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Extracurricular activity and parental involvement predict positive outcomes in elementary school children
Early Child Development and Care
Abstract
The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well‐being and academic competence in elementary school children. Seventy‐two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with extracurricular activity participation, successfully predicted children’s well‐being and academic competence. Follow‐up analyses were conducted to establish differences between children who participate in low versus high numbers of activities. Results are discussed in terms of how extracurricular activities and parental involvement in activities impact upon positive outcomes in childhood.
... Parents can provide emotional support tutoring and facilitate children's learning needs. This involvement increases children's motivation to learn but also helps children develop the necessary skills and knowledge (Lagacé-Séguin & Case, 2010;Tammariello et al., 2012). ...
This article examines research trends on parental involvement in inclusive education in reputable databases. The method used is bibliometric analysis with the Biblioshiny application and the central database analyzed from scopus.com. The keywords used were "parental involvement" and "inclusive education" in research from 1975 to 2024. After the extraction process with only article publications in scientific journals, 170 publication data were obtained. The results of bibliometric analysis show that in nearly 50 years, the number of studies tends to be small—most research centers in the United States, with the most productive institution being the University of Minnesota. At the same time, the most productive researcher is Gabriella Pusztai, who has three publications. The primary reference journal is Early Child and Development Care. When viewed from keywords, child, parent, and parental involvement are the most dominant keywords researchers use. This provides a comprehensive picture of the development of parental involvement research. Furthermore, research is expected to be more contextualized with the socio-cultural conditions where the research is conducted to add to the diversity of research related to parental involvement, especially in inclusive education.
... Os estudos existentes frequentemente associam o envolvimento dos pais a uma ampla gama de resultados positivos no desenvolvimento criança, evidenciando melhores competências académicas e de linguagem, atitudes e comportamentos positivos, bem como uma maior competência social (Lagace-Seguin & Case, 2010;Zellman & Waterman, 1998). Globalmente, a investigação sugere que quando pais e docentes trabalham em colaboração para apoiar as crianças nesta fase da sua vida, é mais provável que as crianças se sintam preparadas para a escola e vivenciem uma adaptação escolar bem-sucedida (Pianta, Rimm-Kauffman & Cox, 1999;Rimm-Kaufman & Pianta, 1999;Schulting, Malone & Dodge, 2005). ...
Esta brochura reúne informações e sugestões práticas e inspiradoras para ajudar pais, cuidadores, educadores de infância e professores a acompanharem as crianças que se encontrem na fase de adaptação a novos espaços e rotinas educativas. O nosso objetivo é fornecer orientações, baseadas em experiências reais, que possam contribuir para uma adaptação mais suave, tanto para as crianças quanto para os adultos.
... In other words, moderate levels of parental involvement had an optimal impact on junior athletes' development and mental well-being. Parental involvement may also influence children's well-being in sport and academic competence (Lagacé-Séguin & Case, 2010). Specifically, a high-challenge parenting style was linked to higher perceived fitness competence (Kimiecik & Horn, 2012), although another study found that children's physical self-perception levels were primarily associated with the quality of their relationship with their coaches (Jowett & Cramer, 2010). ...
The present study explored factors potentially influencing parental involvement. A total of 1260 parents (Mage = 43.54, SD = 5.10) completed an online form including demographic questions, questions on their children’s sport participation, and three self-report measures (Parental Involvement in Sport Questionnaire (PISQ), Competitive State Anxiety Inventory 2 (CSAI-2), and Perceived Autonomy Support Scale for Exercise Setting (PASSES)). Possible predictors of the four assessed types of parental involvement were tested with hierarchical linear regression models. The significant predictors were the parent’s gender, her/his sporting experience (or the lack thereof), and the child’s current stage of sport participation. Furthermore, significant associations were found between directive parental behavior and state anxiety and between parental praise/understanding and autonomy support, which were independent of the parent’s gender and sporting experience, and of the child’s age and sport injuries. The obtained results expand the existing knowledge of the complexity of parents’ importance in children’s sport career.
... As its value was (3.88), while the lowest average responses were to item (3), which states "There is a relationship between exercising physical activities and relieving depression," as the mean value for it (1.04), this is a clear indication of the university students' keenness to practice physical activities in general and their awareness of its importance in the positive impact on their mental health. The result of this question indicates the importance of physical activity and its positive impact on student's mental health, and this result is consistent with studies of (Blomfiles & Barber, 2011) and (Seguin & Case, 2010) and (Martincvic, 2010), and this indicates a clear awareness among both sexes of the study sample of the importance of physical activity and its positive reflection on their mental health. ...
