes in teaching practices to accommodate for an online learning environment. However, there are no studies characterizing physical educators' and school health experts' perspectives on physical education via distance learning or identifying best practices and their implications for student health. METHODS Using purposive and snowball sampling, we conducted semi-structured interviews with 19 physical education teachers and school health experts across 21 California school districts on best practices for physical education via distance learning. Interviews were recorded, transcribed, and analyzed using a grounded theory approach. RESULTS Four major themes emerged: (1) participants felt high quality physical education via distance learning was both critical and possible; (2) strategies for creating a successful distance learning environment included personalization, creativity, and inclusiveness; (3) resources necessary for success included professional development, administrative support, and equipment; and (4) lessons for the long-term. CONCLUSIONS Participants identified effective strategies, challenges, and recommendations for the future. Participants felt optimistic about their ability to provide quality physical education via distance learning, given the necessary supports, and perceived that they played a critical role in supporting student health during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Jocelyn A. Vilchez
- David Geffen School of Medicine, Department of Pediatrics, University of California Los AngelesLos AngelesCA
| | - John Kruse
- Los Angeles Unified School DistrictLos AngelesCA
| | | | - Rebecca N. Dudovitz
- David Geffen School of Medicine, Department of Pediatrics, University of California Los AngelesLos AngelesCA
| |
Collapse
|
7
|
Fujiyama H, Kamo Y, Schafer M. Peer effects of friend and extracurricular activity networks on students' academic performance. SOCIAL SCIENCE RESEARCH 2021; 97:102560. [PMID: 34045012 DOI: 10.1016/j.ssresearch.2021.102560] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Revised: 02/13/2021] [Accepted: 03/24/2021] [Indexed: 06/12/2023]
Abstract
Relationships with peers are critical for many aspects of adolescent development, including academic outcomes. Incorporating social control, social learning, and social capital theories, we investigated connections between two types of peer networks, close friends and extracurricular activity (ECA) members, and students' own academic performance. Social learning and bonding social capital perspectives posit that close friends should have a symmetrical effect, either beneficial or harmful, because they exert strong influences on adolescents. By contrast, social control and bridging/linking social capital perspectives suggest that ECA member influences should be asymmetrical as they amplify benefits from higher-performing ECA peers and minimize harmful influences from lower-performing ones. We used Add Health data to test our hypotheses. We found that the average friend GPA was positively associated (in the same direction) with student GPA, while ECA member GPAs were, as hypothesized, asymmetrically linked to student GPA. We discussed implications for educators and future research.
Collapse
Affiliation(s)
- Hideki Fujiyama
- Department of Economics on Sustainability, Dokkyo University, Japan.
| | - Yoshinori Kamo
- Department of Sociology, Louisiana State University, United States
| | - Mark Schafer
- Department of Sociology, Louisiana State University, United States; AgCenter, Louisiana State University, United States
| |
Collapse
|
8
|
Zaccoletti S, Camacho A, Correia N, Aguiar C, Mason L, Alves RA, Daniel JR. Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison. Front Psychol 2020; 11:592670. [PMID: 33391114 PMCID: PMC7775314 DOI: 10.3389/fpsyg.2020.592670] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Accepted: 11/25/2020] [Indexed: 12/26/2022] Open
Abstract
The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.
Collapse
Affiliation(s)
- Sonia Zaccoletti
- Department of Developmental and Socialization Psychology, University of Padova, Padua, Italy
| | - Ana Camacho
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal.,School of Health, Polytechnic of Porto, Porto, Portugal
| | - Nadine Correia
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal
| | - Cecília Aguiar
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal
| | - Lucia Mason
- Department of Developmental and Socialization Psychology, University of Padova, Padua, Italy
| | - Rui A Alves
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - João R Daniel
- William James Center for Research, ISPA-Instituto Universitário, Lisbon, Portugal
| |
Collapse
|
9
|
Oberle E, Ji XR, Kerai S, Guhn M, Schonert-Reichl KA, Gadermann AM. Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Prev Med 2020; 141:106291. [PMID: 33069689 DOI: 10.1016/j.ypmed.2020.106291] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Revised: 10/12/2020] [Accepted: 10/13/2020] [Indexed: 10/23/2022]
Abstract
This study examines adolescents' (N = 28,712; 49% female; Mage = 12.25, SDage = 0.51) recreational screen time and participation in extracurricular activities during after-school hours in association to indicators of positive (optimism, satisfaction with life) and negative (anxiety, depressive symptoms) mental health and wellbeing. Data were drawn from a population-level study with the Middle Years Development Instrument (MDI) with grade 7 students in British Columbia (BC), Canada. The research was implemented in public school districts between 2014 and 2018. We found that adolescents who participated in extracurricular activities (e.g., sports, arts programs, community programs) were significantly less likely to engage in recreational screen-based activities (e.g., watching programs, browsing the internet, playing computer games) for 2 or more hours after school. Findings from Multilevel Structural Equation Modeling analyses showed that extracurricular participation was associated with higher levels of satisfaction with life and optimism, and lower levels of anxiety and depressive symptoms. In contrast, longer screen time (≥2 h/day) was associated with lower levels of satisfaction with life and optimism, and higher levels of anxiety and depressive symptoms; shorter screen time (<2 h/day) was associated with favorable mental health and wellbeing. For screen time, the effect was moderated by gender; the association between longer screen time and poorer mental health and wellbeing was significantly more pronounced for girls than boys. For both boys and girls, mental health and wellbeing were most favorable if they participated in extracurricular activities and reported less than 2 h of recreational screen time per day.
