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Do extracurricular activities protect against early school dropout?
Abstract and Figures
This study examined the relation between involvement in school-based extracurricular activities and early school dropout. Longitudinal assessments were completed for 392 adolescents (206 girls, 186 boys) who were initially interviewed during 7th grade and followed up annually to 12th grade. A person-oriented cluster analysis based on Interpersonal Competence Scale ratings from teachers in middle schools (i.e., 7th-8th grades) identified configurations of boys and girls who differed in social-academic competence. Early school dropout was defined as failure to complete the 11th grade. Findings indicate that the school dropout rate among at-risk students was markedly lower for students who had earlier participated in extracurricular activities compared with those who did not participate (p < .001). However, extracurricular involvement was only modestly related to early school dropout among students who had been judged to be competent or highly competent during middle school.
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... Past research has indicated that participating in extracurricular activities could benefit the development of youths (Fredricks & Eccles, 2006;Jones et al., 2014). Specifically, extracurricular activity participation is positively associated with academic outcomes (e.g., grade point average and college attendance) (Cooper et al., 1999;Eccles & Barber, 1999;Eccles et al., 2003) and self-esteem ( Barber et al., 2001), while it is negatively related to depressive symptoms (Mason et al., 2009), dropout rates (Mahoney & Cairns, 1997), and problem behaviors (e.g., substance use) (Darling, 2005;McCabe et al., 2016). ...
Extant research has long investigated the individual antecedents of leadership emergence, but less research has explored the motivational factors. Drawing upon regulatory focus theory, the current research addresses the above issue by proposing a research model of the influence of regulatory focus on leadership emergence. Survey data collected from 426 undergraduate students in China indicated that both promotion focus and prevention focus were positively associated with leadership emergence. In addition, promotion focus contributed to leadership emergence via affective-identity motivation to lead (MTL), and prevention focus led to leadership emergence via social-normative MTL. Furthermore, undergraduate students’ extracurricular activity participation strengthened both the link between affective-identity MTL and leadership emergence and the indirect link between promotion focus and leadership emergence via affective-identity MTL. Nevertheless, undergraduate students’ extracurricular activity participation did not moderate both the link between social-normative MTL and leadership emergence and the indirect link between prevention focus and leadership emergence via social-normative MTL. This research contributes to the literature on leadership emergence, regulatory focus theory, and MTL and offers practical benefits for enhancing undergraduate students’ leadership emergence.
... Boylamsal analiz yöntemini kullanan ve atıf sayısına göre 2. Sırada yer alan araştırmada 7. Sınıfta bulunan öğrencilerin 11. Sınıfa kadar takip edilmesi sonucu ders dışı etkinliklere katılan ve katılmayan öğrenciler arasındaki okulu terk etme oranları analiz edilmiştir (Mahoney & Cairns, 1997). Bu analizlerin kullanılmasının zaman açısından ekonomik olmadığı düşünülebilir. ...
Boş zaman oyunun tanımındaki gibi serbest kişisel zaman olarak tanımlanmaktadır (Frønes, 2009). Aynı zamanda boş zaman aktiviteleri çocukların gündelik yaşamlarında akranlarıyla anlamlı ilişkiler kurduğu, duygusal ve düşünsel paylaşımlar yaptığı ve yaratıcılıklarının geliştiği bir zaman olarak görülmektedir (Carsaro, 2005). Çocukların evlerinde, sokaklarda ve arkadaşlarıyla iken rekreasyonel ve boş zaman etkinliklerine katılım deneyimlerini anlamaya giderek artan bir ilgi olduğu ifade edilmektedir (King ve ark., 2009). Resmi ve gayrı resmi rekreatif etkinlikler ve boş zaman etkinlikleri arasındaki fark önemli kabul edilmektedir (Larson & Verma, 1999). Resmi faaliyetlerde genellikle planlı ve programlı belirli kuralları ve hedefleri olan bir eğitmen eşliğinde yapılan etkinlikleri sayabiliriz. Gayrı resmi faaliyetlerde ise daha doğaçlama gelişen ve çocuk tarafından başlatılarak yönetilen etkinlikler sayılabilmektedir (King ve ark., 2006). Okullarda ders dışı etkinlikler planlanırken boş zamanların çocukların ihtiyaçları doğrultusunda değerlendirilmesi amaçlanmaktadır. Ancak yapılan bazı çalışmalar gösteriyor ki çocukların deneyimleri göz ardı edilerek boş zamanlar düzenlenmektedir. Burada ifade edilen en önemli nokta ortaya konan mevzuat, öneri, kural ya da kurumsal uygulamalar yetişkinler tarafından düzenlenirken çocukların hayatları ve deneyimleri göz ardı edilmektedir (Lehto & Eskelinen, 2020). Lehto ve Eskelinen (2020), Finlandiya’daki çocukların ders dışı zamanda yapılan etkinlikleri konusundaki algılarını ölçmek ve bu etkinliklerden arta kalan zamanlarda kendilerine özel boş zaman alanı sağlayıp sağlamadığını belirlemek amacıyla bir çalışma yapmıştır. Yapılan çalışmada çocukların arkadaşlarıyla özgürce oynamaları ve etkinliklerin tasarlanma aşamasında yer almalarının en anlamlı gelen noktalar olduğu ortaya konmuştur. Bu nedenle çocukları yetişkin adayları görmek yerine sadece çocuk kabul ederek toplumun aktif, bağımsız ve önemli bir parçası görmek gerekmektedir (Qvortrup, 2004).
