Patterns of Organized Activity Participation in Urban, Early Adolescents: Associations With Academic Achievement, Problem Behaviors, and Perceived Adult Support

• NCJ Number: 227368
• Journal: Journal of Early Adolescence Volume: 29 Issue: 3 Dated: June 2009 Pages: 426-442
• Author(s): Aaron Metzger; Hugh F. Cream; Emma L. Forbes-Jones
• Date Published: June 2009
• Length: 17 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study of a sample of 2,495 urban, early-adolescent, middle school students (mean age of 13.01) examined their patterns of organized activity in association with their academic achievement, problem behavior, and perceived adult support.

Abstract

Cluster analyses identified six activity profiles among the sample: a group uninvolved in any organized activities (31.1 percent of the sample) a group involved in multiple activities (9.9 percent); a group involved in organized sports (18.8 percent); a group involved in church activities (19.5 percent); a group involved in school and community clubs (11.1 percent); and a group involved in both organized sports and community clubs (9.6 percent). After controlling for gender, age, and reported ethnicity, the group uninvolved in any organized activities was composed of individuals with the lowest grade-point average, more negative emotional/attitudinal states, and lower levels of adult support; however, not all participation in organized activities was associated with positive outcomes. Those in the community-and-sports group and the school-and-community group were associated with more problem behaviors, including school suspensions, delinquency, and drug use; but they reported less negative emotional/attitudinal states and more adult support than the uninvolved group. Based on the complex interactions of the motivations, personalities, and pre-existing behavioral and environmental issues associated with individuals who become involved in various organized activities, this study suggests that research on youth development use a person-centered approach in studying the nature and outcomes of a youth's involvement or lack of involvement in organized activities. The study sample was drawn from four urban middle schools in an upstate New York urban area. Youth behavioral and academic data were obtained from both self-reports and school records. Students reported the number of hours in an average week they spent in six defined activities. 2 tables, 1 figure, and 29 references