. Contextual and organizational aspects of factors affecting behavioral and academic progress of adolescents’ participation in additional education programs

Abstract

The article provides a theoretical and empirical analysis of several groups of factors that influence behavioral and academic progress of adolescents’ participation in additional education programs. Contextual factors were found to be represented by both formal and informal factors of regulation of academic behavior. Such factors are determined by the adolescent’s environment at different levels. Institutional and societal levels of contextual factors are distinguished. The societal environment is represented by cultural, national and global conditions that enable the development or degradation of the subject. For example, increased competition among adolescents encourages them to use different tools to improve their own educational level. The social and economic situation in the region, province and state makes it necessary for the young person to meet the relevant requirements of the curriculum adopted within the framework of supplementary education. Also, the authors have found that the organizational group of factors is represented by several levels. On the first level there is a random number of various sections and clubs, whose activities do not practically correspond to each other and are defined by the availability of material and human resources. In this case, the forms of activity are not able to express the specificity of a particular system of additional education. At the next level such a characteristic as consolidation can be found. At this level, additional education is represented by various laboratories and expeditions. Parallel to this, the activities are fragmented due to the lack of a clearly designed curriculum. The third level of additional education is represented by individual school units, which allows different associations to implement their activities according to the principle of continuity and unity of the curriculum