Abstract
BackgroundOrganized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family.MethodsThe sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes.ResultsParticipation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17–1.54) for lower school-related stress to 1.97 (95% CI 1.73–2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds.ConclusionYouth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.
Highlights
School is an essential developmental context during adolescence [1] and closely relates to health of young people
Participation in Organized leisure-time activities (OLTA) was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age
The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17–1.54) for lower school-related stress to 1.97 for above-average academic achievement
Summary
School is an essential developmental context during adolescence [1] and closely relates to health of young people. It is assumed that OLTA fosters initiative [16], non-cognitive skills [17], learning goal orientation [18] and the formation of supportive social networks [1] This can in turn lead to better achievement and attachment to school. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. It assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family
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