Skip to main content
SpringerLink
Log in

Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth?

  • Empirical Research
  • Published:
Journal of Youth and Adolescence Aims and scope Submit manuscript

Abstract

In this study, we examined the associations between organized activity participation during early adolescence and adjustment in a large and economically diverse sample of African American and European American youth. The sample included 1,047 youth (51% female and 49% male and 67% African American and 33% European American). We used analysis of covariance techniques to examine links between participation in 8th grade school clubs, school sports teams, and out of school recreational activities and adjustment at 8th and 11th grade, controlling for a set of self-selection factors measured at 7th grade prior to activity involvement. Organized activity participation was associated with higher than expected grades, school value (i.e. perception of importance of school for the future), self-esteem, resiliency, and prosocial peers, and lower than expected risky behavior, though the pattern of findings differed by activity context, outcome, and time point. In a few of the models, the relation between activity participation and adjustment varied by gender, race, and socioeconomic status.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Barber, B. L., Eccles, J. S., & Stone, M. R. (2001). Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429–455.

    Google Scholar 

  • Berk, R. A. (1983). An introduction to sample selection bias in sociological data. American Sociological Review, 48, 386–398.

    Google Scholar 

  • Berk, R. A., & Ray, S. C. (1982). Selection biases in sociological data. Social Science Research, 11, 352–398.

    Article  Google Scholar 

  • Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75, 69–91.

    Article  Google Scholar 

  • Bronfenbrenner, J. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Brustad, R., Babkes, M. L., & Smith, A. L. (2001). Youth in sports: Psychological considerations. In R. N. Singer, H. A. Hauseblas, & C. M. Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 604–635). New York: Wiley.

    Google Scholar 

  • Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing adolescents for the new century. New York: Author.

  • Cook, T. D., Herman, M. R., Phillips, M., & Setterson, R. A, Jr. (2002). Some ways in which neighborhoods, nuclear families, friendship groups, and schools joints affect changes in early adolescent development. Child Development, 73, 1283–1309.

    Article  PubMed  Google Scholar 

  • Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91, 369–378.

    Article  Google Scholar 

  • Crosnoe, R. (2000). Friendship in childhood and adolescence: The life course and new directions. Social Psychology Quarterly, 63, 377–391.

    Article  Google Scholar 

  • Danish, S. J., Taylor, T. E., & Fazio, R. J. (2003). Enhancing adolescent development through sports and leisure. In G. Adams & M. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 92–108). Malden, MA: Blackwell.

    Google Scholar 

  • Darling, L. (2005). Participation in extracurricular activities and adolescent adjustment: Cross-sectional and longitudinal findings. Journal of Youth and Adolescence, 34(5), 493–505.

    Article  Google Scholar 

  • Dworkin, J. B., Larson, R., & Hansen, D. (2003). Adolescents’ accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32, 17–26.

    Article  Google Scholar 

  • Eccles, J. S. (2005). The present and future of research on activity settings as developmental contexts. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 353–372). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kinds of extracurricular involvement matters? Journal of Adolescent Research, 14, 10–43.

    Article  Google Scholar 

  • Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59, 865–669.

    Article  Google Scholar 

  • Eccles, J. S., Early, D., Fraser, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for autonomy to adolescents’ functioning. Journal of Adolescent Research, 12, 263–286.

    Article  Google Scholar 

  • Eccles J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

  • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experience in school and in families. American Psychologist, 48, 90–101.

    Article  PubMed  Google Scholar 

  • Eccles, J. S., & Sameroff, A. J. (2000). Risk and promotive effects on adolescent development. (Grant NO. R01 HD333437). Bethesda, MD: National Institute of Child Health and Human Development.

  • Elliot, D. S., Huizinga, D., & Menard, S. (1989). Multiple problem youth: Delinquency, substance use, and mental health problems. New York: Springer-Verlag.

    Google Scholar 

  • Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159–210.

    Article  Google Scholar 

  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.

    Google Scholar 

  • Fredricks, J. A., Alfeld-Liro, C., Eccles, J. S., Hruda, L. Z., Patrick, H., & Ryan, A. M. (2002). A qualitative exploration of adolescents’ commitment to athletics and the arts. Journal of Adolescent Research, 17, 68–97.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74, 59–119.

    Article  Google Scholar 

  • Fredricks, J. A., & Eccles, J. S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 6, 507–520.

    Article  Google Scholar 

  • Fredricks, J. A., & Eccles, J. S. (2006a). Is extracurricular participation associated with beneficial outcomes: Concurrent and longitudinal relations? Developmental Psychology, 42, 698–713.

    Article  PubMed  Google Scholar 

  • Fredricks, J. A., & Eccles, J. S. (2006b). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10, 132–146.

    Article  Google Scholar 

  • Fredricks, J. A. & Eccles, J. S. (in press). Breadth of extracurricular participation and adolescent adjustment among African American and European American youth? Journal of Research on Adolescence.

  • Furstenberg, F. F, Jr., Cook, T. D., Eccles, J., Elder, G. H, Jr., & Sameroff, A. (1999). Managing to make it: Urban families and adolescent success. Chicago: The University of Chicago Press.

    Google Scholar 

  • Gerber, S. (1996). Extracurricular activities and academic achievement. Journal of Research and Development in Education, 30, 42–50.

