Comparing Socioemotional Outcomes for Early Adolescents Who Join After School for Internal or External Reasons
Datos Bibliográficos
| ID | 11670854 |
|---|---|
| Autores | Tiffany Berry (0000-0002-7366-9931, Claremont Graduate University, CA, USA, autor de correspondencia), Katherine B LaVelle (Claremont Graduate University, CA, USA) |
| Año | 2012 |
| Volumen | 33 |
| Número | 1 |
| Páginas | 77-103 |
| Fecha de publicación | 2012-11-09 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Journal of Early Adolescence (JOURNAL) |
| Identificadores de la revista | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431612466173 |
| OpenAlex | W2115008530 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 28 |
Students’ reason for joining after school programs can be categorized into two groups: self-joined (internal orientation) or other-joined (external orientation stemming from parents, teachers, etc.). Drawing upon Self-Determination Theory (Deci & Ryan, 1985), we tested whether students’ reason to join an after school program related to proximal and distal socioemotional outcomes (i.e., autonomy, perceived trust in staff, self-efficacy, and prosocial behavior) in 277 low-income, early adolescents (sixth through eighth graders) participating in an after school program. Within the context of an external evaluation of a large after school program, student surveys were administered at the beginning and end of the school year to assess change over time in socioemotional outcomes. After controlling for gender, compared to other-joined students, self-joined students demonstrated significantly higher autonomy, self-efficacy, and prosoical behaviors both initially and over time. However, students who switched their reported motivation for joining from self-joined at pretest to other-joined at posttest significantly decreased socioemotional ratings compared to all other student groups. Implications for youth development researchers, evaluators, and after school practitioners are discussed
Autonomy · Context (archaeology · Deci · Developmental psychology · Join (topology · Political science · Prosocial behavior · Socioemotional selectivity theory · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support
Participation in school-based co-curricular activities and developmental outcomes
Positive Youth Development and Prosocial Behavior
Adolescent motivation to attend youth programs
When and How Does Participating in an Organized After-School Activity Matter
Parental involvement in organized after-school activities and adolescent motivational beliefs
Introduction to the Special Issue on “Social and Motivational Processes in After-School Settings
Involving Youth in Program Decision-Making
Talented teenagers
Facilitating optimal motivation and psychological well-being across life's domains.
Organized Activity Participation, Positive Youth Development, and the Over-Scheduling Hypothesis
Inner resources for school achievement
A social-cognitive approach to motivation and personality.
Intrinsic Motivation and Self-Determination in Human Behavior
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Contribution of Developmental Assets to the Prediction of Thriving Among Adolescents
Extracurricular Involvement and Adolescent Adjustment
How Teens Become Engaged in Youth Development Programs
Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature
Establishing Essential Competencies for Program Evaluators
Evaluations of After-School Programs
Evaluations of After-School Programs
A Qualitative Exploration of Adolescents’ Commitment to Athletics and the Arts
Hugs or shrugs
Interpersonal and Intrapersonal Factors Associated With Autonomous Motivation in Adolescents’ After-School Activities
How youth get engaged
Autonomy in children's learning
Self-determination and persistence in a real-life setting
Perceived locus of causality and internalization
| Obras citantes distintas | 7 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 2012 - 2026 (15) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 7 |