Show simple item record

Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis

dc.contributor.authorMahoney, Joseph L.
dc.contributor.authorHarris, Angel L.
dc.contributor.authorEccles, Jacquelynne S.
dc.date.accessioned2018-08-13T18:50:08Z
dc.date.available2018-08-13T18:50:08Z
dc.date.issued2006-12
dc.identifier.citationMahoney, Joseph L.; Harris, Angel L.; Eccles, Jacquelynne S. (2006). "Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis." Social Policy Report 20(4): 1-32.
dc.identifier.issn2379-3988
dc.identifier.issn2379-3988
dc.identifier.urihttps://hdl.handle.net/2027.42/145279
dc.publisherNational Research Council, National Academy Press
dc.publisherWiley Periodicals, Inc.
dc.titleOrganized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis
dc.typeArticleen_US
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelSocial Sciences (General)
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/145279/1/sop200049.pdf
dc.identifier.doi10.1002/j.2379-3988.2006.tb00049.x
dc.identifier.sourceSocial Policy Report
dc.identifier.citedreferenceMarshall, N. L., Garcia Coll, C., Marx, F., McCartney, K., Keefe, N., & Ruh, J. ( 1997 ). After‐school time and children’s behavioral adjustment. Merrill‐Palmer Quarterly, 43, 497 – 514.
dc.identifier.citedreferenceRichardson, J., Radziszewska, B., Dent, C., & Flay, B. ( 1993 ). Relationship between after‐school care of adolescents and substance use, risk taking, depressed mood, and academic achievement. Pediatrics, 92, 32 – 28.
dc.identifier.citedreferenceRiggs, N. R., & Greenberg, M. T. ( 2004 ). After‐school youth development programs: A developmental‐ecological model of current research. Clinical Child and Family Psychology Review, 7, 177 – 190.
dc.identifier.citedreferenceRosenfeld, A., & Wise, N. ( 2000 ). The over‐scheduled child: Avoiding the hyper‐parenting trap. New York: St. Martin’s Griffin.
dc.identifier.citedreferenceRosenthal, R., & Vandell, D. L. ( 1996 ). Quality of care of school‐aged child‐care programs: Regulatable features, observed experiences, child perspectives, and parent perspectives. Child Development, 67, 2434 – 2445.
dc.identifier.citedreferenceScanlan, T. K. ( 1984 ). Competitive sports and the child athlete. In J. M. Silva III & R. S. Weinberg (Eds.), Psychological foundations of sport (pp. 118 – 129 ). Champaign, IL: Human Kinetics.
dc.identifier.citedreferenceSeppanen, P. S., Love, J. M., de Vries, D. K., Bernsein, L., Se‐ligson, M., Marx, R., et al. ( 1993 ). National Study of before and after school programs: Final report. Washington, DC: U.S. Department of Education, Office of Policy and Planning. Portsmouth, NH: RMC Research Corporation.
dc.identifier.citedreferenceShonkoff, J. P. ( 2000 ). Science, policy, and practice: Three cultures in search of a shared mission. Child Development, 71, 181 – 187.
dc.identifier.citedreferenceSimpkins, S. D., Davis‐Kean, P. E., & Eccles, J. S. ( 2005 ). Parents’ socializing behavior and children’s participation in math, science, and computer out‐of‐school activities. Applied Developmental Science, 9, 14 – 30.
dc.identifier.citedreferenceU.S. Department of Agriculture ( 2003 ). Annual 4‐H Youth Development enrollment report: 2003 Fiscal Year. Retrieved May 29, 2006 from: http://www.national4‐hheadquarters.gov/library/2003‐es237.pdf.
dc.identifier.citedreferenceU.S. Department of Labor ( 2005 ). Women in the labor force: A databook. Retrieved December 27, 2005 from http://www.bls.gov/cps/wlf‐databook2005.htm.
dc.identifier.citedreferenceVandell, D. L., Pierce, K. M., & Dadisman, K. ( 2005 ). Out‐ofschool settings as a developmental context for children and youth. In R. Kail (Ed.) Advances in Child Development. Volume 33. Oxford: Elsevier.
dc.identifier.citedreferenceVandell, D. L., & Shumow, L. ( 1999 ). After‐school child care programs. The Future of Children, 9, 64 – 80. Los Altos, CA: The David and Lucile Packard Foundation.
dc.identifier.citedreferenceWigfield, A., & Eccles, J. S. ( 1992 ). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265 – 310.
