Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School.
Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School.
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家庭背景、学龄活动参与轨迹以及高中开始时的学业成绩。
DOI：
10.1080/10888691.2014.983031
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发表时间：
2015
影响因子：
3.8
通讯作者：
Leventhal,Tama
中科院分区：
文献类型：
--
作者：
Crosnoe,Robert;Smith,Chelsea;Leventhal,Tama
应用潜伏班和回归技术对NICHD早期儿童保育和青年发展研究(n=997)的数据进行处理，本研究探索了在校外活动中花费时间的潜在学术优势。特别令人感兴趣的是，在参与活动的时机和持续时间以及参与活动的家庭背景方面，这些潜在优势是如何发挥出来的。更接近高中开始阶段的参与--包括始终如一的参与者和后来者--与过渡到高中阶段的较高成绩有关，特别是对于来自低收入家庭的年轻人。敏感度分析表明，学龄活动参与和青少年学习进步之间的这种联系不太可能仅仅是选择的作用。它在低收入家庭的年轻人中也往往更加明显，尽管不受家庭状况或过程的其他方面的影响。
Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n= 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school—including consistent participants and latecomers—was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process.