Collapse
Affiliation(s)
- Eva Oberle
- School of Population and Public Health, The Human Early Learning Partnership, The University of British Columbia, Vancouver, Canada.
| | - Xuejun Ryan Ji
- Department of Educational and Counselling Psychology, The University of British Columbia, Vancouver, Canada.
| | - Salima Kerai
- School of Population and Public Health, The Human Early Learning Partnership, The University of British Columbia, Vancouver, Canada.
| | - Martin Guhn
- School of Population and Public Health, The Human Early Learning Partnership, The University of British Columbia, Vancouver, Canada.
| | - Kimberly A Schonert-Reichl
- School of Population and Public Health, The Human Early Learning Partnership, The University of British Columbia, Vancouver, Canada; Department of Educational and Counselling Psychology, The University of British Columbia, Vancouver, Canada.
| | - Anne M Gadermann
- School of Population and Public Health, The Human Early Learning Partnership, The University of British Columbia, Vancouver, Canada.
| |
Collapse
|
10
|
He J, Fischer J. Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2019.101089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
11
|
Oberle E, Ji XR, Guhn M, Schonert-Reichl KA, Gadermann AM. Benefits of Extracurricular Participation in Early Adolescence: Associations with Peer Belonging and Mental Health. J Youth Adolesc 2019; 48:2255-2270. [PMID: 31440881 DOI: 10.1007/s10964-019-01110-2] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Accepted: 08/12/2019] [Indexed: 11/29/2022]
Abstract
Extracurricular participation plays an important role in positive youth development. Yet, little is known about the stability and change in extracurricular participation from middle childhood to early adolescence. Also, there is a gap in knowledge about the underlying processes that drive developmental outcomes associated with extracurricular participation. The present study examined transitions in extracurricular participation from grade 4 to 7, and investigated whether shifting from non-participation to participation in activities was associated with better mental health, considering peer belonging as a mediator. Latent Class Analyses of early adolescents' (50% female) self-reports on the Middle Years Development Instrument in grades 4 and 7 (N = 10,149) revealed four clusters of extracurricular involvement at both grade levels (i.e., "no activities", "all activities", "sports only", "individual activities"). Latent Transition Analysis showed that young people were most likely to stay in the same activities cluster from grade 4 to 7. About 10% were non-participants in grade 4 and had moved to activities by grade 7. In this subgroup, moving from non-participation to both sports and to all activities was associated with better mental health over time; this pathway was fully mediated by higher levels of peer belonging. The results suggest that supporting non-participants to join extracurricular activities can have implications for their mental health. Practical implications for communities, such as removing potential barriers to involvement before the onset of adolescence, are discussed.
Collapse
Affiliation(s)
- Eva Oberle
- School of Population and Public Health, The Human Early Learning Partnership, Faculty of Medicine, The University of British Columbia, 2206 East Mall, Vancouver, BC, V6T 1Z3, Canada.
| | - Xuejun Ryan Ji
- Department of Educational and Counselling Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - Martin Guhn
- School of Population and Public Health, The Human Early Learning Partnership, Faculty of Medicine, The University of British Columbia, 2206 East Mall, Vancouver, BC, V6T 1Z3, Canada
| | - Kimberly A Schonert-Reichl
- School of Population and Public Health, The Human Early Learning Partnership, Faculty of Medicine, The University of British Columbia, 2206 East Mall, Vancouver, BC, V6T 1Z3, Canada.,Department of Educational and Counselling Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - Anne M Gadermann
- School of Population and Public Health, The Human Early Learning Partnership, Faculty of Medicine, The University of British Columbia, 2206 East Mall, Vancouver, BC, V6T 1Z3, Canada
| |
Collapse
|
12
|
Extracurricular activity profiles and wellbeing in middle childhood: A population-level study. PLoS One 2019; 14:e0218488. [PMID: 31291278 PMCID: PMC6619656 DOI: 10.1371/journal.pone.0218488] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Accepted: 05/27/2019] [Indexed: 11/19/2022] Open
Abstract
This study examined profiles of participation in extracurricular activities (ECAs) in 4th grade children (N = 27,121; Mean age = 9.20 years; SD = .54; 51% male) in British Columbia, Canada. Latent class analyses were used to establish activity profiles and determine class membership; ANCOVA was used to investigate differences in mental wellbeing (optimism, life satisfaction, self-concept) and perceived overall health between groups. Data came from a cross-sectional, population-level child self-report survey (i.e., the Middle Years Development Instrument) implemented with 4th grade children in public schools. We found four distinct ECA profiles: participation in "All Activities", "No activities", "Sports" (i.e., individual and team sports), and "Individual activities" (i.e., educational programs, arts/music, individual sports). Wellbeing and health scores were highest for children in the "All Activities" and the "Sports" clusters, and lowest for those in "No Activities" and the cluster reflecting individual activities (i.e., "Individual activities"). Results are discussed in the context of previous research, and with respect to practical relevance.