dc.identifier.citedreferenceZaff, J. S., Moore, K. A., Papillo, A. R., & Williams, S. ( 2003 ). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599 – 630.
dc.identifier.citedreferenceEccles, J. & Gootman, J. ( 2002 ). Community programs to promote youth development. Washington, DC: National Research Council, National Academy Press.
dc.identifier.citedreferenceKuhn, D. ( 2006 ) Do cognitive changes accompany developments in the adolescent brain? Perspectives on Psychological Science, 1, 59 – 67.
dc.identifier.citedreferenceLarson, R. (in press). From “I” to “We”: Development of the capacity for teamwork in youth programs. R. Lerner & R. Silberstein (Eds.). Approaches to positive youth development. Thousand Oaks, CA: Sage.
dc.identifier.citedreferenceLarson, R. W. & Brown, J. R. ( 2006 ). Emotional development in adolescence: What can be learned from a high school theater program. Manuscript submitted for publication.
dc.identifier.citedreferenceLarson, R. & Hansen, D. ( 2005 ). The development of strategic thinking: Learning to impact human systems in a youth activism program. Human Development, 48, 327 – 349.
dc.identifier.citedreferenceLarson, R. W., Hansen, D., & Moneta, G. ( 2006 ). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42 ( 5 ).
dc.identifier.citedreferenceLarson, R. W., Pearce, N., Sullivan, P., & Jarrett, R. L. (in press). Participation in youth programs as a catalyst for negotiation of family autonomy with connection. Journal of Youth and Adolescence.
dc.identifier.citedreferenceLerner, R. L. ( 2002 ). Concepts and theories of human development ( 3 rd Ed. ). Mahwah, NJ: Lawrence Erlbaum Associates.
dc.identifier.citedreferencePearce, N. & Larson, R. ( 2006 ). The process of motivational change in a civic activism organization. Applied Developmental Science, 10, 121 – 131.
dc.identifier.citedreferenceBronfenbrenner, U. ( 1986 ). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723 – 742.
dc.identifier.citedreferenceConger, R. D., Wallace, L. E., Sun, Y., Simons, R. L., McLoyd, V. C., & Brody, G. H. ( 2002 ). Economic pressure in African American families: A replication and extension fo the family stress model. Developmental Psychology, 38, 179 – 193.
dc.identifier.citedreferenceCsikszentmihalyi, M. ( 1999 ). If we are so rich, why aren’t we happy? American Psychologist, 54, 821 – 827.
dc.identifier.citedreferenceDiener, E., & Biswas‐Diener, R. ( 2002 ). Will money increase subjective well‐being? Social Indicators Research, 57, 119 – 169.
dc.identifier.citedreferenceHarris, J. R. ( 1998 ). The nurture assumption: Why children turn out the way they do. New York: Touchstone.
dc.identifier.citedreferenceKasser, T. ( 2002 ). The High Price of Materialism. Cambridge, MA: MIT Press.
dc.identifier.citedreferenceLatendresse, S. J., & Luthar, S. S. ( 2006 ). Perceptions of Parenting among Affluent Youth: Antecedents of Middle School Adjustment Trajectories. Manuscript submitted.
dc.identifier.citedreferenceLevine, M. ( 2006 ). The price of privilege: How parental pressure and material advantage are creating a generation of disconnected and deeply unhappy kids. New York: HarperCollins.
dc.identifier.citedreferenceLott, B. ( 2002 ). Cognitive and behavioral distancing from the poor. American Psychologist, 57, 100 – 110.
dc.identifier.citedreferenceLuthar, S. S. ( 1999 ). Poverty and children’s adjustment. Thousand Oaks, CA: Sage.
dc.identifier.citedreferenceLuthar, S. S. ( 2003 ). The culture of affluence: Psychological costs of material wealth. Child Development, 74, 1581 – 1593.
dc.identifier.citedreferenceLuthar, S. S., & Latendresse, S. J. ( 2005 ). Children of the affluent: Challenges to well‐being. Current Directions in Psychological Science, 14 ( 1 ), 49 – 53.
dc.identifier.citedreferenceLuthar, S. S., & Sexton, C. ( 2005 ). The high price of affluence. In R. V. Kail (Ed.), Advances in Child Development, 32, 126 – 162. San Diego, CA: Academic Press.
dc.identifier.citedreferenceMyers, D. G. ( 2000 ). The American paradox: Spiritual hunger in an age of plenty. New Haven, CT: Yale University Press.
