Extracurricular Activity Participation and the Acquisition of Developmental Assets: Differences Between Involved and Noninvolved Canadian High School Students

In order to prepare students for adulthood and responsible citizenship, most high schools offer extracurricular activities designed to facilitate the learning of a wide range of competencies. The purpose of this study was to examine how participation in a single or a combination of extracurricular school activities for high school students may impact both their developmental outcomes and their level of school engagement. Results indicated differences between youth who participated in a combination of both sport and nonsport activities as well as sport only activities compared to youth not involved in extracurricular activities on a number of developmental assets and school engagement. It is recommended that parents and adult leaders encourage and support students in their involvement in various extracurricular activities, including high school sport, in order to facilitate positive youth development.     

Parent Civic Beliefs,Civic Participation,Socialization Practices,and Child Civic Engagement

We examined civic engagement in middle childhood and the degree to which parents’ civic beliefs (i.e., social trust and civic efficacy), civic participation, and socialization practices were associated with indicators of children's civic engagement (i.e., social responsibility and civic values). Survey data were collected from 359 racially, ethnically, and economically diverse upper elementary students and their parents from six schools in Southern California. The results of path analyses indicated that higher levels of parent social trust were associated with higher levels of community responsibility and civic values in children. Additionally, parent social trust, civic efficacy, and civic participation were indirectly associated with children's community responsibility and civic values through children's perception of their parents as civic role models. Findings suggest that parents’ civic beliefs and civic participation are meaningful to children's civic engagement.     

Extracurricular Involvement and Adolescent Adjustment: Impact of Duration,Number of Activities,and Breadth of Participation

The purpose of the current investigation was to examine the associations between a variety of measures of extracurricular participation and indicators of youth development. We use data from the Childhood and Beyond Study, a larger longitudinal study of adolescent development. The sample is primarily White middle-class adolescents in Grades 7 through 12. First, we examined the relation between the duration of involvement in school clubs and in organized sports over a 3-year span and youth development. Second, the linear and nonlinear relations between the number of extracurricular activities and youth development 1 year later were examined. Finally, we tested the link between the breadth of participation and youth development 1 year later. In general, across all 3 sets of analyses, our findings indicate that greater involvement in extracurricular activities is associated with academic adjustment, psychological competencies, and a positive peer context. The results were strongest for the oldest group of youth.     

Teachers’ civic socialization practices and children’s civic engagement

We examined the degree to which civic learning activities and civic discussion in the classroom were associated with children’s civic engagement in the upper elementary grades. We also explored the types of civic activities used by teachers during middle childhood. Survey data were collected from 359 ethnically and economically diverse 4th–6th grade students (M age?=?10.56, 56% female), their parents, and teachers (n?=?20) from six public schools in Southern California. The results of path analyses showed that teachers’ greater use of civic learning activities was associated with higher levels of social responsibility to people and civic values in students. However, general civic discussion was not associated with any indicators of children’s civic engagement. Additionally, teachers reported using numerous types of civic activities, thus showing the diversity in “civic learning” across classrooms. Practical implications for elementary civic education are discussed.     

Genes,psychological traits and civic engagement

Civic engagement is a classic example of a collective action problem: while civic participation improves life in the community as a whole, it is individually costly and thus there is an incentive to free ride on the actions of others. Yet, we observe significant inter-individual variation in the degree to which people are in fact civically engaged. Early accounts reconciling the theoretical prediction with empirical reality focused either on variation in individuals’ material resources or their attitudes, but recent work has turned to genetic differences between individuals. We show an underlying genetic contribution to an index of civic engagement (0.41), as well as for the individual acts of engagement of volunteering for community or public service activities (0.33), regularly contributing to charitable causes (0.28) and voting in elections (0.27). There are closer genetic relationships between donating and the other two activities; volunteering and voting are not genetically correlated. Further, we show that most of the correlation between civic engagement and both positive emotionality and verbal IQ can be attributed to genes that affect both traits. These results enrich our understanding of the way in which genetic variation may influence the wide range of collective action problems that individuals face in modern community life.     

