The long-term effects of time use during high school on positive development

Jasper Tjaden, Dominique Rolando, Jennifer Doty, Jeylan Mortimer

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This longitudinal study examines how the time that youth spend in activities during high school may contribute to positive or negative development in adolescence and in early adulthood. We draw on data from 1103 participants in the longitudinal Youth Development Study, followed from entry to high school to their mid-twenties. Controlling demographic, socioeconomic, and psychological influences, we estimate the effects of average time spent on homework, in extracurricular activities, and with friends during the four years of high school on outcomes measured in the final year of high school and twelve years later. Our results suggest that policies surrounding the implementation and practice of homework may have long-term benefits for struggling students. In contrast, time spent with peers on weeknights was associated with both short- and long-term maladjustment.

Original languageEnglish (US)
Pages (from-to)51-85
Number of pages35
JournalLongitudinal and Life Course Studies
Volume10
Issue number1
DOIs
StatePublished - Jan 2019

Bibliographical note

Funding Information:
Jasper Tjaden would like to acknowledge funding from the Fulbright Commission.

Funding Information:
The research [presented in this study] does not necessarily reflect the views of the International Organization for Migration (IOM). While Jasper Tjaden was employed by the IOM at the time of publication, the paper was largely prepared during previous assignments at the Minnesota Population Centre and the University of Bamberg. Jasper Tjaden would like to acknowledge funding from the Fulbright Commission.

Publisher Copyright:
© 2019, Society for Longitudinal and Life Course Studies. All rights reserved.

Keywords

  • Extracurricular activities
  • Homework
  • Peers
  • Positive youth development
  • Time use

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