dc.identifier.citedreferenceSameroff, A. J., & Chandler, M. J. ( 1975 ). Reproductive risk and the continuum of caretaking casualty. In F. D. Horowitz, M. Hetherington, S. Scarr, & G. Siegel (Eds.), Review of child development research (Vol. 43, pp. 187 – 244 ). Chicago: University of Chicago.
dc.identifier.citedreferenceZigler, E. F., Lamb, M. E., & Child, I. L. ( 1982 ). Socialization and personality development (pp. 97 – 119 ). New York: Oxford
dc.identifier.citedreferenceBarber, B. L., Stone, M. R., Hunt, J. E., & Eccles, J. S. ( 2005 ). Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In J. L. Mahoney, R. W. Larson & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after‐school and community programs (pp. 185 – 210 ). Mahwah, NJ: Lawrence Erlbaum Associates.
dc.identifier.citedreferenceLarson, R. W., Hansen, D. M., & Moneta, G. (in press). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology.
dc.identifier.citedreferenceMahoney, J. L., Cairns, B. D., & Farmer, T. W. ( 2003 ). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95, 409 – 418.
dc.identifier.citedreferenceMorris, P., & Kalil, A. ( 2006 ). Out of school time use during middle childhood in a low‐income sample: Do combinations of activities affect achievement and behavior? In A. C. Huston & M. N. Ripke (Eds.), Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood (pp. 237 – 259 ). New York: Cambridge University Press.
dc.identifier.citedreferencePedersen, S., Seidman, E., Yoshikawa, H., Rivera, A. C., Allen, L., & Aber, J. L. ( 2005 ). Contextual competence: Multiple manifestations among urban adolescents. American Journal of Community Psychology, 35 ( 1–2 ), 65 – 82.
dc.identifier.citedreferenceReisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. ( 2004 ). Building quality, scale and effectiveness in after‐school programs: Summary report of the TASC evaluation. Washington, DC: Policy Studies Associates. Available from http://www.policystudies.com
dc.identifier.citedreferenceRoth, J., & Brooks‐Gunn, J. ( 2006 ). Delving deeper in the meaning of participation: Implications of variations in participation. New York: National Center for Children and Families, Teachers College, Columbia University. Available from http://nccf.tc.columbia.edu
dc.identifier.citedreferenceSimpkins, S. C., Little, P. M. D., & Weiss, H. B. ( 2004 ). Understanding and measuring attendance in out‐of‐school time programs (No. Number 7). Cambridge, MA: Harvard Family Research Project. Available from http://www.gse.harvard.edu/hfrp
dc.identifier.citedreferenceZaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. ( 2003 ). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18 ( 6 ), 599 – 630.
dc.identifier.citedreferenceAfterschool Alliance ( 2005 ). Working families and afterschool. A special report from America After 3PM: A household survey on afterschool in America. Retrieved September 18, 2005 from http://www.afterschoolalliance.org/press_archives/Working_Families.Rpt.pdf.
dc.identifier.citedreferenceAverill, P. M., & Power, T. G. ( 1995 ). Parental attitudes and children’s experiences in soccer: Correlates of effort and enjoyment. International Journal of Behavioral Development, 18, 263 – 276.
dc.identifier.citedreferenceBarber, B. L., Eccles, J. S., & Stone, M. R. ( 2001 ). Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429 – 455.
dc.identifier.citedreferenceBorden, L. M., Perkins, D. F., Villarruel, F. A., Carleton‐Hug, A., Stone, M., & Keith, J. G. ( 2006 ). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28, 187 – 208.
dc.identifier.citedreferenceBoys & Girls Clubs of America ( 2004 ). Boys & Girls Clubs of America 2004 annual report: Making connections. Retrieved May 29, 2006, from: http://www.bgca.org/whoweare/CON‐NECTIONS_Annual_05.pdf.
dc.identifier.citedreferenceCapizzano, J., Tout, K., Adams, G. ( 2000 ). Child care patterns of school‐age children with employed mothers. Retrieved December 24, 2005 from: http://www.urban.org/url.cfm?ID=310283.
dc.identifier.citedreferenceCasey, D. M., Ripke, M. N., & Huston, A. C. ( 2005 ). Activity Participation and the well‐being of children and adolescents in the context of welfare reform. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after‐school and community programs (pp. 65 – 84 ). Mahwah, NJ: Erlbaum.
