Extracurricular Activities and Adolescent Development

By Jacquelynne S. Eccles, Bonnie L. Barber, Margaret R. Stone, James E. Hunt. 2003

1,458 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4865b702a3913bb6eac2cd648c9d186a99ed8f08

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Citations in the corpus

Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, background): “Others have argued that extracurricular activities represent a likely path to school attachment and belonging as well as social capital (Eccles et al., 2003; Finn, 1989).”
Academic Vulnerability and Resilience during the Transition to High School (2010, background): “underage drinking (Eccles et al. 2003; Feldman and Matjasko 2005), which may be explained by”
Breadth and Intensity of Youth Activity Involvement as Contexts for Positive Development (2006, background): “…which has also found that relations between youth activity involvement and developmental indicators vary as a function of the type of activity (e.g., Barber et al., 2001; Bartko and Eccles, 2003; Cooper et al., 1999; Eccles and Barber, 1999; Eccles et al., 2003; Hansen et al., 2003; McNeal, 1995).”
High school athletes’ perspectives on support, communication, negotiation and life skill development (2009, background): “…findings have shown that participation in organised activities such as sports is associated with a number of positive outcomes such as increased educational attainment (Barber et al., 2001; Eccles et al., 2003), adolescent adjustment (Fredricks and Eccles, 2006), initiative *Corresponding author.”
Life skills development through sport: current status and future directions (2008, background): “…personal responsibility (e.g. Hellison & Cutforth, 1997), academic achievement and an enhanced connection to school (e.g. Eccles & Barber, 1999; Eccles et al., 2003) and initiative, leadership and teamwork (e.g. Hansen et al. 2003), although in most cases this research has focused on the…”
Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis (2006, methodology): “…studies fi nd a linear increase in the psychological, social, and academic well-being of youth as the number of organized activities or weekly hours of participation increases (e.g., Eccles & Stone, 2001; Eccles & Barber, 1999; Eccles et al., 2003, Marsh & Kleitman, 2002; Mahoney et al., 2003).”
Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth? (2008, background): “The higher grades and perceptions of school value of activity participants as compared to non-participants may be a function of increased social capital and a greater likelihood of associating with peers who value academics (Barber et al. 2001; Eccles et al. 2003; Finn 1989).”
Predictors of Resilience Among Inner City Youths (2010, neutral): “challenges (Eccles et al. 2003).”