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Adolescent peer processes in extracurricular activities: Identifying developmental opportunities

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  • Berger, Christian
  • Deutsch, Nancy
  • Cuadros, Olga
  • Franco, Eduardo
  • Rojas, Matias
  • Roux, Gabriela
  • Sánchez, Felipe

Abstract

During adolescence, peer processes play a significant role in development. Whereas peer relations have been studied extensively in the school context, far less research has examined peer processes that occur within extracurricular and out-of-school time activities. This study used focus groups to explore the role of peer processes in shaping developmental processes and outcomes across four distinct types of out-of-school activities in Santiago, Chile. Across all extracurricular activities, three common features were identified: voluntary participation, symmetrical relationships, and a sense of belonging that establishes clear boundaries bewtween ingroup and outgroup. These themes were integrated into an overall model of peer processes that illustrates how voluntary participation and shared activity results in a peer collective identity based on shared interests. These peer processes resemble a developmental arc bridging collective and individual development, fostering socioemotional development, identity work, and positive relationships and trust within a set of symmetrical relationships. The results illustrate the ways in which peer processes may support development within out-of-school activities.

Suggested Citation

  • Berger, Christian & Deutsch, Nancy & Cuadros, Olga & Franco, Eduardo & Rojas, Matias & Roux, Gabriela & Sánchez, Felipe, 2020. "Adolescent peer processes in extracurricular activities: Identifying developmental opportunities," Children and Youth Services Review, Elsevier, vol. 118(C).
    • Handle: RePEc:eee:cysrev:v:118:y:2020:i:c:s0190740920310215
    DOI: 10.1016/j.childyouth.2020.105457
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    References listed on IDEAS

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    1. Chapin, Laurie A. & Deans, Carolyn L. & Fabris, Monique A., 2019. "“After film club, I actually got better at everything”: School engagement and the impact of an after-school film club," Children and Youth Services Review, Elsevier, vol. 98(C), pages 10-16.
    2. Claudia Martinez & Marcela Perticara, 2018. "After-School Effects on Students' Academic Outcomes: Evidence from Chile," Documentos de Trabajo 514, Instituto de Economia. Pontificia Universidad Católica de Chile..
    3. Mahatmya, Duhita & Lohman, Brenda, 2011. "Predictors of late adolescent delinquency: The protective role of after-school activities in low-income families," Children and Youth Services Review, Elsevier, vol. 33(7), pages 1309-1317, July.
    4. Bang, Hyejin & Won, Doyeon & Park, Sanghyun, 2020. "School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences," Children and Youth Services Review, Elsevier, vol. 113(C).
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    Cited by:

    1. Ditzel, Loreto & Casas, Ferran & Torres-Vallejos, Javier & Reyes, Fernando & Alfaro, Jaime, 2022. "Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program," Children and Youth Services Review, Elsevier, vol. 132(C).
    2. Yonatan Encina & Christian Berger, 2021. "Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(4), pages 1453-1477, August.

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