    Google Scholar 

  • Gutman, L. M., Sameroff, A. J., & Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective actors. American Journal of Community Psychology, 30, 367–399.

    Article  PubMed  Google Scholar 

  • Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25–55.

    Article  Google Scholar 

  • Harter, S. (1985). Manual for the self-perception profile for children: Revision of the perceived competence scale for children. Denver: University of Denver.

    Google Scholar 

  • Heath, S. (1998). Working through language. In S. M. Hoyle & C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood (pp. 217–240). New York: Oxford University Press.

    Google Scholar 

  • Holland, A., & Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57, 437–466.

    Google Scholar 

  • Huebner, A., & Mancini, J. (2003). Shaping out-of-school time use among youth: effects of self, family, and friend systems. Journal of Youth and Adolescence, 32, 453–463.

    Article  Google Scholar 

  • Kovac, M. (1992). Children’s depression inventory manual. North Tonawanda, NY: Multi-Health System, Inc.

    Google Scholar 

  • Larson, R. W. (2000). Towards a psychology of positive youth development. American Psychologist, 55, 170–183.

    Article  PubMed  Google Scholar 

  • Larson, R. W., Hansen, D. W., & Moneta, G. (2006). Differing profiles of developmental experiences across type of organized youth activities. Developmental Psychology, 42, 849–863.

    Article  PubMed  Google Scholar 

  • Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701–736.

    Article  PubMed  Google Scholar 

  • Lerner, R. D. (2002). Concepts and theories of human development (3rd ed.). Mahwah, NJ: Erlbuam.

    Google Scholar 

  • Lerner, R. M., & Steinberg, L. (Eds.). (2004). Handbook of adolescent psychology. Hoboken, NJ: Wiley.

    Google Scholar 

  • Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71, 502–516.

    Article  PubMed  Google Scholar 

  • Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 241–253.

    Article  PubMed  Google Scholar 

  • Mahoney, J. L., Schweder, A. E., & Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86.

    Article  Google Scholar 

  • Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adolescence, 2000, 113–127.

    Article  Google Scholar 

  • Marsh, H. W. (1992). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals. Journal of Educational Psychology, 84, 553–562.

    Article  Google Scholar 

  • Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the non-linear. Harvard Educational Review, 72, 464–514.

    Google Scholar 

  • McNeal, R. B, Jr. (1998). High school extracurricular activities: Closed structures and stratifying patterns of participation. Journal of Education Research, 91, 183–191.

    Article  Google Scholar 

  • Nam, C. B., & Powers, M. G. (1983). The socioeconomic approach to status measurement: With a guide to occupational and educational status scores. Houston, TX: Gap & Gown Press.

    Google Scholar 

  • Patrick, H., Ryan, A. M., Alfeld-Liro, C., Fredricks, J. A., Hruda, L. Z., & Eccles, J. S. (1999). Adolescents’ commitment to developing talent: The role of peers in continuing motivation for sports and the arts. Journal of Youth and Adolescence, 28, 741–763.

    Article  Google Scholar 

  • Roeser, R. W., & Eccles, J. S. (1998). Adolescents’ perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustments. Journal of Research on Adolescence, 88, 123–158.

    Article  Google Scholar 

  • Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultural activity. In J. J. Goodenow, P. J. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development: New Directions for Child Development (Vol. 67, pp. 45–65). San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35, 101–111.

    Article  Google Scholar 

  • Sampson, R. J., & Laub, J. H. (1993). Crime in the making: Pathways and turning points through life. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Scanlan, T., Babkes, M., & Scanlan, L. (2005). Participation in sports: A developmental glimpse at emotion. In J. Mahoney, J. Eccles, & R. Larson (Eds.), Organized activities as contexts of development (pp. 275–309). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Wong, C. A., Eccles, J. S., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71, 1197–1232.

    Article  PubMed  Google Scholar 

  • Youniss, J., Yates, M., & Su, Y. (1997). Social integration: Community service and marijuana use in high school seniors. Journal of Adolescent Research, 12, 245–262.

    Article  Google Scholar 

Download references

Acknowledgement

This research was supported by grants from NICHD (RO1HD33437) and the W.T. Grant Foundation to Jacquelynne Eccles. Portions of this paper were presented at the American Educational Research Association annual conference in Chicago in 2007. We would like to thank the following people for their contributions to the Maryland Adolescent Growth in Context Study: Todd Bartko, Elaine Belansky, Heather Bouchey, Nick Butler, Celina Chatman, Diane Early, Kari Fraser, Leslie Gutman, Katie Jodl, Ariel Kahil, Linda Kuhn, Sarah Lord, Karen McCarthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Stephen Peck, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong.

Author information

Authors and Affiliations

  1. Connecticut College, Box 5223, 270 Mohegan Avenue, New London, CT, 06320, USA

    Jennifer A. Fredricks

  2. Gender and Achievement Research Laboratory, Institute for Social Research, University of Michigan, 426 Thompson St., PO Box 1248, Ann Arbor, MI, 48106, USA

    Jacquelynne S. Eccles

Authors
  1. Jennifer A. Fredricks
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jacquelynne S. Eccles
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jennifer A. Fredricks.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Fredricks, J.A., Eccles, J.S. Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth?. J Youth Adolescence 37, 1029–1043 (2008). https://doi.org/10.1007/s10964-008-9309-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10964-008-9309-4

Keywords

Search

Navigation