Engagement In Extracurricular Activities Research Articles

A Study on Entrepreneurial Inclination and Characteristics of Students of Civil Engineering in Nepal- A Case Study of Himalayan Institute of Science and Technology (HIST), Nepal

A study conducted at the Himalayan Institute of Science and Technology (HIST) in Nepal explored entrepreneurial inclinations and characteristics among Civil Engineering students, aiming to achieve three objectives. Firstly, the study assessed entrepreneurial inclination among these students. Secondly, it examined demographic factors associated with entrepreneurial tendencies. Lastly, it identified and analyzed perceived entrepreneurial traits among engineering students. The study included students from all years of the Civil Engineering program, with over 80% responding to a questionnaire survey. Demographic analysis revealed a male majority across all age groups, with a significant portion falling within the 18-24 age range. Most fathers were engaged in occupations categorized as "Other," while mothers predominantly fell into the same category. Limited representation was observed in government sectors for both parents. Student engagement in extracurricular activities varied, with a notable increase in entrepreneurial activities among older age groups. T-test results highlighted gender disparities in certain areas, although both male and female students demonstrated entrepreneurial tendencies. These findings underscore the importance of entrepreneurial education and inform future research and policy decisions. T-test analyses further revealed nuanced insights into age groups and entrepreneurial aptitude, suggesting the need for tailored educational approaches. Successful entrepreneurship was associated with higher scores in networking, leadership, time management, and sales/marketing skills. The study emphasized the significance of adaptability, resilience, customer orientation, and efficient time management in entrepreneurship. These insights can inform entrepreneurship education programs, emphasizing key characteristics and addressing diverse perceptions among aspiring entrepreneurs. Further research is recommended to explore the underlying factors contributing to age-related entrepreneurial differences

Adapting to Change: Challenges and Opportunities of Hairdressing Students in A National Secondary Technical School

Students faced significant challenges in acquiring practical hairdressing skills as schools transitioned to distance or blended learning. The findings revealed two themes: transitional challenges and beneficial effects. Challenges during the transition include adjustments, drawback, financial constraints, feeling of inadequacy and limited equipment. The shift from modular to face-to-face learning introduced issues like time management struggles and dissatisfaction with the modular approach. These issues lead to more concerns about academic setbacks and motivation upon the transition to face-to-face classes called new normal. Moreover, financial constraints due posed a challenge. Despite these hurdles, participants found the transition beneficial as they appreciate the enriched learning, hands-on interactions, and engagement in extracurricular activities. The new normal was recognized for its practical engagement, facilitating networking, and attracting clients which led to improving communication skills and creating job and entrepreneurial opportunities. The study's findings strongly support the notion that hairdressing students thrive and excel when immersed in a hands-on, face-to-face learning environment. This suggests the need for further research to better improve their experiences and skill development.

Self-esteem: A study on the relationship between self-esteem and factors affecting student life

Objective: 1) To assess self-esteem scores in college students. 2) To study the effects of various variables on self-esteem scores. Method: In this study by AACCI, the Rosenberg Self-Esteem Scale (RSES) scale was used (n = 354; age range: 17-21 yrs.; M= 18.63 yrs., SD = 1.06 yrs) self-esteem and its relationship with age, sibling status, academic course, engagement in extracurricular activities, self-perceived internet and social media usage and dependence, substance use, and self-perception of control over one’s life in an all-women’s college in North India. The data were analysed using t-tests and one-way ANOVAs. Results: Majority (76.27%) of the group has low scores (10-24), a minority (23.73%) have moderate scores (25-35) and no (0%) participants have high scores (36-40). Low RSES scores were seen in those participating in interschool/college competitions (n=77, 28.52%) (M = 23.922, SD = 1.403) vs those who did not (n=193, 71.48%) (M = 23.378, SD = 1.383), {t (268) = 2.905, p = 0.002}. Participants who engaged in interschool/ college sports competitions (n=15, 17.86%) (M = 26.333, SD = 0.617) had significantly higher moderate scores vs those who did (n=69, 82.14%) (M = 26.855, SD = 1.061), {t (82) = 1.833, p = 0.035.} Significantly lower scores were seen in participants using social media (n=255, 94.44%) (M = 23.596, SD = 1.368) as compared to participants who did not (n=15, 5.56%) (M = 22.467, SD = 1.685), {t (268) = 3.066, p = 0.001}. Other demographic variables had no statistically significant effects (p >0.05). Conclusion: Participation in extracurricular activities improved self-esteem in students. Social media usage significantly impacted self-esteem negatively. Most participants had low to moderate self-esteem scores. None had high scores. AACCI recommended a session of Life Skill Education with special emphasis on self-esteem.

