期刊
CHILD DEVELOPMENT
卷 76, 期 4, 页码 811-825出版社
WILEY
DOI: 10.1111/j.1467-8624.2005.00879.x
关键词
-
资金
- NICHD NIH HHS [R01 HD MH39909] Funding Source: Medline
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据