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Child Dev. 2005 Jul-Aug;76(4):811-25.

An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children.

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1
Department of Psychology, Yale University, New Haven, CT 06520, USA. joseph.mahoney@yale.edu

Abstract

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.

[Indexed for MEDLINE]

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