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An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children
Article first published online: 14 JUL 2005
DOI: 10.1111/j.1467-8624.2005.00879.x
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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
Publication History
- Issue published online: 14 JUL 2005
- Article first published online: 14 JUL 2005
- Abstract
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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.