Adolescent Out‐of‐School Activities

Mahoney, Joseph L.; Vandell, Deborah Lowe; Simpkins, Sandra D.; Zarrett, Nicole

doi:10.1002/9780470479193.adlpsy002008

Cited by 141 publications

(189 citation statements)

References 142 publications

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“…In turn, youth participation in organized OST activities such as sports, after-school community programs (YD programs), and extracurricular activities (school-based), has been linked with multiple indicators of positive functioning (e.g., Mahoney, Vandell, Simpkins, & Zarrett, 2009;Zarrett, Fay, Li, et al, 2009;Zarrett, Fay, Peltz, et al, 2007) including physical health (e.g., lower rates of obesity; Mahoney, Lord & Carryl, 2005a;Vandell, Pierce & Dadisman, et al, 2005). For example, Mahoney et al (2005a) tracked a sample of disadvantaged children over a 3 year period (ages 5 to 8 years old) and found that, after controlling for earlier measures of BMI and demographic factors, those who participated in after-school programs (ASPs) showed less marked increases in BMI and significantly lower rates of obesity than similar children who did not participate in ASPs.…”

Section: Organized Ost Programs and Youth Obesitymentioning

confidence: 99%

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

Zarrett

Skiles

Sorensen

2012

JYD

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Abstract:The risk for youth obesity is higher during the summer than any other time of year. Summer day camps can be ideal settings for preventing obesity through reducing youth summer sedentary behaviors. However, little-to-no research has examined the role of camps for promoting youth physical activity (PA) and other healthy behaviors. This study begins to address the gap in research by conducting systematic observations of 4 summer day camps (2 highly-resourced and 2 low-resourced) to determine: 1) the degree to which camps engage youth in moderate-to-vigorous (MV) PA, and; 2) to what extent camps provide important physical and social-motivational features for promoting PA. Results indicate camps provide opportunities for youth to meet national recommendations of daily MVPA. However, there were differences in PA and motivational features by level of camp resources. This study helps inform practice and policy through identifying strengths and needs of camps for promoting PA.

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Section: Organized Ost Programs and Youth Obesitymentioning

confidence: 99%

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

Zarrett

Skiles

Sorensen

2012

JYD

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“…These measures included indices of individuals in the lives of youth (e.g., parents, teachers, coaches, or mentors; Laursen and Collins 2009; Rhodes and Lowe 2009); opportunities for youth-adult collaboration in family, school, or community activities (e.g., food-or clothing drives, community-or educational-planning organizations or meetings; Lerner 2006); institutional resources such as out-of-school-time (OST) programs, parks, playgrounds, libraries, and media (e.g., Boyd and Dobrow 2011;Mahoney et al 2009); and access to individual, collaborative, or institutional resources. To illustrate, the nature of parents as resources was indexed through assessments of parental warmth, monitoring, and academic/school involvement (e.g., Bebiroglu et al 2013;Lewin-Bizan et al 2010).…”

Section: Methodsmentioning

confidence: 99%

Special Issue Introduction: Thriving Across the Adolescent Years: A View of the Issues

Bowers

Geldhof

Johnson

et al. 2014

J Youth Adolescence

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Framed within a relational developmental systems model, the 4-H Study of positive youth development (PYD) explored the bases and implications of thriving across much of the second decade of life. This special issue pertains to information derived from the recently completed eight waves of the 4-H Study of PYD, and presents findings about the relations between individual and contextual variables that are involved in the thriving process. This introduction briefly reviews the historical background and the theoretical frame for the 4-H Study and describes its general methodology. We provide an overview of the articles in this special issue and discuss the ways in which the articles elucidate different facets of the thriving process. In addition, we discuss the implications of this research for future scholarship and for applications aimed at improving the life chances of diverse adolescents.

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“…After-school activities can be designed to reorganize such patterns in the form of increased student engagement in and motivation for school (Mahoney, Lord, & Carryl, 2005), and the formation of positive social relations with peers and adults (National Research Council and Institute of Medicine, 2002). Longitudinal studies provide the most compelling evidence that participation in after-school activities may have protective properties (Mahoney, Vandell, Simpkins, & Zarrett, 2009). Early work by Offord (1986, 1989) involved a preventive intervention for disadvantaged children in Canada.…”

Section: Protective Aspects Of Extracurricular Activitiesmentioning

confidence: 99%

“…Becoming engaged in school extracurricular activities is a selective process (Mahoney et al, 2009). Many school extracurricular activities have competence or skill requirements for involvement.…”

Section: Social Aggression As a Gatekeeping Mechanismmentioning

confidence: 99%

School Extracurricular Activity Participation and Early School Dropout: A Mixed-Method Study of the Role of Peer Social Networks

Mahoney¹

2014

JEDP

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This longitudinal study employs a mixed-method design to study associations between participation in school-based extracurricular activities, as measured using school yearbooks, and rates of early school dropout. The role of peer social networks that surround activity participation is of particular interest. Results show that the peer social networks of adolescents overlap significantly with the particular types of extracurricular activities in which they participate over time. Processes of selection and socialization that include the use of social aggression appear to regulate changes in activity membership. When both the individual and his/her social network participate in extracurricular activities the risk of early school dropout is diminished significantly. This activity-associated reduction in dropout is pronounced for youth previously identified as highly aggressive by school personnel.

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Adolescent Out‐of‐School Activities

Cited by 141 publications

References 142 publications

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

The Camp Setting for Promoting Youth Physical Activity: Systematic Observations of Summer Day Camps

Special Issue Introduction: Thriving Across the Adolescent Years: A View of the Issues

School Extracurricular Activity Participation and Early School Dropout: A Mixed-Method Study of the Role of Peer Social Networks

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