Parenting,Culture, and Context: Reflections on Excavating Culture

Civic competence and obstacles to its development are explored in urban youth. Our review suggests that urban youth lag behind suburban adolescents in civic knowledge and civic participation. These lags may be attributable to low levels of political participation among urban adults, educational failures, and a lack of childhood opportunities to join clubs and teams. A comparison of a small city and a neighboring suburban town illustrates both the intertwined obstacles that confront urban youth on the path to civic development and the difficulty that most urban centers face in improving opportunities for civic development. We conclude that urban youth's genuine interest in acquiring civic competence is frustrated by demographic factors largely outside the control of those living in America's cities.     

A pollution incident at a Qiaoxiang village in China: the role of migration in civic organization and political participation

Through an analysis of a pollution-based incident at Refinery-G in an infamous Qiaoxiang town in Fujian, China, this paper analyses how transnational migrants participate in and influence the public management activities in their hometowns. This paper underscores four factors driving civic and political participation that emerged during the revelation, resistance, negotiation and settlement of this incident: (1) the role of the ‘leisured’ villager; (2) the role of overseas Chinese in caring for the developmental path of their hometown; (3) the role of independent civic organizations; and (4) the role of the news media in shaping public opinion. Qiaoxiang's civic participation is both more active and more effective. With the development and globalization of modern communication technology and low-cost and convenient communication and transportation systems, it is possible for overseas migrants to influence public management activities in their hometown through civic organization and political participation.     

Culture,Context, and Maternal Self-Efficacy in Latina Mothers

Youth civic engagement occupies a central space in applied developmental science. However, understanding of the processes and contexts in which early adolescents become civically engaged is still limited. This study draws on a sample of approximately 4,000 students from 11 urban middle schools in Tennessee to address several gaps in the civic engagement literature. First, we use latent class analysis to identify types of civic engagement in early adolescence. Second, we explore associations between types of engagement and youth behavioral and academic outcomes. Third, we focus on urban youth. A latent class analysis using survey items suggests a three-class structure for civic engagement in urban middle schools. One distinction is between students who are engaged and those who are not. Another distinction is that, among the engaged groups, one is engaged both behaviorally and attitudinally (social justice actors), whereas another has strong civic attitudes but infrequent civic behaviors (social justice sympathizers).     

Sports Participation and Positive Correlates in African American,Latino, and White Girls

The purpose of the study was to examine relations among sports participation and positive correlates across African American, Latino, and White girls. Positive correlate variables were self-perceptions (self-worth, body attractiveness, athletic competence), less depression, and participation in extracurricular activities. The sample comprised 372 girls (mean age = 12.03 years). Data were analyzed using multiple-sample structural equation models, controlling for age and income. Across all ethnic groups, greater sports participation was significantly related to higher self-worth, body attractiveness, and athletic competence, and to more extracurricular activity. Among Latino and White girls only, greater sports participation also was related to less depression. There were significant age and income influences on the positive correlates. Findings confirm the existence of significant relationships between organized sports participation and positive correlates among early adolescent African American, Latino, and White girls. Despite a few ethnic differences in relationships, the current study revealed more similarities than differences.     

The Civic Engagement of Immigrant Youth: New Evidence From the 2006 Civic and Political Health of the Nation Survey

We present new evidence on the civic engagement of immigrants and the children of immigrant parents (ages 15 to 25). Utilizing the 2006 Civic and Political Health of the Nation Survey conducted by CIRCLE, we find that young immigrants report lower levels of civic engagement on most measures compared to natives. However, once observable demographic factors are controlled, many of these differences are eliminated. In contrast, the children of immigrant parents report levels of civic engagement that match or exceed those of natives.     

Testing multidimensional models of youth civic engagement: Model comparisons,measurement invariance,and age differences

Despite recognition that youth civic engagement is multidimensional, different modeling approaches are rarely compared or tested for measurement invariance. Using a diverse sample of 2,467 elementary, middle, and high school-aged youth, we measured eight dimensions of civic engagement: social responsibility values, informal helping, political beliefs, civic skills, environmental behavior, volunteering, voting intentions, and news consumption. We compared correlated unidimensional factors, higher-order factor, and bifactor models and tested for measurement invariance and latent mean differences by age. The correlated unidimensional factors model best fit the data, yet higher-order and bifactor models fit adequately. Metric and scalar invariance was found across models. Latent means varied depending on the dimension of civic engagement and the multidimensional model examined. Findings favored the correlated unidimensional factors model; implications of each model are discussed. This study informs future research on youth civic engagement and has broad relevance for any developmental scientist studying a multidimensional construct.     