... There are links between participation in extra-curricular activities and higher academic attainment, and achievement specifically for at-risk youth who had greater difficulty with interpersonal relationships (Mahoney et al., 2003). Being involved in extra-curricular activities is linked to goal self-regulation strategies and academic success, and being recognised for their talents may boost selfesteem and provide a sense of accomplishment for students (Lagacé-Séguin & Case, 2008;McMillan & Reed, 1994). The findings of this study are consistent with this wider literature; the school encouraged students to participate in activities, and students affirmed that this helped them set goals, get along with peers and feel a sense of belonging, all of which may have been factors for high achievement. ...
This study focused on the experiences that contributed to the academic achievement of students in disadvantaged settings in India. In India, young people in disadvantaged neighbourhoods are at higher risk of underachievement and dropping out of school. However, some of them achieve highly despite their adverse circumstances and experience. Through interviews with 12 high achievers and their school principal, this study explored the perceived factors that contributed to their academic achievement. Data were analyzed using interpretative phenomenological analysis, and findings indicate a combination of protective factors at different levels – individual, family, school, and community – that contribute to resilience and achievement. The supportive relationships that these adolescents have at the different levels contribute to their achievement directly and indirectly. The findings are discussed in relation to theory with future considerations for Indian-centred research that can inform interventions in disadvantaged and low-income urban communities.
Past research on subjective well-being (SWB) in Western society and China has revealed various contributing factors. This study conducted a series of interviews with Chinese urban residents to systematically analyze those factors based on Bronfenbrenner’s Ecological System Theory. The results revealed that 5 layers, 23 factors, and 55 elements, many of which had distinct Chinese characteristics, contributed to Chinese urban residents’ SWB. The Top Model of SWB, visualized as a spinning top or gyroscope, showcased the interdependent layers of factors impacting Chinese urban residents’ SWB. At its vertical axis is a time dimension as residents often reflect on factors by comparing their present situation with the past and the future. Discussion regarding each layer, the primary factors that comprise each layer, links between the layers, and the impact of a time dimension was included to substantiate the proposed model. The discussions focus on the study’s contribution to SWB literature, public policy-making, and future research on urban Chinese residents’ SWB.
The application of visual art and other extracurricular activities to children’s sustainable development is predominantly discussed in Western countries. Consequently, non-Western society could not cherish the benefit of visual art on their children’s cognitive and non-cognitive skill development due to a lack of evidence that would revive the community, educators, and policy-makers’ impressions about visual art activities, in addition to its amusement use. Thus, the present study adopted a cross-sectional study comprised of a large-scale survey (N = 1624) taken from the southwest part of China to assess the impact of out-of-school visual art activities on children’s academic attainment across economically advantaged and disadvantaged children. Astonishingly, the study’s findings shed light on current Chinese parents’ dedication to purchasing out-of-school activities regardless of their social class difference; notwithstanding, lower-class parents ought to learn that spending time with their children during their activities is more beneficial. The study’s implication calls for curriculum policy reform involving aesthetic education and expanding community youth centers for different extracurricular activities.
This abstract presents a study that examines the influence of family participation on academic performance among high school students. The present investigation was carried out utilizing the survey methodology, employing the subsequent protocol. The study's sample consisted of pupils in the 10th grade. The current investigation consisted of a cohort of 1238 pupils enrolled in the 10th grade. The above sample was chosen from the city of Lahore. Table 1 provides a comprehensive overview of the demographic composition of the student population. A sample of 84 schools was picked in a random manner from Lahore, Punjab, Pakistan. The researcher employed a stratified random sample technique to obtain data from the selected schools, utilizing a personally administered questionnaire to measure parental engagement. Following the authorization of school principals, the pupils were selected in a random manner. The responders ensured the maintenance of anonymity and secrecy. The participants provided ratings on the frequency with which their family members engaged in particular activities, using a scale ranging from 1 (indicating no occurrence) to 5 (indicating frequent occurrence). The greatest score denoted a greater degree of parental engagement, whilst the lower score suggested a lesser degree of parental engagement. The objective of this study was to examine the impact of family engagement on the academic performance of high school students, specifically focusing on the ways in which parents can contribute to their children's educational endeavors in order to foster favorable outcomes. The findings of the research indicate that the engagement of families has a noteworthy and favorable influence on the academic performance of students, including elevated grades, enhanced attendance, and increased drive to acquire knowledge.
Success in mathematics has been shown to increase career opportunities; thus, improving student learning in mathematics is vital for educational policymakers. This study investigated the effects of five parental involvement variables on young children’s mathematical achievements in 10 countries, including seven Arab countries, and found significant effects for all of them. Students who attended pre-primary education achieved higher mathematics scores compared to those who did not. Students who had been helped with or had their homework reviewed fewer times by their parents achieved significantly higher scores than those who had been helped or checked on more frequently. Students who had not attended any extra lessons to excel over or keep up with classmates achieved significantly higher scores. Students whose parents had university degrees attained significantly better results. Finally, students whose parents had higher expectations achieved significantly better results. These results have implications to enhance students’ mathematical achievements in Arab countries.
