Perceived Behavioral and Academic Competence in Middle Childhood: Influences of a Community-Based Youth Development Program

Abstract

This paper reports findings from a longitudinal study that investigated ways in which a comprehensive youth development program could support social and academic competence and reduce aggression in middle childhood for students living in public housing. Children residing in public housing complexes in southern California who participated in a 4H Afterschool Activities Program were compared with another group of resident children who did not participate in 4H. Measures of perceived academic and social competence were completed by the students, their teachers, and their primary caretakers. The results demonstrated the stronger program effects for perceived behavioral competence than for academic competence. Findings are discussed in terms of the need for explicit programmatic emphasis on the development of academic competence in participants, similar to the current program emphasis on school appropriate behavior. (Contains 7 figures and 27 references.) (JDM) Reproductions supplied by EDRS are the best that can be made from the original document. Perceived Behavioral Competence 1 Running head: PERCEIVED BEHAVIORAL AND ACADEMIC COMPETENCE Perceived Behavioral and Academic Competence in Middle Childhood: Influences of a Community-Based Youth Development Program Cynthia Hudley University of California, Santa Barbara This research was funded in part by a grant from the California Wellness Foundation, Violence Prevention Initiative. Appreciation is extended to the schools, families, and students who participated in this project. Correspondence concerning this article should be addressed to Cynthia Hudley, Graduate School of Education, University of California, Santa Barbara, CA 93106. E-mail: hudley@education.ucsb.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. O Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 0 0 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)