dc.identifier.citedreferenceCarruthers, C. P., & Busser, J. A. ( 2000 ). A qualitative outcome study of boys and girls club program leaders, club members, and parents. Journal of Park and Recreation Administration, 18, 50 – 67.
dc.identifier.citedreferenceColeman, J. S. ( 1961 ). The adolescent society: The social life of the teenager and its impact on education. New York, NY: Free Press of Glencoe.
dc.identifier.citedreferenceCooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. ( 1999 ). Relationships between five after‐school activities and academic achievement. Journal of Educational Psychology, 91, 369 – 378.
dc.identifier.citedreferenceCsikszentmihalyi, M., Rathunde, K., & Whalen, S. ( 1993 ). Talented teenagers: The roots of success & failure. New York: Cambridge University Press.
dc.identifier.citedreferenceDubois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. ( 2002 ). Effectiveness of mentoring programs for youth: A meta‐analytic review. American Journal of Community Psychology, 30, 157 – 197.
dc.identifier.citedreferenceEccles, J. S., & Barber, B. ( 1999 ). Student council, volunteering, basketball, or marching band: What kinds of extracurricular involvement matters? Journal of Adolescent Research, 14, 10 – 43.
dc.identifier.citedreferenceEccles, J. S., Barber, B. L., Stone, M., & Hunt, J. ( 2003 ). Extracurricular activities and adolescent development. Journal of Social Issues, 59, 10 – 43.
dc.identifier.citedreferenceEccles, J. S., & Templeton, J. ( 2002 ). Extracurricular and other after‐school activities for youth. Review of Educational Research, 26, 113 – 180.
dc.identifier.citedreferenceEccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. ( 1993 ). Age and gender differences in children’s achievement selfperceptions during the elementary school years. Child Development, 64, 830 – 847.
dc.identifier.citedreferenceEccles, J. S., Wigfield, A., & Schiefele, U. ( 1998 ). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 1011 – 1073 ). NY: John Wiley & Sons.
dc.identifier.citedreferenceEhrle, J., & Moore, K. A. ( 1999 ). 1997NSAF benchmarking measures of child and family well‐being. Retreieved December 27, 2005 from http://www.urban.org/url.cfm?ID=410137.
dc.identifier.citedreferenceElkind, D. ( 2001 ). The hurried child: Growing up too fast, too soon. Cambridge, MA: Da Capa Press.
dc.identifier.citedreferenceFletcher, A. C., Elder, G. H., Jr., & Mekos, D. ( 2000 ). Parental influences on adolescent involvement in community activities. Journal of Research on adolescence, 10, 29 – 48.
dc.identifier.citedreferenceFredricks, J. A., Alfeld‐Liro, C. J., Hruda, L. Z., Eccles, J. S., Patrick, H., & Ryan, A. M. ( 2002 ). A qualitative exploration of adolescents’ commitment to athletics and the arts. Journal of Adolescent Research, 17, 68 – 97.
dc.identifier.citedreferenceFredricks, J. A., & Eccles, J. S. ( 2005 ). Family socialization, gender, and sport motivation and involvement. Journal of Sport & Exercise Psychology, 27, 3 – 31.
dc.identifier.citedreferenceFountain, H. ( 2005, July). Summertime, and the livin’ is crazy. New York Times.
dc.identifier.citedreferenceGambone, M., & Arbreton, A. ( 1997 ). Safe havens: The contributions of youth organizations to health adolescent development. Philadelphia: Public/Private Ventures.
dc.identifier.citedreferenceGilbert, S. ( 1999, August 3). For some children, it’s an afterschool pressure cooker. New York Times.
dc.identifier.citedreferenceGirls Inc. ( 2004 ). Girls Inc. 2004 annual report. Retrieved May 29, 2006 from: http://www.girlsinc.org/ic/content/an‐nual_report_2004.pdf.
dc.identifier.citedreferenceHansen, D., Larson, R., & Dworkin, J. ( 2003 ). What adolescents learn in organized youth activities: A survey of self‐reported developmental experiences. Journal of Research on Adolescence, 13, 25 – 56.
dc.identifier.citedreferenceHofferth, S. L., & Sandberg, J. F. ( 2001a ). Changes in American children’s time use. Changes at the millennium: Where have we come from, where are we going? (pp. 193 – 229 ). Elsevier Science Ltd.
dc.identifier.citedreferenceHofferth, S. L., & Sandberg, J. F. ( 2001b ). How American children spend their time. Journal of Marriage and Family, 63, 295 – 308.
