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.