This study is supported by grants to the first author from the National Institute of Child Health and Human Development (R01 HD MH39909) and the Smith Richardson Foundation. We thank Edward Zigler, Christopher Henrich, Linda Mayes, Patrick Curran, Yolanda Ortiz, Evelyn Ramos, Anna Rivera, and Maria Parente for their assistance with this investigation.
An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children
Version of Record online: 14 JUL 2005
Volume 76, Issue 4, pages 811–825, July 2005
How to Cite
Mahoney, J. L., Lord, H. and Carryl, E. (2005), An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children. Child Development, 76: 811–825. doi: 10.1111/j.1467-8624.2005.00879.x
- Issue online: 14 JUL 2005
- Version of Record online: 14 JUL 2005
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.