Department of Education, University of California, Irvine, 3200 Education, Irvine, CA 92697, USA.
Am J Community Psychol. 2010 Jun;45(3-4):381-93. doi: 10.1007/s10464-010-9304-2.
This longitudinal study examined associations between three after-school program quality features (positive staff-child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children's prior functioning on the developmental outcomes, positive staff-child relations in the programs were positively associated with children's reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff-child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children's math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.
本纵向研究考察了三项课后项目质量特征（积极的员工与儿童关系、可提供的活动、项目灵活性）与儿童发展成果（阅读和数学成绩、工作习惯和与同伴的社交技能）之间的关系，这些成果在二年级和三年级时进行了评估。参与者（二年级有 120 名，三年级有 91 名）平均每周参加课后项目超过 4 天。在控制儿童和家庭背景因素以及儿童在发展成果方面的先前表现后，项目中积极的员工与儿童关系与儿童在二年级和三年级的阅读成绩以及二年级的数学成绩呈正相关。积极的员工与儿童关系也与二年级男孩的社交技能呈正相关。项目中提供多样化的适龄活动与儿童在三年级的数学成绩和课堂工作习惯呈正相关。项目灵活性（儿童选择活动的自由）与儿童成果无关。