The present study was designed to examine the relations between parental pessimism and peer relations and health in preschool children and to examine the role that child positive and negative affect played within this relationship. Thirty‐seven mothers and their children (mean age = 48.1 months) volunteered from local preschools and daycares within a mid‐sized Atlantic Canadian city. Mothers completed the Generalized Expectancy for Success Scale—Revised, as well as the Positive and Negative Affect Schedule and a brief demographic questionnaire. Teachers completed the Preschool Play Behaviour Scale. Results revealed significant correlations between parental pessimism and child affectivity and social play, and between child affectivity and various types of play behavior. Significant interactions were also found between parental pessimism and child affectivity in the prediction of social play behavior. Results are discussed in terms of the importance of parental attitudes to a child's social and physical well‐being.
Interactions between parenting styles and children’s negative affect in the prediction of reticent, solitary‐active, and rough‐and‐tumble play behaviours were examined. The present study involved 98 children, their mothers and their preschool teachers. Participants (53 boys and 45 girls) were a mean age of 3.83 years (standard deviation = 0.69). Mothers completed questionnaires pertaining to their disciplinary rearing styles and their child’s negative affect. Preschool/daycare teachers completed a measure concerning children’s indoor‐free play behaviours. Hierarchical multiple regression analyses revealed two significant interactions between parenting styles and children’s negative affect in the prediction of play behaviours. For example, it was found that emotion coaching parenting was negatively related to rough‐and‐tumble play for children low in negative affect but not for children high in negative affect. Implications of these findings, and others, are discussed in terms of goodness of fit, overprotective parenting and their overall importance for children’s social development.
The fact that simple (zero-order) correlations of products (
XZ) and powers (
X–2,
X–3) with other variables (
Y) are not invariant over linear transformations of their constituents (
X,
Z) has led to confusion and anxiety about their use as independent variables in the representation of interactions and curve components in general multiple regression/correlation analysis. The present article demonstrates that when their constituents are linearly partialed out, products and powers are invariant with regard to both their correlations and tests of significance; further, their raw score regression coefficients are simply rescaled. Partialed products and powers are not subject to constraints of orthogonality, level of scaling, or whether data arise from experiments or observational studies. (15 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Associations between children's participation in out-of-school activities and academic achievement were examined in a sample of 60 first-grade children (30 boys, 30 girls) from low-income, ethnically diverse families. The study examined the intensity (frequency, number, length) of participation in out-of-school activities and the type of activity (literacy-oriented vs. all other types of activities). Regression analyses indicate a curvilinear relationship between frequency of participation in out-of-school activities and report card grades, especially among males. As the frequency of children's participation in out-of-school activities increased from low to moderate levels, their grades also increased; as the frequency of children's participation in such activities increased from moderate to high levels, however, their grades decreased. This overall pattern of curvilinear relationships held for boys but not girls in all activities and in literacy-oriented activities, when examined separately. Length of participation in literacy-oriented activities was positively associated with report card grades among all children. Number of out-of-school activities was not related to academic performance.
The aim of this research is to look for reasons for success or underachievement in able children aged between 9 and 11. Those who have a considerable influence on a child during the primary years are teachers and parents and this research explores these relationships.The participants were selected from three schools within the state sector which represented different aspects of the social spectrum. The children were divided into achievers and underachievers.Quantitative and qualitative methods have been used for this study and this paper reports on the quantitative analysis. A number of issues are considered including the marital status of parents, handwriting, self‐concept and gender. Cognitive style and the possible dissonance between pupil and teacher are also discussed.
A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct. 3 domains of competence, each constituting a separate subscale, were identified: (a) cognitive, (b) social, and (c) physical. A fourth subscale, general self-worth, independent of any particular skill domain, was included. A new question format was devised which provides a broader range of responses and reduces the tendency to give socially desirable responses. The psychometric properties of the scale are presented for third through ninth grades. Emphasis is placed on its factorial validity. Each subscale defines a separate factor, indicating that children make clear differentiations among these domains. The factor structure is extremely stable across this grade range. The scale is viewed as an alternative to those existing self-concept measures of questionable validity and reliability.
Youth involvement in extracurricular activities reflects both family socialization influences and civic development. Parents can promote such activity through examples set by personal involvement in the community and through reinforcement of their children's interests. Using data (N = 362) from the 9th and 10th grade waves of the Iowa Youth and Families Project (Conger & Elder, 1994), we find that both the behavioral model set by parents and their personal reinforcement of children's actions make significant differences in the extracurricular activity involvement of boys and girls. However, parental reinforcement is most consequential when parents are not engaged in community activities. In this situation, warm parents are likely to reinforce their children, and this reinforcement strengthens children's involvement in community activities. The family dynamics of civic socialization deserve more attention than they have received to date.