This research was supported in part by a grant from the W. T. Grant Foundation awarded to Jacquelynne S. Eccles and Stephen C. Peck; a grant from the W. T. Grant Foundation awarded to Jacquelynne S. Eccles; and by NICHD Grant R01-HD33437 awarded to Jacquelynne S. Eccles and Arnold J. Sameroff. The original data collection was supported by funding from the MacArthur Research Network on Successful Adolescent Development in High Risk Settings, chaired by Richard Jessor. We thank the following people for their contributions to various parts of this research: Todd Bartko, Elaine Belansky, Heather Bouchey, Celina Chatman, Diane Early, Leslie Gutman, Kari Fraser, Katie Jodl, Ariel Kalil, Linda Kuhn, Sarah Lord, Karen Macarthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Arnold Sameroff, Sherri Steele, Erika Taylor, Janice Templeton, Cynthia Winston, and Carol Wong.
Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches
Article first published online: 7 FEB 2008
2008 The Society for the Psychological Study of Social Issues
Journal of Social Issues
Volume 64, Issue 1, pages 135–156, March 2008
How to Cite
Peck, S. C., Roeser, R. W., Zarrett, N. and Eccles, J. S. (2008), Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches. Journal of Social Issues, 64: 135–156. doi: 10.1111/j.1540-4560.2008.00552.x
- Issue published online: 7 FEB 2008
- Article first published online: 7 FEB 2008
Vol. 64, Issue 2, 430, Article first published online: 19 MAY 2008
This longitudinal study examines how extracurricular activity involvement contributes to “educational resilience”—the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.