Extracurricular Involvement and Delinquency: Activity Type Matters
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Background Hirschi’s social control theory (SCT) posits that bonds to conventional society deter delinquency. According to SCT, adolescent involvement in prosocial extracurricular activities should reduce offending. This study extends on past research by examining how participation in sports, arts, and academic clubs predicts later violent and property crimes, while controlling theoretically relevant predictors.Methods Data from Waves I and II of the National Longitudinal Study of Adolescent to Adult Health (Add Health) were used (n = 2,443). Extracurricular involvement was measured using dichotomous and continuous (to assess dose-response relationships) measures, and a composite variable capturing combinations of activity types.Results Youth involved in sports reported more property and violent offenses. A dose-response pattern was found: the more sports clubs a student joined, the more likely they were to engage in violent behavior. Conversely, greater involvement in arts clubs was associated with fewer offenses. Academic club participation showed no significant association. Notably, students involved in all three activity types reported the highest levels of property crime.Conclusion Findings challenge the assumption that all extracurricular involvement protects against delinquency. While arts engagement was protective, sports, especially multiple club involvement, may increase risk, highlighting the need to consider activity type, intensity, and overlap.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it