The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions

By A. Feldman, J. Matjasko. 2005

840 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/67e2f97c1b94813942ba5f9bd886cffbf1664e88

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Citations in the corpus

Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “…this literature found that participation in school-based extracurricular activities was associated with higher achievement and lower rates of dropout among other positive outcomes, such as reduced delinquent behavior and substance use and better psychological adjustment (Feldman & Matjasko, 2005).”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, methodology): “Items were based on studies by Eccles and Boarding Schools Barber (1999) and Feldman and Matjasko (2005).”
Academic Vulnerability and Resilience during the Transition to High School (2010, background): “Unstructured EAs are spontaneous and informal (Fletcher et al. 2003). Compared with other literate postindustrial countries, children in the United States spend a large amount of time in leisure activities, with more than half of children’s waking hours spent in leisure activities (Larson and Verma ”
Bullying Victimization and Extracurricular Activity (2008, background): “Feldman and Matjasko (2005) argued that the categories of extracurricular and student activity were related to positive and negative student outcomes differently because of the distinctive nature of each extracurricular activity.”
Understanding adolescents' positive and negative developmental experiences in sport (2009, background): “As such, generalizations to other sport contexts should be done with caution due to substantial differences between programs ( Feldman & Matjasko, 2005 ).”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “…involvement and achievement is evident as early as elementary school (Dumais, 2006) and is related to a number of other academic and general indicators of student well-being, including high school completion, healthrelated behaviors, and personal adjustment (Feldman & Matjasko, 2005).”
The effect of social network sites on adolescents' social and academic development: Current theories and controversies (2011, background): “…examine the social context of learning in areas such as out-of-school time, extracurricular activity, and classroom climate also find a link between high-quality relationships, students’academic engagement, and achievement (Eccles & Templeton, 2002; Feldman & Matjasko, 2005; Martin & Dowson, 2009).”
Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference (2018, background): “Like other OST and afterschool activities, OAE experiences are a place to try new things and explore individual identity in a nonacademic setting (Feldman & Matjasko, 2005).”
After the Bell (2010, background): “Unstructured EAs are spontaneous and informal (Fletcher et al. 2003). Compared with other literate postindustrial countries, children in the United States spend a large amount of time in leisure activities, with more than half of children’s waking hours spent in leisure activities (Larson and Verma ”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “Despite possible trade-offs in terms of time, the bulk of research shows positive consequences of participation in organized extracurricular activities for academic, educational, social, civic, and physical development (see Feldman & Matjasko, 2005 ).”
Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development (2016, background): “One reason for the possible differences in outcomes may be because the philosophies and goals of youth sport programs and the specific coaches in those programs vary significantly (Feldman & Matjasko, 2005).”
Understanding Experiences With Bullying and Bias-Based Bullying: What Matters and for Whom? (2018, background): “This is concerning because research generally demonstrates positive effects of afterschool activity participation (Feldman & Matjasko, 2005).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…or “status risk” variables (e.g., Finn & Zimmer, 2012) typically included in the engagement research literature, including student race, ethnicity, socioeconomic status background, and previous academic history (e.g., Feldman & Matjasko, 2005; Fredericks et al., 2004; Rumberger & Rotermund, 2012).”