Out-of-School Activities on Weekdays and Adolescent Adjustment in China: a Person-Centered Approach
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Out-of-School Activities on Weekdays and Adolescent Adjustment in China: a Person-Centered Approach Bo Lv 1 & Lijie Lv 1 Accepted: 22 September 2020/ # Springer Nature B.V. 2020
The present study used a person-centered approach to identify adolescent out-of-school activity profiles and to examine whether academic achievement, cognitive ability and negative emotion vary across different profiles. Data were collected from 9312 adolescents, and four profiles were identified: the “academic tutoring profile”, the “moderate time-consuming profile”, the “screen profile” and the “low time-consuming profile”. These four profiles differed in academic achievement, cognitive ability and negative emotion. The students in the low time-consuming profile had the best performance on all indicators. Those in the academic tutoring profile had high academic achievement but a low level of cognitive ability and a high level of negative emotion. This result indicates that for some students, long-term academic tutoring can improve their academic achievement through emotional costs and that academic tutoring cannot improve their cognitive ability. The students in the screen profile had the worst performance on both academic achievement and cognitive ability, and the large amount of screen time did not even make them happy. Keywords Out-of-school activities . Adolescent . Person-centered approach
Out-of-school time is an important context for adolescent development because it provides opportunities for youth to select and manage their own experiences (Silbereisen and Eyferth 1986). Out-of-school activities can be categorized in a variety of ways. For example, activities can be classified as organized/unorganized and academic/nonacademic. “Organized” activities have a structure and a leader, while “academic” activities refer to the nature of the activities (Schreiber 2000). From a developmental perspective, on the one hand, out-of-school activities can provide adolescents with developmentally facilitative interactions with their living environments; on the other hand, they can also provide them with the opportunity to
* Lijie Lv [email protected] Bo Lv [email protected]
1
Faculty of Education, Northeast Normal University, Changchun, China
B. Lv, L. Lv
engage in activities that may undermine positive development. The ecological framework of human development (Bronfenbrenner 2005) has been used as a guiding framework to capture the rich complexity of out-of-school activities. In this model, the environment is conceived as a set of nested structures containing the microsystem, mesosystem, exosystem and macrosystem. In these subsystems, the mesosystem is special because it focuses on the relationship between different settings rather than a single setting. Out-of-school activities on weekdays provide us with a good chance to explore the interconnections between school, home and tutoring class. The out-ofschool time on weekdays reflects the transition of space when, after school, students go home or go to their tutoring class. Out-of-school
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