Academic and behavioral outcomes associated with organized activity participation trajectories during childhood

摘要: Abstract Academic and behavioral (externalizing internalizing problems) outcomes associated with trajectories of breadth participation in organized activities were examined a sample 548 children. Four previously modeled from Kindergarten to Grade 4 compared: no participation, increasing breadth, decreasing high stable breadth. Potential confounding variables (i.e. sex, academic indicators Kindergarten, mother's education) included as covariates the analyses, children's disruptive behavior status was tested moderator. Following inclusion covariates, children assigned trajectory displayed lower problems than trajectories. Children's did not moderate associations between outcomes. It thus appears that wider range during childhood may help prevent subsequent problems.