TY - JOUR
T1 - Implications of out-of-school activities for school engagement in African American adolescents
AU - Dotterer, Aryn M.
AU - McHale, Susan M.
AU - Crouter, Ann C.
N1 - Funding Information:
Acknowledgements This research was supported by a grant from the National Institute for Child Health and Human Development (RO1-HD29409), Ann Crouter and Susan McHale, Co-PI’s. The authors are grateful to their undergraduate and graduate student, staff, and faculty collaborators, as well as the dedicated families who participated in this project.
PY - 2007/5
Y1 - 2007/5
N2 - The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American adolescents. Youth's out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching television, hanging out with peers) activities. School engagement was assessed during a home interview in terms of affective (school bonding), behavioral (school grades), and cognitive (school self-esteem) dimensions. Regression analyses controlling for parents' education and youth grade in school showed that more time in extracurricular activities was associated with greater school self-esteem and school bonding. In addition, more time spent on homework was associated with greater school bonding for boys. Conversely, more time watching television was associated with lower school self-esteem and school bonding.
AB - The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American adolescents. Youth's out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching television, hanging out with peers) activities. School engagement was assessed during a home interview in terms of affective (school bonding), behavioral (school grades), and cognitive (school self-esteem) dimensions. Regression analyses controlling for parents' education and youth grade in school showed that more time in extracurricular activities was associated with greater school self-esteem and school bonding. In addition, more time spent on homework was associated with greater school bonding for boys. Conversely, more time watching television was associated with lower school self-esteem and school bonding.
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U2 - 10.1007/s10964-006-9161-3
DO - 10.1007/s10964-006-9161-3
M3 - Article
AN - SCOPUS:34248149329
SN - 0047-2891
VL - 36
SP - 391
EP - 401
JO - Journal of youth and adolescence
JF - Journal of youth and adolescence
IS - 4
ER -