Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development

Li, Yibing; Bebiroglu, Neda; Phelps, Erin; Lerner, Richard M.; Lerner, Jacqueline V.

doi:10.5195/jyd.2008.284

Cited by 37 publications

(35 citation statements)

References 20 publications

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“…O desempenho académico, entendido como rendimento e comportamento escolar, tem vindo a ser relacionado com o nível de envolvimento dos estudantes na escola (Finn, Pannozzo, & Voelkl, 1995), em grupos de diferentes idades (Finn & Rock, 1997;Ryan & Deci, 2000;Skinner, Wellborn, & Connell, 1990). Na generalidade, o envolvimento tem sido associado com o desempenho académico (Li, Bebiroglu, Phelps, Lerner, & Lerner, 2008;Marks, 2000), com a aprendizagem (Ainley, 1993;Miller, Greene, Montalvo, Ravindran, & Nichols, 1996), com os resultados escolares, com o desempenho em testes estandardizados (Caraway, Tucker, Reinke, & Hall, 2003;Finn & Rock, 1997) e com as taxas de escolaridade concluída, registando-se relações estatisticamente significativas e no sentido esperado entre diferentes dimensões do envolvimento e estas variáveis. Finn (1993) estudou a relação entre o envolvimento (participação) e o desempenho escolar, tendo encontrado uma forte associação entre os dois constructos, independentemente do género e do nível socioeconómico.…”

Section: Envolvimento E Desempenho Académicounclassified

Envolvimento dos Alunos na Escola: Conceito e Relação com o Desempenho Académico — Sua Importância na Formação de Professores

Veiga

Festas

Taveira

et al. 2014

RPP

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O conceito de envolvimento dos alunos na escola tem vindo a ser colocado no cerne das discussões relacionadas com o sucesso académico e com o abandono escolar. Este estudo faz uma revisão de literatura acerca deste conceito e das suas relações com o desempenho académico, destacando a sua importância no âmbito da formação de professores. Vários estudos sustentam que a falta de envolvimento dos alunos aparece associada ao baixo desempenho académico, a problemas de comportamento e ao abandono escolar. O envolvimento dos alunos na escola apresenta-se, na literatura revista, como uma resposta eficaz para os problemas que afetam as escolas e os seus alunos, como um aspeto a ter em conta na prevenção de padrões de comportamento problemático em contexto escolar e, portanto, como um conceito transdisciplinar de elevada importância na formação de professores.

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Section: Envolvimento E Desempenho Académicounclassified

Envolvimento dos Alunos na Escola: Conceito e Relação com o Desempenho Académico — Sua Importância na Formação de Professores

Veiga

Festas

Taveira

et al. 2014

RPP

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“…improved self-esteem, motivation and selfefficacy, increased pro-social bonding, cognitive, social and emotional competence, increased personal and social skills, higher levels of youth civic engagement, higher levels of behavioral and emotional engagement with school, and improved academic performance and so on. 34,35 A bulk of the studies have focused on youth at risk and utilized content targeting education about the specific kinds of risk in question (substance use, sexual and reproductive health, youth from slums or poverty ridden areas, etc. ), though there are a few that have focused on general samples of youth.…”

Section: Pyd Based Youth Mental Health Promotionmentioning

confidence: 99%

Positive youth development programs for mental health promotion in Indian youth: an underutilized pathway

Hameed

Mehrotra

2017

Int J Community Med Public Health

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There is an unprecedented growth in the young population worldwide and especially in India and mental health of youth is an area of growing concern. The scope of convergence of the fields of positive youth development and mental health promotion among youth is becoming evident in the recent times. The paper aims to provide a brief overview of the field of PYD research in India and come up with implications for utilizing this framework for youth mental health promotion. A rapid review was carried out to examine Indian research on positive youth development and its relevance for mental health promotion through youth engagement. Two sets of key words, ‘Positive youth development’ and ‘India’ were jointly used as search words. The search was carried out in the month of April 2017, using EBSCO and ProQuest and MedIND as the electronic databases, with no restriction in the time-period of the published studies. A supplementary search of titles using Google search engine was done with eight Indian journals and one database for the period from 2010 till date. The search indicated significant paucity of Indian literature on positive youth development. A total of 24 articles were identified. Nine studies were retained of which six were non-intervention and three were intervention studies. The review suggests that PYD programs and PYD based mental health promotion programs are in a nascent stage in India with a dearth of published literature on the same. Implications for youth mental health promotion are highlighted.

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“…One approach to help foster more positive and inclusive peer culture is youths' engagement in structured after-school programs that focus on youth development (e.g., 4-H, Boy Scouts and Girl Scouts, YMCA, Boys and Girls Club, etc.) and time spent involved in civic engagement (Li, Bebiroglu, Phelps, Lerner, & Lerner, 2008). Li and colleagues found that youths' increased time spent engaged in meaningful out-ofschool activities deterred them from engaging in adverse activities.…”

Section: Resultsmentioning

confidence: 99%

Bridging Families and Schools to Prevent Youth from Running Away From Home

Radu

2019

JYD

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Running away from home is a serious problem among American youth. It has been linked to numerous negative social, psychological, and behavioral outcomes. It is well-established that family dysfunction is one reason that youth run away from home. However, less research focuses on how both families and schools influence youths’ likelihood of running away from home. Drawing from a sample of 4,546 youth from the 1997 National Longitudinal Survey of Youth, I examine how youths’ perceptions of their schools’ safety, experiences with bully victimization, and bonds with their families and their schools predict the likelihood of running away from home. I find that youths’ negative perceptions of their schools’ safety increase the likelihood that they will run away from home. Additionally, I discover that youth who have been the victims of bullying are more likely to run away from home compared to their peers who have not been bullied. My findings also suggest a cumulative effect between youths’ perceptions of unsafe schools and experiences with bullying, suggesting that youth are most likely to run away from home when they feel unsafe at school and have been the victim of childhood bullying. These findings are important because they have implications for policy development. My findings suggest that (a) promoting a positive and inclusive school environment and (b) helping youth foster stronger relationships may help deter youth from running away from home.

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Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development

Cited by 37 publications

References 20 publications

Envolvimento dos Alunos na Escola: Conceito e Relação com o Desempenho Académico — Sua Importância na Formação de Professores

Envolvimento dos Alunos na Escola: Conceito e Relação com o Desempenho Académico — Sua Importância na Formação de Professores

Positive youth development programs for mental health promotion in Indian youth: an underutilized pathway

Bridging Families and Schools to Prevent Youth from Running Away From Home

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