Journal
APPLIED DEVELOPMENTAL SCIENCE
Volume 26, Issue 3, Pages 426-442Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10888691.2020.1843460
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Funding
- Charles Stewart Mott Foundation [2001-01768.01]
- Sir John Templeton Foundation [161089]
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This study examined the afterschool activity patterns of low-income, ethnically diverse children and found that those who participated in high-quality afterschool programs, alone or combined with extracurricular activities, had better academic performance and behavior, and were less aggressive towards peers.
Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b) regular participation at the afterschool program combined with other extracurricular activities, (c) unsupervised time afterschool combined with extracurricular activities, and (d) low participation in any of these settings. Children who regularly attended a high-quality afterschool program alone or combined with extracurricular activities were reported by teachers to have higher academic performance, work habits, and task persistence, and less aggression towards peers compared to children whose afterschool hours combined unsupervised time with extracurricular activities. Attending high-quality afterschool programs alone and in combination with extracurricular activities also were associated with child self-reports of less misconduct compared to unsupervised time combined with extracurricular activities. These findings indicate the value of high-quality afterschool programs for children growing up in poverty.
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