Student council, volunteering, basketball, or marching band: what kind of extracurricular involvement matters?

By Jacquelynne S. Eccles, Bonnie L. Barber. 2001

593 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/39361553853840b08b6aa10dc6a69ff88daf02a5

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Citations in the corpus

The effects of sport participation on student-athletes' and non-athlete students' social life and identity. (2010, unknown): “(Brewer, Van Raalte, & Linder, 1993; Eccles & Barber, 1999; Miller & Kerr, 2003).”
Positive Youth Development: A Measurement Framework for Sport (2012, background): “Even though the PYD literature in sport is based on the tenet that sport participation has significant effects on other life domains [8], this relationship is not well understood.”
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012, background): “The early years of high school are marked by an increased concern about social labels (Brown, Mory, & Kinney, 1994; Eccles & Barber, 1999) and by substantial adversities that could threaten them with negative labels.”
Not so doomed: computer game play and positive adolescent development (2002, background): “Regular engagement in voluntary, structured activities sustains and challenges them (Eccles & Barber, 1999; Larson, 2000) and is related to academic and personal development.”
Determinants of Gender Essentialism in College Students (2008, background): “2002; Edwards 1992; Green and Ashmore 1998) and that individuals who adopt these labels demonstrate distinct patterns of gendered beliefs and behaviors associated with the stereotypes (Barber et al. 2001; Eccles and Barber 1999; Smiler 2006b; Stone et al. 2008; Wetherell and Edley 1999).”
BEYOND PARENTS AND PEERS: THE ROLE OF IMPORTANT NON-PARENTAL ADULTS (VIPS) IN ADOLESCENT DEVELOPMENT IN CHINA AND THE UNITED STATES (2003, background): “Researchers also have treated leisure activities as a social context and examined their effects on adolescents’ cognitive and social development (e.g., Csikszentmihalyi & Kleiber, 1991; Eccles & Barber, 1999; Fine et al., 1990).”
Adolescent Participation in Structured and Unstructured Activities: A Person-Oriented Analysis (2003, background): “, 2001; Larson and Kleiber, 1993; Vandell and Corasaniti, 1988), and reduced delinquency (Bartko and Eccles, 1999; Eccles and Barber, 1999; Mahoney, 1997; Yin et al., 1999) and substance use (Youniss et al.”
“Specializers” versus “Samplers” in Youth Sport: Comparing Experiences and Outcomes (2009, background): “This result could be due to fact that involvement in structured programs such as sport has been found to lead to growth of positive outcomes for youth (Eccles & Barber, 1999).”
Breadth and Intensity of Youth Activity Involvement as Contexts for Positive Development (2006, background): “For example, Eccles and Barber (1999) assessed youth involvement in five categories of extracurricular activities (prosocial activities, sport teams, performing arts, school involvement, academic clubs) by assigning scores of involved (vs.”
Deviant Peer Influences in Intervention and Public Policy for Youth (2006, background): “Community programs and school-based extracurricular activities that combine high- and low-risk youth such as sports, music clubs, Scouts, and church activities should be encouraged (e.g., Eccles & Barber, 1999).”
Extracurricular Activities and Adolescent Development (2003, unknown): “Finally, 31% of the sample did not participate in any activities or clubs and 45% did not participate on any school athletic team (Eccles & Barber, 1999).”
Life skills development through sport: current status and future directions (2008, background): “In fact, in recent studies of the benefits of extracurricular activities (Eccles & Barber, 1999; Eccles et al., 2003; Hansen et al., 2003), sport was the only activity that showed both positive (e.g. the development of teamwork, emotional control and initiative) and negative developmental outcomes…”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, methodology): “For example, Eccles and Barber (1999) found that athletic involvement predicted higher alcohol use.”
The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players (2013, unknown): “Studies of out-of-school activities have shown that sport was the only activity that brought about both positive and negative developmental outcomes for youth (Eccles and Barber 1999; Hansen, Larson and Dworkin 2003).”
Differing profiles of developmental experiences across types of organized youth activities. (2006, methodology): “In longitudinal research, Eccles and Barber (1999) found that students who participated in academic clubs or in school-involvement activities (e.”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, unknown): “…are a positive influence in young people’s lives, including in their educational, social, and emotional lives (Barber, Eccles, & Stone, 2001; Cooper, Valentine, Nye, & Lindsay, 1999; Eccles & Barber, 1999; Marsh, 1992; Marsh & Kleitman, 2002; Valentine, Cooper, Bettencourt, & DuBois, 2002).”
Engagement in after-school program activities: quality of experience from the perspective of participants (2007, background): “their uninvolved peers ( Eccles & Barber, 1999; Marsh & Kleitman, 2002).”
Math and science motivation: A longitudinal examination of the links between choices and beliefs. (2006, background): “The literature on participation in out-of-school activities has shown that participation has implications on adolescents’ development (e.g., Eccles & Barber, 1999; Eccles & Templeton, 2002; Holland & Andre, 1987; Mahoney, 2000; Simpkins, Fredricks, Davis-Kean, & Eccles, in press; Youniss, McLellan”
Organizational citizenship behavior: A review and extension of its nomological network (2008, background): “…et al., 2005), Specifically, youth volunteers are less likely to smoke marihuana, abuse alcohol, perform poorly in school, or be arrested later in their lives (Barber et al., 2001; Eccles and Barber, 1999; Moore and Allen, 1996; Penner et al., 2005; Uggen and Janikula, 1999; Youniss et al., 1997).”