Parents' Socializing Behavior and Children's Participation in Math,Science, and Computer Out-of-School Activities

This study examined associations between multiple parental behaviors and children's participation in out-of-school math, science, and computer activities for children in 2nd (n = 125), 3rd (n = 123), and 5th grade (n = 200). Mothers and fathers reported how often they encouraged their children's activities, participated in activities with their child, provided activity-related materials, and participated in activities themselves, as well as how often their children participated in activities. The youth described how often they participated in math, science, and computer activities. Results indicate that parents' behavior is a strong, positive predictor of children's participation. Although there were significant mean level gender differences, relations between parents' behavior and children's participation were similar for boys and girls.     

Trajectories of participation in organized activities and outcomes in young adulthood

To examine whether trajectories of participation in organized activities during the high school years and beyond (from ages 14 to 20) predicted outcomes at age 21 (externalizing problems, internalizing problems, civic engagement, number of years of education, and perception of physical health), 354 youths (60% girls) were surveyed annually over nine years. Four trajectories were found: (a) “Low and decreasing” (71%), (b) “Moderate and stable” (12%), (c) “High and decreasing after high school” (12%), and (d) “High and increasing after high school” (5%). Results revealed that the predicted outcomes varied according to the different trajectories. Pursuing high levels of activity participation beyond high school was especially beneficial with respect to externalizing problems and educational attainment.     

Social Participation and Dental Health Status among Older Japanese Adults: A Population-Based Cross-Sectional Study

Background

Although social participation is a key determinant of health among older adults, few studies have focused on the association between social participation and dental health. This study examined the associations between social participation and dental health status in community-dwelling older Japanese adults.

Methods and Findings

In 2010, self-administered postal questionnaires were distributed to all people aged ≥65 years in Iwanuma City, Japan (response rate, 59.0%). Data from 3,517 respondents were analyzed. Data on the number of remaining natural teeth, for determining the dental health status, and social participation were obtained using self-administered questionnaires. The number, type, and frequency of social activities were used to assess social participation. Social activities were political organizations or associations, industrial or professional groups, volunteer groups, senior citizens'' clubs, religious groups or associations, sports groups, neighborhood community associations, and hobby clubs. Using ordinal logistic regression, we calculated the odds ratios (OR) and 95% confidence intervals (95% CI) for an increase in category of remaining teeth based on the number, type, and frequency of social activities. Sex, age, marital status, current medical history, activity of daily living, educational attainment, and annual equivalent income were used as covariates. Of the respondents, 34.2% reported having ≥20 teeth; 27.1%, 10–19 teeth; 26.3%, 1–9 teeth; and 12.4%, edentulousness. Social participation appeared to be related with an increased likelihood of having a greater number of teeth in old age, even after adjusting for covariates (OR = 1.30, 95% CI = 1.10–1.53). Participation in sports groups, neighborhood community associations, or hobby clubs was significantly associated with having more teeth.

Conclusions

Our results suggest a protective effect of social participation on dental health. In particular, participation in sports groups, neighborhood community associations, or hobby clubs might be a strong predictor for retaining more teeth in later life.     

Assessing Psychopathology in American Indian and Alaska Native Children and Adolescents

The purpose of this study was to investigate a) the relations between different types of civic behaviors and middle school students' perceptions of school climate, and b) the compositional effects of student civic engagement on setting-level school climate perceptions. Using a sample of 4,073 students in 11 public schools from a southeastern state, multilevel regression analyses found that, in general, civic behaviors were positively associated with school climate outcomes at the individual and setting level. However, certain types of civic behavior were negatively associated with desired school climate outcomes at both levels. These findings suggest a complicated relationship between student civic engagement and school climate, and imply that schools and adult leaders may need to carefully consider the types of opportunities for civic engagement provided to students.     

