Extracurricular School Activities: The Good, the Bad, and the Nonlinear

By Herbert W. Marsh, Sabina Kleitman. 2002

589 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/325f88443ae9b5f5110a7cf869da43137e6200b3

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Citations in the corpus

Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation (2006, methodology): “For example, in two studies, Marsh and colleagues (Marsh, 1992; Marsh & Kleitman, 2002) have shown that the relationship between extracurricular participation and indicators of youth development (e.g., time use, psychological adjustment, educational attainment, and educational and occupational…”
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance (2013, unknown): “…of family income by race, and (3) not modeling explicitly the direct and indirect effects of family income after controlling for the combined effects of parental education and high school 2 achievement (Camara & Schmidt, 1999; Everson & Millsap, 2005; Marsh & Kleitman, 2002; Zwick, 2004).”
Consequences of Employment During High School: Character Building, Subversion of Academic Goals, or a Threshold? (2005, background): “…worked below which the academic and personal consequences of working are increasingly positive and above which the consequences are increasingly negative (Cheng, 1995; Greenberger & Steinberg, 1986; Marsh, 1991a; Marsh & Kleitman, 2002; Schoenhals et al., 1998; Payne, 2003; Warren et al., 2000).”
Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth (2012, background): “The highest quality correlational studies used longitudinal designs and included a range of covariates that help differentiate participants from nonparticipants (e.g., see Fredricks & Eccles, 2006; Marsh & Kleitman, 2002).”
The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School. Statistical Analysis Report. NCES 2006-328. (2006, methodology): “Data on the relationship of participation in the social or extracurricular aspects of school life suggest a positive relationship with academic achievement (e.g., Camp 1990; Cooper et al. 1999; Gerber 1996; Marsh 1992; Marsh and Kleitman 2002; Melnick, Sabo, and Vanfossen 1992).”
The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, background): “A review by Marsh and Kleitman (2002) found the same and cited this as support for the identification/ commitment hypothesis in which context-specific activity impacts one’s identification with and commitment to outcomes in that context.”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, methodology): “In addition, as others have shown (Marsh, 1992; Marsh & Kleitman, 2002), we expected that the benefits of extracurricular participation would be greatest for low-income youths.”
Extracurricular Activities and Adolescent Development (2003, unknown): “Several researchers, including us, have documented this relation (e.g., Barber et al., 2001; Eccles & Barber, 1999; Mahoney and Cairns, 1997; Mahoney, Cairns, & Farmer, in press; Marsh, 1993; Marsh & Kleitman, 2002).”
Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings (2008, background): “6 Fine arts is included as a separate measure of school participation because fine arts may have differential effects on educational outcomes compared to other kinds of extracurricular participation and depending on student’s race and sex (McNeal, 1995; Marsh and Kleitman, 2002).”
Demographic Differences in Patterns of Youth Out-of-School Time Activity Participation (2006, background): “This is important because research shows that youth who participate more frequently and for a longer period of time are more likely to benefit (e.g., Marsh & Kleitman, 2002; Posner & Vandell, 1999).”