| This study sought to address four research aims related to Taiwanese after-school programs. The first aim was to describe and contrast children's experiences in the four types of after-school programs in Taiwan. The results indicated that the four types of programs varied in many dimensions, including amount of children's program participation and program quality. Most notably, children in Mixed programs (An Chin Ban, which also means Assuring-Parents classes) appeared to be at a disadvantage. Not only did the Mixed programs appear to be of poorer quality but children also spent many more days and hours in such programs.; The second aim was to identify family- and child-selection factors that were associated with children's program participation. Maternal education, child gender, grade level, and prior adjustment were unique predictors of children's program participation. Children of mothers with higher educations were more likely enrolled in after-school programs, especially in Non-Academic Enrichment programs. Older children were more likely than younger children to be attending after-school programs, especially Academic Tutorial programs or Academic Enrichment programs. Boys were more likely than girls to have been enrolled in after-school programs. Children with better prior school grades were more likely enrolled in after-school programs, especially in Non-Academic Enrichment programs and Academic Enrichment programs. However, children with poorer prior school grades were more likely enrolled in Mixed programs.; The third aim was to examine the relations between program participation and child adjustment. Enrollment in Academic Tutorial programs and Mixed programs was associated with poorer child adjustment. In contrast, there was a trend that concurrent enrollment in Non-Academic Enrichment programs predicted better adjustment.; The final aim was to examine the relations between program quality and child adjustment. Higher teacher education predicted better child adjustment, including better moral, academic, and social grades. More traditional child-rearing attitudes and beliefs of program teachers predicted higher academic grades. Higher child-to-teacher ratios predicted poorer child adjustment, including lower moral, academic, and aesthetic grades. More teacher experience in the current program predicted poorer child adjustment, including lower moral, social, and academic grades. There also was a trend that more teacher training predicted higher aesthetic grades. |
