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ERIC Number: EJ1417463
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISSN: ISSN-2329-5724
Measuring Two Constructs of Afterschool Activity Participation: Breadth and Intensity
Jose R. Palma; Martin Van Boekel; Ashley S. Hufnagle
Texas Education Review, v12 n1 p1-24 2024
The benefits of afterschool activity participation for youth development are well-documented. An interesting question dominating this field is whether there is a threshold at which point participating in too many activities (breadth) and spending too much time in those activities (intensity) is negatively associated with desirable outcomes. Using 9th grade student data (N=115,731) from three administrations of a state-wide school survey, we explore whether students' breadth and intensity of afterschool participation is associated with GPA and perceived family and community support. Findings corroborate prior research in demonstrating the association between breadth and intensity. Importantly, we extend the discussion, with three important observations. First, a linear model is insufficient for modeling these complex associations with outcomes. Second, there is a threshold at which too much participation has a negative impact in these outcomes. Third, variations in activities, time windows and indices have small or no influence in the association with outcomes.
Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A