Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation

By Jennifer Fredricks, Jacquelynne S. Eccles. 2006

342 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/efd46c4580e442cc9f756e4e64871c92f2f96be2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. J. Côté
2. David J. Hancock
3. Jennifer Fredricks
4. Jacquelynne S. Eccles
5. J. Deakin
6. Aryn M. Dotterer
7. Jaana Juvonen
8. S. McHale

In Social Psychology

1. J. Côté
2. David J. Hancock
3. Jennifer Fredricks
4. Jacquelynne S. Eccles
5. J. Deakin
6. L. Strachan
7. Jaana Juvonen
8. Aryn M. Dotterer

Citations in the corpus

• An Evaluation of Personal and Contextual Factors in Competitive Youth Sport (2009, background): “Furthermore, research in developmental psychology has highlighted the value of structured programs, including sport, in helping to promote positive youth development (Fredricks & Eccles, 2006).”
• Evidence-based policies for youth sport programmes (2016, background): “Empirical evidence (Busseri et al. 2006, Fredricks and Eccles 2006, Rose-Krasnor et al. 2006) shows that a breadth of experiences in early development is an indicator of continued involvement in more intense activities later in life and of successful development.”
• Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement (2007, background): “The reduced risk was even greater for those students whose peers also participated in school extracurricular activities (see also Fredricks & Eccles, 2006 ).”
• 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”
• Implications of Out-of-School Activities for School Engagement in African American Adolescents (2007, background): “In another recent study Fredricks and Eccles (2006a) found that more time spent in school clubs was positively associated with school belonging and grade point average.”
• “Specializers” versus “Samplers” in Youth Sport: Comparing Experiences and Outcomes (2009, background): “Structured programs, including arts, music, and sport, have been found to provide unique experiences and develop both positive and negative outcomes (Eccles & Barber, 1999; Fredricks & Eccles, 2006).”
• ISSP position stand: To sample or to specialize? Seven postulates about youth sport activities that lead to continued participation and elite performance (2009, background): “Longitudinal studies have found that youth who are involved in varied activities score more favorably on personal and social outcome measures such as well being (Busseri, Rose-Krasnor, Willoughby, & Chalmers, 2006) and positive peer relationships (Fredricks & Eccles, 2006) than those who specialize.”
• Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. (2006, background): “Fredricks and Eccles (2006) assessed the relation between the breadth of activity participation and development with traditional variable-centered analyses.”