Immigrants' Cultural Identities as Sources of Civic Engagement

Immigrant parents (first generation) and adolescents (second generation) from El Salvador and India (N = 80) took part in interviews on civic engagement. The immigrants were almost unanimous in regarding civic engagement as important. They also were engaged themselves, more so at the community than the political level. One third of immigrants were engaged in community activities that specifically had a cultural focus or occurred through cultural organizations, and the comparable number for political activities was 25%. Cultural motives (i.e., a cultural or immigrant sense of self) were twice as likely to be mentioned as sources of engagement rather than disengagement. Qualitative analyses of these cultural motives revealed seven engagement themes (e.g., cultural tradition of service) and three of disengagement (e.g., ethnic exclusion).     

Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context

Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this article we extend the theory by arguing that a more systemic approach is needed, in which a civic context is developed to promote citizenship. We hypothesize that living within a consistent civic context leads to civic engagement in late adolescence and into young adulthood. We use a diverse, longitudinal dataset to test this hypothesis. We find that social interactions with peers, parent modeling of civic behaviors, and cultural factors, such as ethnicity-specific practices, cumulatively result in a higher level of civic activities among youth and that a continued context that includes these factors results in a higher level of civic activities into adulthood. The implications of our findings are discussed with regard to program and policy development.     

Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context

Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this article we extend the theory by arguing that a more systemic approach is needed, in which a civic context is developed to promote citizenship. We hypothesize that living within a consistent civic context leads to civic engagement in late adolescence and into young adulthood. We use a diverse, longitudinal dataset to test this hypothesis. We find that social interactions with peers, parent modeling of civic behaviors, and cultural factors, such as ethnicity-specific practices, cumulatively result in a higher level of civic activities among youth and that a continued context that includes these factors results in a higher level of civic activities into adulthood. The implications of our findings are discussed with regard to program and policy development.     

The Role of School Environment in Physical Activity among Brazilian Adolescents

Objective

To analyze the association of physical activity facilities and extracurricular sports activities in schools with physical activity among adolescents.

Methodology/Principal Findings

We used data collected for the National Survey of School Health in 2012. The national representative sample comprised 109,104 Brazilian students from 2,842 schools. We calculated the prevalence of participation in physical education classes, leisure-time physical activity, and total physical activity level. We also evaluated the following physical activity facilities: sports courts, running/athletics tracks, schoolyard with teacher-directed physical activities, swimming pools, locker rooms; and the offer of extracurricular sports activities. Schools with at least one physical activity facility had increased odds of participation in physical education (OR 1.59; 95% CI 1.20 to 2.10). However, in order to increase leisure-time physical activity (OR1.14; 95% CI 1.03 to 1.26) and total physical activity level (OR 1.15; 95% CI 1.06 to 1.24) at least four and two facilities, respectively, were necessary. Extracurricular sports activities in schools were positively associated with leisure-time physical activity and physical activity level. The number of sports courts and swimming pool in a school were associated with participation in physical education classes. Availability of sports courts, running/athletics tracks, and swimming pool in schools were associated with leisure-time physical activity. Total physical activity was associated with schools with sports courts, schoolyard with teacher-directed physical activities, and swimming pool.

Conclusions

School-level characteristics have important potential to increase the possibility of engagement in physical activity in and out of school, and therefore have a fundamental role in promoting these practices.     

Examining associations between civic engagement and depressive symptoms from adolescence to young adulthood in a national U.S. sample

Many scholars posit that engaging in civic actions enhances mental health, yet existing evidence is limited. To address gaps in the literature and advance understanding of benefits of civic engagement from adolescence to young adulthood, we estimated a longitudinal structural model to test bidirectional associations between civic engagement (i.e., voting, community engagement, political behaviors) and depressive symptoms using nationally representative longitudinal U.S. data. Adolescent and early young adulthood (EYA) depressive symptoms predicted decreases in later voting. Adolescent and EYA community engagement predicted decreases in later depressive symptoms. Analyses suggested that findings generalized across gender, age, socioeconomic status, race/ethnicity, and EYA social roles. Despite key limitations in measurement of civic engagement over time, results provide some support the notion that community engagement may have mental health benefits for youth, and that depression may reduce later civic engagement.