Quality of Afterschool Activities and Relative Change in Adolescent Functioning Over Two Years

Abstract

Youth in Grades 6 and 7 (N = 186; 78% low-income; 74% non-White) reported the quality of their experiences in their primary afterschool activity over a two-year period. Youth reports of more positive experiences (a composite that included emotional support from adult staff, positive relationships with peers, and opportunities for autonomy) were associated with relative gains in work habits, task persistence, and prosocial behavior with peers as reported by classroom teachers. Examination of specific aspects of experience indicated that perceived emotional support from adult staff was more strongly associated with changes in adolescent functioning than the other aspects of program experience. These findings suggest that youth reports can provide a useful window into the quality of afterschool settings.

Acknowledgments

This research was supported by a grant from the Charles Stewart Mott Foundation to Deborah Lowe Vandell (University of California, Irvine). Earlier versions of this article were presented at the 2011 biennial meeting of the Society for Research in Child Development and at the 2012 biennial meeting of the Society for Research on Adolescence.

The authors express appreciation to their colleagues who provided assistance with this manuscript: Ana Auger, Tracy Bennett, NaYoung Hwang, Kenneth Lee, Weilin Li, Kim Pierce, and Adam Sheppard.

Notes

Note. The quality of afterschool experience variables are all on a 1–4 scale. The adolescent functioning measures are on scales as follows: Work Habits, 1–5; Task Persistence, 1–4; Social Skills With Peers, 1–5; Aggressive With Peers, 0–2; and Prosocial With Peers, 0–2.

*p < .05; **p < .01; ***p < .001.

Note. Fall Year 1 adolescent functioning and consistency of activity participation are controlled. Models also include as covariates gender, race, grade level in Year 1, and free/reduced-price lunch. Standard errors are clustered by school. d is analogous to the effect size measure Cohen's d, computed as b × SDpredictor/SDoutcome.

*p < .05; ***p < .001.

Note. Fall Year 1 adolescent functioning and consistency of activity participation are controlled. Models also include as covariates gender, race, grade level in Year 1, and free/reduced-price lunch. Standard errors are clustered by school. d is analogous to the effect size measure Cohen's d, computed as b × SDpredictor/SDoutcome.

*p < .05; **p < .01; ***p < .001.