dc.identifier.citedreferenceHuebner, M. A., & Mancini, J. ( 2003 ). Shaping structured out‐of‐school time use among youth: The effects of self, family, and friend systems. Journal of Youth and Adolescence, 32, 453 – 463.
dc.identifier.citedreferenceHuston, A. ( 2005 ). Connecting the science of child development to public policy. Social Policy Report, 19, 1 – 20.
dc.identifier.citedreferenceJacobs, J. E., Vernon, M. K., & Eccles, J. ( 2005 ). Activity choices in middle childhood: The roles of gender, self‐beliefs, and parent’s influence. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after‐school and community programs (pp. 235 – 254 ). Mahwah, NJ: Erlbaum.
dc.identifier.citedreferenceKane, T. J. ( 2004 ). The impact of after‐school programs: Interpreting the results of four recent evaluations. Retrieved March 7, 2006, from http://www.wtgrantfoundation.org/usr_doc/After‐school_paper.pdf
dc.identifier.citedreferenceLareau, A. ( 2003 ). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
dc.identifier.citedreferenceLarson, R. W. ( 2000 ). Toward a psychology of positive youth development. American Psychologist, 55, 170 – 183.
dc.identifier.citedreferenceLarson, R. W., & Verma, S. ( 1999 ). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701 – 736.
dc.identifier.citedreferenceLeff, S. S., & Hoyle, R. H. ( 1995 ). Young athletes’ perceptions of parental support and pressure. Journal of Youth and Adolescence, 24, 17 – 203.
dc.identifier.citedreferenceLugaila, Terry A. ( 2003 ). A child’s day: 2000 (Selected indicators of child well‐being). Current Population Reports, P70‐89. U.S. Census Bureau, Washington, DC. Retrieved December 27, 2005 from: http://www.census.gov/prod/2003pubs/p70‐89.pdf.
dc.identifier.citedreferenceLuthar, S. S., & Becker, B. E. ( 2002 ). Privileged but pressured? A study of affluent youth. Child Development, 73, 1593 – 1610.
dc.identifier.citedreferenceLuthar, S. S., & Latendresse, S. J. ( 2005a ). Children of the affluent: Challenges to well‐being. Current Directions in Psychological Science, 14, 49 – 53.
dc.identifier.citedreferenceLuthar, S. S., & Latendresse, S. J. ( 2005b ). Comparable risks at the socioeconomic extremes: Preadolescents’ perceptions of parenting. Development and Psychopathology, 17, 207 – 230.
dc.identifier.citedreferenceLuthar, S. S., Shoum, K. A., & Brown, P. J. ( 2006 ). Extracurricular involvement among affluent youth: A scapegoat for “ubiquitous achievement pressures?” Developmental Psychology, 42, 583 – 597.
dc.identifier.citedreferenceMahoney, J. L. ( 2000 ). Participation in school extracurricular activities as a moderator in the development of antisocial patterns. Child Development, 71, 502 – 516.
dc.identifier.citedreferenceMahoney J. L. & Cairns, R. B. ( 1997 ). Do extracurricular activities protect against early school dropout? Developmental Psychology, 32, 241 – 253.
dc.identifier.citedreferenceMahoney, J. L., Cairns, B. D., & Farmer, T. ( 2003 ). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95, 409 – 418.
dc.identifier.citedreferenceMahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.) ( 2005 ). Organized activities as contexts of development: Extracurricular activities, after‐school and community programs. Mahwah, NJ: Lawrence Erlbaum & Associates.
dc.identifier.citedreferenceMahoney, J. L., Lord, H., & Carryl, E. ( 2005a ). An ecological analysis of after‐school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811 – 825.
dc.identifier.citedreferenceMahoney, J. L., Lord, H., & Carryl, E. ( 2005b ). Afterschool program participation and the development of child obesity and peer acceptance. Applied Developmental Science, 9, 201 – 214.
dc.identifier.citedreferenceMahoney, J. L., Lord, H., & Stattin, H. ( 2004 ). Participation in unstructured youth recreation centers and the development of antisocial behavior: Selection processes and the moderating role of deviant peers. International Journal of Behavioral Development, 28, 553 – 560.
dc.identifier.citedreferenceMahoney, J. L., & Zigler, E. F. ( 2006 ). Translating science to policy under the No Child Left Behind Act of 2001: Lessons from the national evaluation of the 21 st ‐Century Community Learning Centers. Journal of Applied Developmental Psychology, 27, 282 – 294.
