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Organized Out-of-School Activities and Peer Relationships: Theoretical Perspectives and Previous Research†
Article first published online: 13 JUN 2013
Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company
New Directions for Child and Adolescent Development
Special Issue: Organized Out-of-School Activities: Settings for Peer Relationships
Volume 2013, Issue 140, pages 1–17, Summer 2013
How to Cite
Fredricks, J. A. and Simpkins, S. D. (2013), Organized Out-of-School Activities and Peer Relationships: Theoretical Perspectives and Previous Research . New Directions for Child and Adolescent Development, 2013: 1–17. doi: 10.1002/cad.20034
- Issue published online: 13 JUN 2013
- Article first published online: 13 JUN 2013
The goal of this volume is to show how organized activities provide an ideal setting for developing a deeper understanding of peer relations, as well as offering a context for a more positive study of peers. The chapters in this volume focus on youth 10 to 18 years of age. In this introductory chapter we first describe the reasons why organized activities, like sports, arts, and school clubs, are ideal settings to examine peer processes. Next, we describe the theoretical and empirical research related to two questions: (1) how do peers influence organized activity participation and (2) how does organized activity participation influence peer relations. We organize this review around three themes outlined in the broader peer relations literature: (1) peer groups, (2) peer relationships, and (3) peer interactions. © 2013 Wiley Periodicals, Inc.