Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools.

Autor: Knifsend CA; Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819, USA. casey.knifsend@csus.edu., Camacho-Thompson DE; Department of Psychology, REACH Institute, Arizona State University, 900 S. McAllister Ave., Tempe, AZ, 85287, USA., Juvonen J; Department of Psychology, University of California, Los Angeles, 405 Hilgard Ave., Los Angeles, CA, 90095, USA., Graham S; Department of Education, University of California, Los Angeles, 405 Hilgard Ave., Los Angeles, CA, 90095, USA.
Jazyk: angličtina
Zdroj: Journal of youth and adolescence [J Youth Adolesc] 2018 Jun; Vol. 47 (6), pp. 1208-1220. Date of Electronic Publication: 2018 Feb 16.
DOI: 10.1007/s10964-018-0817-6
Abstrakt: Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M age  = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.
Databáze: MEDLINE