Fredricks Jennifer A, Eccles Jacquelynne S
Department of Human Development, Connecticut College, New London, 06320, USA.
Dev Psychol. 2006 Jul;42(4):698-713. doi: 10.1037/0012-1649.42.4.698.
The authors examined the relations between participation in a range of high school extracurricular contexts and developmental outcomes in adolescence and young adulthood among an economically diverse sample of African American and European American youths. In general, when some prior self-selection factors were controlled, 11th graders' participation in school clubs and organized sports was associated with concurrent indicators of academic and psychological adjustment and with drug and alcohol use. In addition, participation in 11th grade school clubs and prosocial activities was associated with educational status and civic engagement at 1 year after high school. A few of the concurrent and longitudinal relations between activity participation and development were moderated by race and gender. Finally, breadth of participation, or number of activity contexts, was associated with positive academic, psychological, and behavioral outcomes.
作者们研究了一系列高中课外环境的参与情况与非裔美国人和欧裔美国青年经济背景多样样本中青少年期和青年期发展结果之间的关系。总体而言，在控制了一些先前的自我选择因素后，11年级学生参与学校俱乐部和有组织的体育活动与学业和心理适应的同期指标以及药物和酒精使用有关。此外，11年级参与学校俱乐部和亲社会活动与高中毕业后1年的教育状况和公民参与有关。活动参与与发展之间的一些同期和纵向关系受到种族和性别的调节。最后，参与的广度，即活动环境的数量，与积极的学业、心理和行为结果有关。
