Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches

Stephen C. Peck, Robert W. Roeser, Nicole Zarrett, Jacquelynne S. Eccles

Research output: Contribution to journalArticle

87 Citations (Scopus)

Abstract

This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience" - the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.

Original languageEnglish (US)
Pages (from-to)135-156
Number of pages22
JournalJournal of Social Issues
Volume64
Issue number1
DOIs
StatePublished - Mar 1 2008

Fingerprint

resilience
adolescent
adolescence
achievement motivation
school success
adulthood
persistence
longitudinal study
assets
mental health
school
experience

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

@article{40a05db64bc040b38d72176cdca7b645,
title = "Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches",
abstract = "This longitudinal study examines how extracurricular activity involvement contributes to {"}educational resilience{"} - the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.",
author = "Peck, {Stephen C.} and Roeser, {Robert W.} and Nicole Zarrett and Eccles, {Jacquelynne S.}",
year = "2008",
month = "3",
day = "1",
doi = "10.1111/j.1540-4560.2008.00552.x",
language = "English (US)",
volume = "64",
pages = "135--156",
journal = "Journal of Social Issues",
issn = "0022-4537",
publisher = "Wiley-Blackwell",
number = "1",

}

Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents : Variable- and pattern-centered approaches. / Peck, Stephen C.; Roeser, Robert W.; Zarrett, Nicole; Eccles, Jacquelynne S.

In: Journal of Social Issues, Vol. 64, No. 1, 01.03.2008, p. 135-156.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents

T2 - Variable- and pattern-centered approaches

AU - Peck, Stephen C.

AU - Roeser, Robert W.

AU - Zarrett, Nicole

AU - Eccles, Jacquelynne S.

PY - 2008/3/1

Y1 - 2008/3/1

N2 - This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience" - the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.

AB - This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience" - the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.

UR - http://www.scopus.com/inward/record.url?scp=39049137568&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=39049137568&partnerID=8YFLogxK

U2 - 10.1111/j.1540-4560.2008.00552.x

DO - 10.1111/j.1540-4560.2008.00552.x

M3 - Article

AN - SCOPUS:39049137568

VL - 64

SP - 135

EP - 156

JO - Journal of Social Issues

JF - Journal of Social Issues

SN - 0022-4537

IS - 1

ER -