Chapter 4: Extracurricular and Other After-School Activities for Youth

By Jacquelynne S. Eccles, J. Templeton. 2002

248 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d24b89dae05172883c7f0df3d7e8239e9730e9f2

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Citations in the corpus

Adolescents’ Negative Experiences in Organized Youth Activities (2007, unknown): “Research is increasingly shows that organized youth activities, such as extracurricular activities and community based youth programs, are a context of positive development for adolescents (Eccles & Templeton, 2002; Mahoney, Larson & Eccles, 2005).”
Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation (2006, background): “Research by other scholars suggests that the effects we found are even more marked in less privileged populations (Eccles & Templeton, 2002; Mahoney et al., 2005).”
Amplifiers of developmental and negative experiences in organized activities: Dosage, motivation, lead roles, and adult-youth ratios ☆ (2007, background): “Holding a lead role within an activity is another factor that has been hypothesized to increase the developmental experiences afforded by the program (Eccles & Templeton, 2002; Roth, Brooks-Gunn, Murray, & Foster, 1998).”
Impacts of After-School Programs on Student Outcomes: A Systematic Review (2006, methodology): “…Evidence There have been six major reviews of research on the impact of out-of-school programs that have included programs with an academic focus (Eccles & Templeton, 2002; Fashola, 1998; Hollister, 2003; Kane, 2004; Little & Harris, 2003; Scott-Little, Hamann, & Jurs, 2002).5 However, all…”
Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate (2006, background): “The concerns about participation extend to out of school activities which are related to school engagement and academic achievement (Eccles and Templeton, 2002).”
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).”
Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers (2004, background): “Indeed, most of what is known about out-of-school activities for adolescents is limited to highly structured pursuits (e.g., school-based extracurricular activities), or to model afterschool intervention programmes (e.g., Catalano, Berglund, Ryan, Lonczak, & Hawkins, 1999; Eccles & Templeton, 2002).”
Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, result): “In sum, our results support recommendations for increasing opportunities for youths to participate in a range of extracurricular activities (e.g., Eccles & Gootman, 2002; Eccles & Templeton, 2002; Larson, 2000).”
Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis (2006, background): “…social, civic, and physical development (for reviews, see Dubois, Holloway, Valentine, & Cooper, 2002; Eccles, Barber, Stone, & Hunt, 2003; Eccles & Templeton, 2002; Mahoney et al., 2005; National Research Council and Institute of Medicine, 2002; Riggs & Greenberg, 2004; Vandell, Pierce,…”
Gifts of the Ordinary: Casual Leisure's Contributions to Health and Well-Being (2005, background): “…involving, challenging, "substantial," or serious in nature is generally regarded as instrumental to health and personal growth and development (Csikszentmihalyi, 1990, 1997; Eccles & Templeton, 2002; Kleiber, 1999; Larson, 2000; Mannell, 1993; Mannell & Kleiber, 1997; Stebbins, 1992, 1999).”
Extracurricular Activities and Adolescent Development (2003, unknown): “…(c) concerns about the preparation of American youth for an increasingly demanding and technical labor market, and (d) the amount of unsupervised time experienced by so many youth (e.g., Eccles & Gootman, 2002; Eccles & Templeton, 2002; Pittman, Tolman, & Yohalem, in press; Scales, 1999).”
What Adolescents Learn in Organized Youth Activities: A Survey of Self-Reported Developmental Experiences. (2003, background): “It is an objective of some youth activities to provide teens with connections to adults in the wider community (McLaughlin, 2000; Eccles & Templeton, 2002).”
Math and science motivation: A longitudinal examination of the links between choices and beliefs. (2006, unknown): “…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, & Yates,…”
Team Sports Achievement and Self-Esteem Development Among Urban Adolescent Girls (2004, background): “These studies have been criticized for relying too heavily on cross-sectional designs and failing to examine potential mediators of out-of-school activity effects on youth development (Eccles & Templeton, 2002).”