Study of Resilience in Female College Adolescents and Young Adults: Tough Times Don’t Last, Tough People Do

This study is part of a multicentric youth project conducted by Association of Adolescent and Child Care in India (AACCI).We examined resilience and its association with demographic variables like age, sibling status, academic course, engagementin extracurricular activities, perceived internet/social media usage and dependence, substance use and perception of controlover one’s life. We used a cross-sectional design with a sample of 17- to 21-year-old female college students from Delhi. Wefound that students who perceived control over their lives had high total scores on resilience measures. Students who usedsocial media had higher total and relational resilience than those who did not use social media. Students who did notuse social media had higher individual resilience. Those who did not see themselves as dependent on social media hadhigher total resilience and relational resilience. Those who did not see themselves as dependent on the internet had higherrelational resilience. There were no significant relationships between resilience and the other demographic variables. Resultsfrom the current study shed light on factors contributing to resilience among adolescents. We can use these findings todevelop training programs that promote adolescent well-being

Learning self-regulation: an important soft skill for AYAs

Background: The ability to self-regulate plays a critical role in accomplishing the developmental tasks in the stages of late adolescence, early adulthood and general psychosocial wellbeing. Aims: As part of the Association of Adolescent and Child Care in India’s multicentric studies on youth behaviour, the current study aimed to understand the effect of self-regulation, total, short-term and long-term as measured by the ASRI in female college-going students. We also studied these scores in relation to sociodemographic factors such as gender, age, sibling status, along with other variables such as perceived control over one’s life on self-regulation abilities. Methods: A cross-sectional study was conducted using convenience sampling. Participants (n = 354) were in the age groups between 17 to 19 and 20 (late adolescence) to 21 years (young adults), pursuing B.A., BCom., or BSc. in a college in North India. The Adolescent Self-Regulatory Inventory (ASRI) was administered to participants in order to assess both short-term and long-term self-regulation. Permission: Ethical clearance for this project was given by AACCI’s Institutional Ethics Committee. tool used: Moilanen Adolescent Self-regulation Inventory ASRI. The Internal consistency (alpha) for the ASRI was 0.75 for short-term self-regulation scale and 0.80 for long-term self-regulation scales. Confirmatory factor analyses were performed to check for the inventory’s validity, two factors were used, short-term and long-term self-regulation, factors correlated 0.83. Statistical analysis: The data was analysed using the Jeffreys's Amazing Statistics Program (JASP 0.17.2.0). T-tests were conducted to study the effects of age, engagement in extracurricular activities, perceived internet and social media dependence, and substance use on the ASRI. One-way ANOVAs were conducted to determine the effects of sibling status, academic course, and perceived control over one’s life on the ASRI. Additionally, we also used the Kruskal-Wallis test, Mann-Whitney U test, Welch’s test and Levene’s test of equality of variances. The statistical significance of the calculated coefficients was considered at p<0.05. Results: The participants who self- perceived that they had control over their lives had higher scores for overall self-regulation (p=0.002), short-term (p=0.03) and long-term self-regulation (p=.0.004) on the ASRI compared to those who were not sure and those who did not believe that they had any control over their lives. Participants who self -perceived that they were dependent on social media had lower scores on short-term (p=0.01) and long-term self-regulation (p=0.01) on the ASRI compared to those who did not perceive themselves as being dependent on social media. Conclusion: Our sample showed that among all the variables we examined e.g., age sibling status, participation in extracurricular activities and tobacco, alcohol consumption , significant results were found for only two variables that accessed students’ self-perception (control over one’s life and social media usage). This suggests that at the stages of late adolescence and young adulthood, self-perception contributes to self-regulation abilities.

