The DOI matches its Crossref record; 121 of the 123 references it cites were found in a registry or an index.
Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations
Abstract
Despite increased focus on the effects of organized activities on youth development, there is currently no consensus about the best way to assess various dimensions of involvement. This article explores the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. For each dimension, the article examines the theoretical underpinnings for why it is important to measure the dimension, presents measurement issues that have arisen in previous studies, describes how the dimension relates to developmental outcomes, and offers recommendations for assessing it in future use. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.
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In the citing paper
“One possible factor for reducing mental health problems or promoting good mental health is participation in organized activities, whether sport or non-sport”
From Impact of organized activities on mental health in children and adolescents: An umbrella review (2022) · cites this paper as Bohnert et al., 2010
In the citing paper
“Consequentially it is hypothesized that they are at lower risk for academic, psychological, social and behavioral problems”
From Impact of organized activities on mental health in children and adolescents: An umbrella review (2022) · cites this paper as Bohnert et al., 2010
In the citing paper
“This may depend on the type, breadth, intensity and duration of the activities”
From Impact of organized activities on mental health in children and adolescents: An umbrella review (2022) · cites this paper as Bohnert et al., 2010
In the citing paper
“The positive impact of participating in organized sport activities was hypothesized to be dependent on the breadth, intensity, and duration of participation by Bohnert et al. (Bohnert et al., 2010)”
From Impact of organized activities on mental health in children and adolescents: An umbrella review (2022) · cites this paper as Bohnert et al., 2010
In the citing paper
“Disentangling developmental effects from selection processes remains a challenge in this literature (Baldwin & O'Flaherty, 2018;Bohnert et al., 2010).”
From Participation in extracurricular activities predicts academic growth and mediates socioeconomic inequalities in primary school (2026) · cites this paper as Bohnert et al., 2010
In the citing paper
“Some reviews and individual studies have identified potential moderators of after-school programs and other types of organized youth activities, such as study quality and characteristics of the program (i.e., length, intensity, presence of specific components; Bohnert et al. 2010).”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Bohnert et al. 2010
Citations
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 4×
“Cognitive engagement is defined as investment in learning and includes self-regulation, thoughtfulness, and a willingness to go beyond the basic requirements to master difficult skills (Fredricks et al., 2004).”
BackgroundInfluentialSelf-citationThe Bioecological Model of Human Development
Bronfenbrenner, U., & Morris, P. A. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0114 · Cited by 5,760 · cited 1×
“A bioecological perspective assumes that development happens through a complex and reciprocal process of interactions between the individual and nested ecologies over time (Bronfenbrenner & Morris, 2006; Magnusson & Stattin, 1998).”
BackgroundDevelopment and validation of ego-identity status.
Marcia, J. E. (1966) · Journal of Personality and Social Psychology · doi:10.1037/h0023281 · Cited by 5,172 · cited 2×
“Metzger et al. (2009) suggest that by creating qualitatively different profiles or combinations of activity involvement, it is possible to account for both breadth and intensity.”
BackgroundToward a psychology of positive youth development.
Larson, R. W. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.170 · Cited by 2,490
Assessment of physical activity by self-report: Status, limitations, and future directions
Sallis, J. F., & Saelens, B. E. (2000) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2000.11082780 · Cited by 2,351
Community Programs to Promote Youth Development
National Research Council and Institute of Medicine (2002) · National Academies Press eBooks · doi:10.17226/10022 · Cited by 2,076
Student Council, Volunteering, Basketball, or Marching Band
Eccles, J. S., & Barber, B. L. (1999) · Journal of Adolescent Research · doi:10.1177/0743558499141003 · Cited by 1,658
Routine Activities and Individual Deviant Behavior
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American Journal of Community Psychology
(2016) · American Journal of Community Psychology · doi:10.1002/(issn)1573-2770 · Cited by 1,453
(1980) · Europe PMC (PubMed Central) · Cited by 1,390
Flagged first, then by citations
2 of the 123 references couldn’t be matched to a known paper.
Research works printed but not linked: 17
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- Bronfenbrenner U., 2006, Handbook of child psychology. Vol. 1: Theoretical models of human development, 793
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Cited by
Sorted by citations
Items 101–101 of 101
Brunet, L., Rémeau, M., Houdé, O., & Borst, G. (2026) · British Journal of Educational Psychology · doi:10.1111/bjep.70127
Metadata
- Authors
- Bohnert, A., Fredricks, J., & Randall, E.
- Affiliations
- Loyola University Chicago (US)
- Connecticut College (US)
- Venue
- Review of Educational Research
- Published
- 2010-12
- Volume
- 80
- Issue
- 4
- Pages
- 576-610
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2150677880
- Cited by
- 302
- References
- 123
- Citations by year
- 2026: 11 · 2025: 17 · 2024: 17 · 2023: 17 · 2022: 26 · 2021: 24 · 2020: 27 · 2019: 19 · 2018: 17 · 2017: 24 · 2016: 15 · 2015: 20 · 2014: 22 · 2013: 17 · 2012: 20
- FWCI
- 38.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Social Sciences › Business, Management and Accounting › Tourism, Leisure and Hospitality Management › Recreation, Leisure, Wilderness Management
- Keywords
- youth development, youth participation, conceptual model, developmental outcomes
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