Structured after‐school activities as a moderator of depressed mood for adolescents with detached relations to their parents

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The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions (2005, background): “Nonetheless, this study makes an important contribution to the literature by lending support to the notion that there are distinct educational benefits of activity participation for at-risk individuals (Mahoney & Cairns, 1997; Mahoney et al., 2002; Schmidt, 2003).”
Extracurricular Activities and Adolescent Development (2003, unknown): “For example, Mahoney and Stattin (2002) found that participation in after-school activities is linked to lower levels of depressed affect primarily for those youth who perceived high social support from their activity leader.”
Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth? (2008, background): “Participation has been positively linked to academic outcomes including higher grades, test scores, school value, school engagement, and educational aspirations (Eccles and Barber 1999; Fredricks and Eccles 2005; Fredricks and Eccles 2006a; Marsh and Kleitman 2002), and psychological outcomes such a”
Breadth and Intensity of Youth Activity Involvement as Contexts for Positive Development (2006, background): “In addition, involvement has predicted lower depressed mood, less anxiety, and fewer psychiatric visits in high school samples (e.g., Barber et al., 2001; Mahoney et al., 2002 ).”