‘I am enough!’ study of social self-efficacy in female AYA college students

The Association of Adolescents and Child Care in India (AACCI; www.aacci.in) conducts multicentric studies on youth behavior in India using openly accessible psychometric tools. This study is part of a multi-centric youth project “Building Resilience in Youth;” we used Connolly’s (1989) Social Self-Efficacy Scale (SSES) to explore the relationship between social self-efficacy (SSE), an important soft skill for adolescents and young adults (AYAs), and several sociodemographic variables, including age, sibling status, academic course, engagement in extracurricular activities, perceived Internet/social media usage and dependence, substance use, and perception of control over one’s life. The study design was a cross-sectional study conducted in 2018 with 354 female AYAs aged 17 to 21 years from an all-women, multi-stream college in Delhi. The results showed that participants in the 17-19 age group had higher total SSES scores along with the Friendship/Intimacy, group, and Giving/Receiving Help subscales. Participants engaging in extracurricular competitions had a higher total SSES score including Assertiveness, Group, Public Performance, and Giving/Receiving Help subscales. Participants who had no siblings scored higher on the Friendship/Intimacy subscale. Participants competing in sports competitions score higher on the public performance subscale. All other demographic variables did not have a statistically significant relationship with the total and subscale SSES scores. The results allowed the management to conduct parent and student workshops. In addition, more studies are needed to qualitatively understand the role of age, extracurricular competitions, and sibling status on SSE with a more diverse sample

Level of Involvement in Extracurricular Activities and Employability Skills of Graduating Students

This research examines the extracurricular involvement and employability skill evaluations of a broad group of graduating students from various academic institutions from Hunan Province of China. The graduates demonstrate a significant level of engagement in extracurricular activities, placing emphasis on the acquisition of skills, collaborative efforts, personal development, and acknowledgement. Graduating students demonstrate a high level of proficiency in various essential abilities such as communication, teamwork, leadership, problem-solving, and professionalism, thereby significantly improving their prospects in the job market. Nevertheless, there exists potential for enhancement in the domains of time management and organization.

Human Rights Insights into School and Community Viewpoints of Girl-Child Schooling in Rural Areas of Chadiza District, Eastern Province, Zambia

Objective: To establish school and community viewpoints of girl-child schooling in rural areas of Chadiza District, Eastern Province of Zambia. Methods: The study used qualitative research methodology, particularly following the narrative inquiry. The sample comprised 2 primary schools in the district with 32 respondents: 2 head teachers, 10 teachers (5 from each school), 16 pupils (8 from each school) and 4 members of the community (2 representing each school). The study employed a self-sampling method to select headteachers, simple random sampling procedure to select teachers and pupils; and convenient sampling to select members of the community. Data were collected through interview guides and observation guides. Data were coded and transcribed. Thematic data analysis method was employed. Results: The findings indicated that parents' level of education and distribution of responsibilities of household chores to school-going children affects their (girl-children) academic performance and engagement in extra-curricular activities. The respondents unanimously cited the following vices as perpetuators of girl-child school dropouts: truancy: community-led income generating activities, financial constraints, terminal illnesses, orphanage, child abandonment, female-headed households, marriage break-ups, parent/guardian drunkenness and sexual harassment. Conclusion: The District Education Office and the Community should intensify media and local community sensitization of girl-child education in Chadiza District of Zambia in order to curb vices that affect school-going girls.

Influential Factors on Entrepreneurial Competencies in Thai Community Development Program Students: A Study in Higher Education Institutions

While there has been growing interest in fostering entrepreneurial skills among students, research is scant on the factors influencing these competencies in Thai higher education settings. To address this gap, this study focused on 198 community development majors at Rajabhat University in southern Thailand. It examined the impact of individual characteristics and engagement in extracurricular activities on their entrepreneurial competencies. The study posed two hypotheses: 1) Individual characteristics, such as age, gender, and family income, influence the entrepreneurial skills of these students; 2) There is a positive correlation between students' engagement in learning-enhancing activities and their entrepreneurial skills. Data were collected through a survey, distributed via stratified sampling, and analysed using a range of statistical methods including t-tests, one-way ANOVA, and Chi-square tests, with a significance level set at p < 0.05.The findings revealed high levels of student engagement in extracurricular activities such as club membership and event attendance. Performance metrics indicated strong entrepreneurial competencies among the students. Factors like age, gender, academic performance, family income, educational environment, and chosen field of study were found to significantly influence these competencies. Importantly, a strong correlation was observed between students' engagement in extracurricular activities and competencies like innovation, risk-taking, proactivity, competitiveness, and work independence. This study offers valuable insights into the roles of individual characteristics and extracurricular engagement in shaping entrepreneurial competencies among Thai university students.