Collapse
|
13
|
Haghighat MD, Knifsend CA. The Longitudinal Influence of 10th Grade Extracurricular Activity Involvement: Implications for 12th Grade Academic Practices and Future Educational Attainment. J Youth Adolesc 2018; 48:609-619. [PMID: 30367367 DOI: 10.1007/s10964-018-0947-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Accepted: 10/03/2018] [Indexed: 12/01/2022]
Abstract
Although extracurricular activity involvement during high school is linked with positive academic outcomes, less is known about the longitudinal effects or the mediators of this association. The current investigation assessed the influence of 10th grade extracurricular activity involvement on educational attainment. The sample for this study (N = 11,720; 52.9% female) was drawn from the Education Longitudinal Study of 2002, a nationally representative, longitudinal investigation. Both breadth and intensity of extracurricular activity involvement in the 10th grade were linked with educational attainment eight years after high school. For breadth, the association was mediated by increased educational expectations in the 12th grade. The results are discussed in terms of the implications and importance of extracurricular activity involvement.
Collapse
Affiliation(s)
- Misha D Haghighat
- Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819-6007, USA.
| | - Casey A Knifsend
- Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819-6007, USA.
| |
Collapse
|
14
|
Knifsend CA, Camacho-Thompson DE, Juvonen J, Graham S. Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools. J Youth Adolesc 2018; 47:1208-1220. [PMID: 29453738 PMCID: PMC6112151 DOI: 10.1007/s10964-018-0817-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Accepted: 01/23/2018] [Indexed: 10/18/2022]
Abstract
Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; Mage = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.
Collapse
Affiliation(s)
- Casey A Knifsend
- Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819, USA.
| | - Daisy E Camacho-Thompson
- Department of Psychology, REACH Institute, Arizona State University, 900 S. McAllister Ave., Tempe, AZ, 85287, USA
| | - Jaana Juvonen
- Department of Psychology, University of California, Los Angeles, 405 Hilgard Ave., Los Angeles, CA, 90095, USA
| | - Sandra Graham
- Department of Education, University of California, Los Angeles, 405 Hilgard Ave., Los Angeles, CA, 90095, USA
| |
Collapse
|
15
|
Hughes JN, Cao Q, Kwok OM. Indirect Effects of Extracurricular Participation on Academic Adjustment Via Perceived Friends' Prosocial Norms. J Youth Adolesc 2016; 45:2260-2277. [PMID: 27299761 PMCID: PMC5056131 DOI: 10.1007/s10964-016-0508-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2016] [Accepted: 05/19/2016] [Indexed: 10/21/2022]
Abstract
Students who participate in extracurricular activities in middle school exhibit higher levels of academic motivation and achievement, including graduation from high school. However, the mechanisms responsible for these beneficial effects are poorly understood. Guided by the bioecological models of development, this study tested the indirect effects of participation in grade 8 in school sports or performance arts and clubs on grade 9 academic achievement, academic competence beliefs, and school belonging, via adolescents' perceptions of their friends' prosocial norms. Participants were 495 (45 % female) ethnically diverse students (mean age at grade 8 = 13.9 years; SD = .58) who were recruited into a longitudinal study on the basis of below average literacy in grade 1. Using weighted propensity score analyses to control for potential confounders, results of longitudinal SEM found indirect effect of participation in sports, but not of participation in performance arts and clubs, on grade 9 outcomes noted above. Implications of findings for improving educational attainment of at-risk youth are discussed.
Collapse
Affiliation(s)
- Jan N Hughes
- Department of Educational Psychology, Texas A&M University, 4225 TAMU, College Station, TX, 77843-4225, USA.
| | - Qian Cao
- Department of Educational Psychology, Texas A&M University, 4225 TAMU, College Station, TX, 77843-4225, USA
| | - Oi-Man Kwok
- Department of Educational Psychology, Texas A&M University, 4225 TAMU, College Station, TX, 77843-4225, USA
| |
Collapse
|