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Cited by 302Youth Development and Social SupportCrime Patterns and InterventionsRecreation, Leisure, Wilderness Management

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

Bohnert, Amy, Fredricks, Jennifer, Randall, Edin·2010·Review of Educational Research
DOI 10.3102/0034654310364533
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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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2 of the 123 references couldn’t be matched to a known paper.

Research works printed but not linked: 17

  1. Blazevski J., 2007, After school quality and school-day outcomes
  2. Bronfenbrenner U., 2006, Handbook of child psychology. Vol. 1: Theoretical models of human development, 793
  3. Call K. T., 2001, Arena for comfort in adolescence: A study of adjustment in context
  4. 10.1177/0743558499141003 · DOI
  5. Forum for Youth Investment, 2003, Forum Focus, 1, 1
  6. Heft H., 1988, Children’s Environment Quarterly, 5, 29
  7. Jacobs J. E., 2005, Organized activities as contexts of development: Extracurricular activities, after-school and community programs, 235
  8. 10.1037/0003-066X.55.1.170 · DOI
  9. Magnusson D., 1998, Handbook of child psychology. Vol. 1: Theory, 685
  10. Morrissey K. M., 2005, Adolescence, 20, 67
  11. Pedersen S., 2005, Organized activities as contexts of development, 85
  12. Rosenfeld A., 2000, The overscheduled child: Avoiding the hyper-parenting trap
  13. Roth J. L., 2003, Promoting positive child, adolescence, and family development: A handbook of program and policy innovations, 2, 197
  14. Shernoff D. J., American Journal of Community Psychology
  15. Simpkins S., 2004, Understanding and measuring attendance in out-of-school time programs
  16. Smith C., 2005, The Youth Program Quality Assessment validation study: Findings for instrument validation
  17. Vandell D. L., 2005, Organized activities as contexts of development: Extracurricular activities, after-school and community programs, 437

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Metadata

Authors
Bohnert, A., Fredricks, J., & Randall, E.
Affiliations
  • Loyola University Chicago (US)
  • Connecticut College (US)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2010-12
Volume
80
Issue
4
Pages
576-610
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654310364533
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
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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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