Undergraduate Perceptions of Extracurricular and Co-Curricular Activities and Impact on Social Skills Development

This research explores the perceptions of undergraduates at a Sino-foreign cooperative university in terms of extracurricular activities (ECAs) and co-curricular activities (CCAs) and their impact on social skills development. Few studies relate engagement in ECAs and CCAs with social skills development, and much less in the context of transnational and/or Sino-foreign higher education. This case study adopts an overarching exploratory research paradigm mobilizing quantitative and qualitative data collection in a concurrent mixed-methods approach. This study proposes an original conceptual framework for curricular, co-curricular and extracurricular activities in the context of a Sino-foreign higher education, such as the University of Nottingham Ningbo China. Suggestions for students to develop social skills through participation in ECAs and CCAs and suggestions for university staff to improve the offer and quality of ECAs and CCAs are investigated. Results of this study provide insights of relevance for both students and staff in the context of Sino-foreign higher education.

Shyness, extracurricular activity engagement, and internalizing problems among emerging adults in university.

Shyness, extracurricular activity engagement, and internalizing problems among emerging adults in university.

Living apart after adoption or guardianship: Perspectives of adoptive parents and guardians

BackgroundFor children who are not reunified with their biological family members, the child welfare system promotes legal permanence through adoption or guardianship. The intent of adoption and guardianship is a safe home where children develop familial relationships that last a lifetime. However, issues may arise that result in children or youth living apart (LA) from their families after adoption or guardianship. In this study, LA is defined as a youth living outside the home after adoption or guardianship for two weeks or longer because the youth was receiving treatment in a residential or hospital setting, in a juvenile justice setting, or became homeless or ran away from home. ObjectiveUsing caregiver survey data, this study examined the following questions: (1) What is the prevalence of LA? (2) What are the risk and protective factors at child and family levels that are associated with LA? (3) What is the nature of the relationships between family members among those who have experienced LA? Participants and SettingThis study re-purposed data from surveys of adoptive parents and guardians of children formerly in foster care in four states (n = 2473). MethodsData were collected concurrently, and analyzed through an explanatory sequential mixed methods design began with determining prevalence rates and logistic regression to explore risk and protective factors for LA. This was followed by an examination of survey responses from a subsample of children who experienced LA to provide a deeper understanding of family relationships. Results8% of respondents experienced LA. Regression findings: kinship (OR = 0.57), higher family income (OR = 0.89), and engagement in extracurricular activities (OR = 0.37) served as protective factors for LA. Two elements of relationships were identified: Reciprocal, nurturing connections, which enhanced familial relationships and unfulfilled, unsupported connections that strained familial relationships. ConclusionsThis study expands our understanding of the challenges faced by adoptive and guardianship families. Key findings include the importance of extracurricular school-related involvement, biological family support, and adoption or guardianship specific services.

Experience of university life by disabled undergraduate students: the need to consider extra-curricular opportunities

Many undergraduate students attending UK universities have a chronic illness or disability. Support for disabled students has increased in recent years through government funding and university disability services. This research examined experiences of disabled undergraduate students in academic and extra-curricular areas of student life and experience of university disability support. Semi-structured interviews were conducted with 20 undergraduate students. Thematic analysis identified four main themes: symptoms impacting on university life, academic issues, extra-curricular activities and experience of university support. Extensive and varied challenges were experienced in relation to all areas of student life. Some disabled students felt well supported but others felt much more support was needed. Some students had limited or no engagement in extra-curricular activities. Some progress appears to have been made in the last twenty years in supporting disabled undergraduate students but more support is needed. Disability support should be extended beyond academic work to include extra-curricular activities.

Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

AFTER-SCHOOL ACTIVITIES AND SECONDARY STUDENTS ACADEMIC PERFORMANCE IN SELECTED SCIENCE-RELATED SUBJECTS IN YALA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA: CURRICULUM IMPLICATION

The study focused on after-school activities and secondary students’ academic performance in selected science-related subjects in Yala Local Government Area of Cross River State, Nigeria: Curriculum implication. The research design adopted for the study is the survey design and the population of this study comprised all Senior Secondary School One (SSS1) students in selected public Secondary schools in Yala Local Government Area. The population stood at 3,201, with males 1, 501 and 1, 700 females in ten (10) selected Secondary schools in the area. The simple random sampling technique was adopted to select the respondents in the study area thus, (111 males and 119 females). The instruments used for data collection were two questionnaires titled After-School Activities Questionnaire and Student’s Academic Performance Test in Chemistry, Physics, and Mathematics (ASAQAPTCPM), designed by experts in the chosen field of study, and the reliability was established with spilt-half reliability techniques result showed a high correlation value of 0.87 to 0.89 and this was considered high enough to use the instrument for data collection. The hypotheses formulated to guide the study were tested using the appropriate statistical technique at 0.05 level of significance using simple linear regression analysis and the findings revealed that engagement in playing after school, engagement in homework, and engagement in extra moral classes significantly predict students’ academic performance in Chemistry, Physics, and Mathematics. It was recommended that parents should encourage their children by providing the needed learning materials like textbooks, prompt payment of school fees, school uniforms, and engagement in extra-curricular activities to facilitate playing activities in the learning process, such as sports, drama music, scouting, dance, and various clubs which will promote harmony in learning.

Characterization of Premigration and Postmigration Multidomain Factors and Psychosocial Health Among Refugee Children and Adolescents After Resettlement in Australia

A better understanding of the psychosocial health of resettled child and adolescent refugees and associated premigration and postmigration factors may help this population integrate effectively. To estimate the associations of premigration and postmigration multidomain factors with psychosocial health after resettlement among young refugees of different ages. This cross-sectional study used wave 3 data from the Building a New Life in Australia (BNLA) cohort study, as they represented the first time a BNLA study included a child module targeting children and adolescents in the migrating unit as a nested component of the broader study. The study population consisted of children aged 5 to 10 years and adolescents aged 11 to 17 years. The caregivers of the children, the adolescents themselves, and the adolescents' caregivers were invited to complete the child module. Wave 3 data were collected from October 1, 2015, to February 29, 2016. Statistical analysis was performed from May 10 to September 21, 2022. Premigration and postmigration multidomain factors, including individual (child and caregiver), family, school, and community levels, were measured. Social and emotional adjustment and posttraumatic stress disorder (PTSD) were the dependent variables measured by the Strengths and Difficulties Questionnaire (SDQ) and an 8-item PTSD scale. Weighted multilevel linear or logistic regression models were used. Of the 220 children aged 5 to 10 years (mean [SD] age, 7.4 [2.0] years), 117 (53.2%) were boys; of the 412 adolescents aged 11 to 17 years (mean [SD] age, 14.1 [2.0] years), 215 (52.2%) were boys. Among the children, compared with no exposure, exposure to premigration traumatic events (β = 2.68 [95% CI, 0.51-4.85]) and having family conflicts after resettlement (β = 6.30 [95% CI, 2.97-9.64]) were positively associated with SDQ total difficulties score; school achievement was negatively associated with SDQ total difficulties score (β = -5.02 [95% CI, -9.17 to -0.87]). Among the adolescents, being treated unfairly (β = 3.32 [95% CI, 1.41-5.22]) and parenting harshness after resettlement (β = 0.25 [95% CI, 0.11-0.40]) were positively associated with SDQ total difficulties score; engagement in extracurricular activities (β = -3.67 [95% CI, -6.83 to -0.50]) was negatively associated with SDQ total difficulties score. Exposure to premigration traumatic events (adjusted odds ratio [aOR], 2.49 [95% CI, 1.10-5.63]), being treated unfairly (aOR, 3.77 [95% CI, 1.60-8.91]), and facing English language barriers (aOR, 6.41 [95% CI, 1.98-20.79]) after resettlement were positively associated with the presence of PTSD. In this study of refugee children and adolescents, apart from premigration traumatic experiences, several postmigration family- and school-related factors and social integration factors were associated with psychosocial health after resettlement. The findings suggest that family- and school-centered psychosocial care and social integration programs targeting related stressors merit increased attention for improving the psychosocial health of refugee children and adolescents after resettlement.

Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education

Research studies worldwide have focused on higher education dropout, persistence, and success. Given the profound changes in higher education that have taken place in recent decades, higher education institutions need to compete for students by attracting, retaining, and, ultimately, graduating them. Thus, higher education institutions increasingly offer actions that aim to foster student success. While a smooth and supported process of student transition from secondary to tertiary education is one of the key variables in higher education student retention and paramount for preventing student dropout, the student’s overall experience in higher education plays a pivotal role in their performance and success. This paper focuses specifically on higher education students’ academic and social involvement, notably through their engagement in extracurricular activities and decision-making processes, which are perceived as critical mechanisms in their persistence in higher education. The study used a qualitative approach with the analysis of four Portuguese higher education institutions. Data were collected through in-depth interviews with students and institutional leaders, complemented with document analysis, and explored through content analysis. The results reveal that, from the wide range of opportunities for involvement offered to students by the higher education institution, activities of an academic nature are the most sought after by students to complement their educational experience. However, students perceive involvement in extracurricular activities in general as critical, both to their overall education and preparation for the labor market and to an easier integration into the institutional environment. Hence, student involvement in cultural or recreational activities, alongside their involvement in institutional decision-making bodies and associative movements, is a privileged way of complementing students’ academic training and is perceived by them as important in their overall education, both as professionals and as individuals.

Media regulation strategies in parents of 4- to 16-year-old children and adolescents: a cross-sectional study

BackgroundSince children can only control and limit their own media use to a limited extent, it is often the parents who regulate their children’s media use. However, there is insufficient research on which strategies they use and on how these strategies are related to socio-demographic and behavioral parameters.MethodsThe parental media regulation strategies co-use, active mediation, restrictive mediation, monitoring, and technical mediation were assessed in a sample of 563 four- to 16-year-old children and adolescents from middle to high social strata participating in the German cohort study LIFE Child. We investigated cross-sectional associations with socio-demographic characteristics (age and sex of child, age of parent, and socio-economic status (SES)) and other behavioral parameters of children (media use, ownership of media devices, engagement in extracurricular activities) and their parents (media use).ResultsAll media regulation strategies were applied frequently, with restrictive mediation occurring most frequently. Overall, parents of younger children and of boys mediated media use more frequently, while we observed no differences depending on SES. Regarding child behavior, the ownership of a smartphone and a tablet/personal computer/laptop was associated with more frequent technical restriction, while screen time and engagement in extracurricular activities was not associated with parental media regulation. In contrast, parental screen time was related to more frequent co-use and less frequent use of restrictive and technical mediation.ConclusionParental regulation of child media use is influenced by parental attitudes and a perceived need for mediation (e.g., in younger children or children owning internet-enabled devices) rather than child behavior.

Student engagement in organising extracurricular activities: Does it matter to academic achievement?

This retrospective correlational study aimed to clarify the relationship between student engagement in organising extracurricular activities (ECAs) and academic achievement among pre-clerkship students. Data were from pre-clerkship students who enrolled during the 2012–2016 academic years at the Faculty of Medicine, Chulalongkorn University. Each cohort was followed for three consecutive years from the first to the third year of their 6-year program. The dependent variable was academic achievement, measured by grade point average (GPA). The independent variable was the level of involvement in organising ECAs, divided into breadth and intensity for each type of involvement. The results revealed that academic achievement had a linear correlation with the frequency of organising educational activities (r[1463] = 0.10; p < 0.001) and the frequency of organising community development and volunteering activities (r[1463] = −0.057; p = 0.030). Additionally, academic achievement had a curvilinear relationship with the frequency of organising recreational and miscellaneous activities, with a point of diminishing return at 1 activity per 3 following years. In summary, there were three relationships – positive linear, negative linear, and curvilinear – between academic achievement and student engagement in ECAs, based on the type of activity. Each should be supported in different ways to improve academic achievement.

Contextualizing School Engagement During Transition for Students Receiving Special Education and English Learner Services

School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high school engagement. We then examined engagement through interviews with 26 dually identified students from a large district in the northeastern United States. A contribution of this mixed-methods study is that while national data revealed somewhat limited engagement in extracurricular activities and inconsistent attendance, student interviews reflected self-perceptions of positive engagement. Implications for research and practice include further examining inner-group variation and increasing school–community partnerships for expanded engagement.