... While advantaged students may be able to seek activities outside of schools, extracurricular activities at school can be a way to compensate for socioeconomic differences and offer high-quality activities for all students, no matter their financial background. Borgonovi and Pál (2016) referred to existing literature that argues that participation in extracurricular activities can create a positive connection to the school, promote higher academic performance, and lower dropout rates, especially for at-risk students (Mahoney & Cairns, 1997). ...
Background
A variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition. Some schools are resilient to socioeconomic disadvantages in their student body and demonstrate high levels of achievement. However, little attention has been given to these resilient schools. Material well-being, as one important dimension of student well-being, comprises the student’s home background and school resources. The relationship between home background and achievement is well-established but less literature includes school-level factors of material well-being. In comparing the material well-being at resilient, non-resilient, and more advantaged schools, this study aims at detecting possible patterns that may provide crucial information as to why some schools succeed better in compensating for disadvantages.
Methods
Using Swedish data from the Programme for International Student Assessment (PISA) from 2000 to 2018, the shares of resilient, non-resilient, and more advantaged school groups with different achievement levels were identified by using aggregated achievement and socioeconomic background measures. Making use of a well-being framework specifically designed for PISA data, the school groups were compared regarding their material well-being as measured by the perceived shortage of material resources and teachers, the percentage of teachers fully certified, the availability of computers, and extracurricular activities. This comparison of school groups was computed using the nonparametric Kruskal-Wallis test and a Bonferroni-adjusted pairwise comparison.
Results
The shares of resilient schools decreased considerably from 14% in 2000 to 3% in 2015. Yet, the comparison of the material well-being at resilient and other school groups led to mostly non-significant results. Overall, disadvantaged schools reported higher teacher shortages than advantaged schools, which indicates the need for a more compensatory allocation of (human) resources.
Conclusions
The study concluded that the landscape of resilient schools is under continuous change. As no patterns of significant differences between resilient and other school groups were found, the study shows no indication that the material well-being at school compensates for disadvantages in a school’s student body. The findings call for further research regarding changes in the presence of resilient schools and their possible relationship with school material well-being.
'The nexus between co-curricular activities and academic performance: A case study of higher secondary schools of district Kamber, Shahdadkot,' the authors highlight the current scenario, and further stress the importance of co-curricular activities in learning. The authors assert that co-curricular activities help abridge the excellence in academic performance and co-curricular achievements. It is found that co-curricular and extracurricular activities facilitate academic learning and help enhance academic excellence possibilities. ABSTRACT The co-curricular activities are conceptualized as a crucial aspect of students' collective learning and personal development in developed countries; however, there is a lack of empirical research concerning the contribution of co-curricular activities in achieving academic progress in school settings within developing countries. This research aims at investigating the impact of co-curricular activities on academic performance of secondary school students in the context of rural areas of Pakistan. By employing the quantitative research paradigm, the survey questionnaire was distributed to 500 secondary school students from five randomly selected secondary schools in the district of Kamber, Shahdadkot. The study data were analyzed by correlation and regression techniques with the help of SPSS. The study findings identified that the students' engagement in co-curricular activities could positively contribute to their academic performance. This reflects that the provision of co-curricular activity opportunities appear to be pivotal for improved academic performance of students within secondary school settings.