dc.identifier.citedreferenceMarsh, H. W. ( 1992 ). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84, 553 – 562.
dc.identifier.citedreferenceMarsh, H. W., & Kleitman, S. ( 2003 ). School athletic participation: Mostly gain with little pain. Journal of Sport & Exercise Psychology, 25, 205 – 228.
dc.identifier.citedreferenceRoth, J. & Brooks‐Gunn, J. ( 2003 ). Youth development programs: Risk, prevention, and policy. Journal of Adolescent Health, 32, 170 – 182.
dc.identifier.citedreferenceMcCall, R. B., & Groark, C. J. ( 2000 ). The future of applied child development research and public policy. Child Development, 71, 197 – 204.
dc.identifier.citedreferenceMcCartney, K., & Rosenthal, R. ( 2000 ). Effect size, practical importance, and social policy for children. Child Development, 71, 173 – 180.
dc.identifier.citedreferenceMcHale, S. M., Crouter, A. C., & Tucker, C. J. ( 2001 ). Free‐time activities in middle childhood: Links with adjustment in early adolescence. Child Development, 72, 1764 – 1778.
dc.identifier.citedreferenceMcLaughlin, M. W. ( 2000 ). Community counts: How youth organizations matter for youth development. Washington, DC: Public Education Network.
dc.identifier.citedreferenceMoore, K. A., Hatcher, J. L., Vandivere, S., & Brown, B. V. ( 2000 ). Children’s behavior and well‐being: Findings from the National Survey of America’s Families. Retrieved May 29, 2006 from: http://www.urban.org/UploadedPDF/900845_1999Snapshots.pdf.
dc.identifier.citedreferenceNational Research Council and Institute of Medicine. ( 2002 ). Community programs to promote youth development. Committee on Community‐Level Programs for Youth. J. Eccles & J. A. Gootman (Eds.), Board on Children, Youth, and Families, Division of Behavioral and Social Science and Education. Washington, DC: National Academy Press.
dc.identifier.citedreferenceNational Research Council and Institute of Medicine ( 2003 ). Working families and growing kids: Caring for children and adolescents. Committee on Family and Work Policies. E. Smolensky & J. A. Gootman (Eds.), Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
dc.identifier.citedreferenceNoonan, D. ( 2001, January 29). Stop stressing me: For a growing number of kids, the whirlwind of activities can be overwhelming. How to spot burnout. Newsweek (pp. 54 – 55 ).
dc.identifier.citedreferencePassmore, A., & French, D. ( 2001 ). Development and administration of a measure to assess adolescents’ participation in leisure activities. Adolescence, 36, 67 – 75.
dc.identifier.citedreferencePerkins, D. F., Borden, L. M., Villaruel, F. A., Carlton‐Hug, A., & Stone, M. ( 2006 ). Participation in structured youth programs: Why ethnic minority urban youth choose to participate or not to participate. Manuscript submitted for publication.
dc.identifier.citedreferencePettit, G. S., Bates, J. F., Dodge, K. A., & Meece, D. W. ( 1999 ). The impact of after‐school peer contact on early adolescent externalizing problems in moderated by parental monitoring, perceived neighborhood safety, and prior adjustment. Child Development, 70, 768 – 778.
dc.identifier.citedreferencePierce, K. M., Hamm, J. V., & Vandell, D. L. ( 1999 ). Experiences in after‐school programs and children’s adjustment in first‐grade classrooms. Child Development, 70, 756 – 767.
dc.identifier.citedreferencePittman, K., Tolman, J., & Yohalem, N. ( 2005 ). Developing a comprehensive agenda for the out‐of‐school hours: Toward a theory of developmental intentionality. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, afterschool and community programs (pp. 399 – 418 ). Mahwah, NJ: Lawrence Erlbaum & Associates.
dc.identifier.citedreferencePosner, J. K., & Vandell, D. L. ( 1999 ). After‐school activities and the development of low‐income urban children: A longitudinal study. Developmental Psychology, 35, 868 – 879.
dc.identifier.citedreferenceQuinn, J. ( 2005 ). Building effective practices and policies for out‐of‐school time. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after‐school and community programs (pp. 479 – 496 ). Mahwah, NJ: Lawrence Erlbaum & Associates.
dc.identifier.citedreferenceRaymore, L., Godbey, G., & Crawford, D. ( 1994 ). Self‐esteem, gender, and socioeconomic status: Their relation to perceptions of constraints on leisure among adolescents. Journal of Leisure Research, 26, 99 – 118.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.