An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children.
This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities.
Mahoney
Joseph L
JL
Department of Psychology, Yale University, New Haven, CT 06520, USA. joseph.mahoney@yale.edu
Lord
Heather
H
Carryl
Erica
E
D002648:Child; D002654:Child Care / Q000379:methods*; D004463:Ecology; D004522:Educational Status; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D009042:Motivation; D010043:Outcome and Process Assessment, Health Care; D015397:Program Evaluation; D011610:Psychosocial Deprivation; D012574:Schools; D012648:Self Care / Q000523:psychology; D012931:Social Environment