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<p>This literature review provides an overview of studies on the relationships between different types of extended day programs and student development. Correlational studies, intervention studies, and meta-analyses from both German-speaking and North American contexts are considered. The review examines homework assistance programs, tutoring programs, academic clubs, social skills programs, sports programs, and arts/music programs. It examines the extent to which specific programs are linked to student development in various domains (achievement, motivation, social behavior, self, psychological adjustment, risky behavior). In German-language studies, the findings on homework assistance programs are heterogeneous. Regarding tutoring programs, academic clubs, social skills programs, sports programs, and arts/music programs, there are few favorable correlations, but in many cases no correlations with student development. North American studies repeatedly report favorable correlations for almost all types of extended day programs. However, sports programs show some unfavorable correlations with specific developmental indicators. Finally, explanations for the heterogeneity of results are discussed and implications for future research on all-day schools are drawn.</p>

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Zum entwicklungsförderlichen Potential verschiedener Ganztagsangebote: Eine vergleichende Literaturübersicht zu akademischen, sozialen, sportlichen und künstlerisch-musischen Angeboten

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  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Max Nachbauer

摘要

This literature review provides an overview of studies on the relationships between different types of extended day programs and student development. Correlational studies, intervention studies, and meta-analyses from both German-speaking and North American contexts are considered. The review examines homework assistance programs, tutoring programs, academic clubs, social skills programs, sports programs, and arts/music programs. It examines the extent to which specific programs are linked to student development in various domains (achievement, motivation, social behavior, self, psychological adjustment, risky behavior). In German-language studies, the findings on homework assistance programs are heterogeneous. Regarding tutoring programs, academic clubs, social skills programs, sports programs, and arts/music programs, there are few favorable correlations, but in many cases no correlations with student development. North American studies repeatedly report favorable correlations for almost all types of extended day programs. However, sports programs show some unfavorable correlations with specific developmental indicators. Finally, explanations for the heterogeneity of results are discussed and implications for future research on all-day schools are drawn.