The data analysis highlights the importance of several crucial factors in the educational context. Firstly, it underscores the significance of fostering strong student-teacher relationships and recognizing the influence of economic status on academic performance, as perceived by both parents and teachers. Moreover, it reveals that school policies and practices are perceived to have a role in shaping student-teacher relationships, albeit to a somewhat lesser degree. These findings collectively emphasize the multifaceted nature of educational dynamics and the critical need for institutions to prioritize strategies that enhance teacher-student bonds and address economic disparities. Effective communication and collaboration between educators, parents, and students emerge as key drivers for improving the overall educational experience and academic outcomes. This abstract provides a succinct overview of the valuable insights gained from the data analysis, offering guidance to educators, policymakers, and stakeholders seeking to enhance the quality of education in their institutions.
Extracurricular activities consist of optional, non-graded and extracurricular activities. These activities are thought
to have a positive impact on the academic achievement levels and socialization rates of the participating children.
For this reason, the support and encouragement of parents in this regard is of great importance. This research aims
to determine the attitudes of parents towards extracurricular sportive activities.
Bu araştırmada öğrencilerin destekleme ve yetiştirme kurslarına ilişkin değerlendirmelerini konu edinen nitel çalışmaları derinlemesine yeniden inceleyerek meta-sentez yapılması amaçlanmıştır. Veri tabanları taranarak konu ile ilgili 51 çalışmaya ulaşılmıştır. Dâhil etme ve hariç tutma ölçütleri çerçevesinde değerlendirilerek 16 çalışma bu araştırmanın veri kaynağını oluşturmuştur. Bulguların derinlemesine incelenmesi ve yorumlanması sonucunda eğitim öğretim süreçleri, materyal kullanımı, ölçme değerlendirme faaliyetleri, öğretmen, okul yönetimi ve diğer temaları elde edilmiştir. İncelenen çalışmaların büyük bir çoğunluğundan olumlu alt temasında konuların tekrar edilmesi-pekiştirme kodunun, olumsuz alt temasında ise kaynak kitap eksikliği kodunun oluştuğu belirlenmiştir. Araştırmanın sonuçlarından yola çıkarak destekleme ve yetiştirme kurslarının daha etkili olması, niteliğinin artırılması için uygulayıcılara ve araştırmacılara yönelik öneriler verilmiştir.
Inequality research has found that a college education can ameliorate intergenerational disparities in economic outcomes. Much attention has focused on how family resources impact academic achievement, though research continues to identify how mechanisms related to social class and structural contexts drive college attendance patterns. Using the Education Longitudinal Study and multilevel modeling techniques, this study uniquely highlights how extracurricular activities relate to family socioeconomic status and school contexts to influence college attendance. Altogether, sport and non-sport extracurricular participation, college expectations, and academic achievement scores, situated within unique school contexts that are driven by residential social class segregation, contribute to the cumulative advantages of children from higher SES families. The results from this study show that these cumulative advantages are positively associated with college attendance and an increased likelihood of attending a more selective school.
Students absenteeism and its relation to socio-economic and familial factors in the elementary schools of Eastern UP.
This volume focuses on methods of data treatment, emphasising the importance of careful matching of methodology to the substantive problem under consideration. It deals particularly with concepts of stability and change which are central to personality and developmental research. Contributions to this volume explore the methodology and scope of life span studies in a varity of contexts, including intellectual and cognitive development, transitions such as that from childhood to early adult life, social mobility, behavioural genetics, and psychological disorder, particularly depression. A valuable reference for a wide range of interests in developmental psychology, social and behavioural science, psychiatry, epidemiology and statistics.
Using the most comprehensive data set on school dropouts that we have to date, the High School and Beyond study, Ruth Ekstrom, Margaret Goertz, Judith Pollack, and Donald Rock provide an analysis of the salient characteristics of the dropout population.
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