Extracurricular Participation Research Articles

Hearing Impairment and School Engagement Outcomes in US Children

Ensuring appropriate school engagement for deaf or hard of hearing (DHH) children in the US is important for improving their long-term outcomes as they grow into adults. To examine the associations between hearing loss (HL), its sequelae (speech and/or language disorders, behavioral and/or conduct problems, and neuropsychiatric and/or learning disorders), and various school engagement measures among school-aged children in the US. This cross-sectional study combined data from the nationally representative 2016-2021 National Survey of Children's Health. A total of 155 178 randomly selected children (weighted, approximately 49 340 700 children) aged 6 to 17 years with a parent or caregiver who responded to an address-based survey by mail or online were included. All analyses were weighted to account for the probability of selection and nonresponse and to reflect population-based estimates representative of all noninstitutionalized school-aged US children and adolescents residing in housing units. Diverse school engagement measures, including extracurricular participation in sports, clubs, paid work, volunteer work, and organized lessons, as well as educational performance variables, including missed school days, not caring about doing well in school, not doing required homework, grade repetition, and parent or guardian contacted by school. Of the estimated 49 340 700 children aged 6 to 17 years (41.1% aged 6-10 years; 51.1% male; 54.7% without underrepresented minority status), an estimated 1.4% (95% CI, 1.2%-1.5%) were reported by their parent or guardian to have deafness or hearing problems. Having DHH status was associated with significantly worse outcomes on 8 of 10 school engagement measures (eg, participation in sports: adjusted odds ratio [AOR], 0.75 [95% CI, 0.60-0.93]; missed school days: AOR, 2.98 [95% CI, 2.21-4.00]), even after adjustment for age, sex, underrepresented minority status, highest educational level of parent or guardian, federal poverty level of the household, and primary language in the household. Moreover, although subgroup analyses of DHH children with and without HL sequelae revealed significant differences (speech and/or language disorder: AOR, 5.83 [95% CI, 4.31-7.89]; behavioral and/or conduct problem: AOR, 2.75 [95% CI, 2.10-3.60]; neuropsychiatric and/or learning disorder: AOR, 3.06 [95% CI, 2.39-3.91]), HL sequelae only partially mediated the associations between these disparities. In this cross-sectional study, DHH status itself may have been the primary factor directly associated with school engagement disparities. These findings suggest the need for greater emphasis on educational accommodations and support for hearing status itself, independent of the presence or absence of HL sequelae.

Are adolescents more socially integrated in all-day schools than in half-day schools?

Abstract: In Germany, the number of all-day schools has been steadily increasing since 2001. This study examines the social relationships of students in all-day and half-day schools. We hypothesized that spending more time with different classmates in extracurricular activities and a greater emphasis on social skills in all-day schools contribute to higher levels of social integration. We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small.

The Influence Of Extracuricular Sports Programs On The Development Of Life Skills During The Covid-19 Pandemi At Ta'mirul Islam Elementary School

The purpose of this research is to explore life skills that are developed through sports at the Ta'mirul Islam Elementary School in Surakarta. More in-depth research is needed to explore the role of developing life skills through sports extracurricular participation. Data was collected through the Life Skills Scale for Sport (LSSS) and supporting questionnaires using survey techniques. The research method used is descriptive-comparative causal (expose facto). The results showed (1) students who took part in sports extracurriculars obtained the highest life skills; (2) there are differences in the value of life skills between groups of students who take part in sports extracurriculars and groups of students who take part in non-sport extracurriculars; (3) there are differences in the values ​​of life skills between groups of students who take part in sports extracurriculars and groups of students who do not take part in any extracurriculars; (4) There are differences in the values ​​of life skills between groups of students who take part in non-sport extracurriculars and groups of students who do not take part in any extracurriculars. Conclusion sports extracurriculars can be used by schools as a means to transfer life skills to students in order to develop all the potential that exists in students to live their daily lives.

Medical student intentions to practice internal medicine in underserved areas associated with debt, identity and extracurricular participation

BackgroundCurrently, Internal Medicine (IM) physicians do not reflect the ethno-racial diversity of the US population. Moreover, there is a shortage of IM physicians in Medically Underserved Areas (MUAs) in the US. The purpose of this study was to determine factors that influence medical students’ intent to practice IM in MUAs. We hypothesized students with intentions to pursue a career in IM and work in MUAs were more likely than their peers to identify as underrepresented in medicine (URiM), report greater student debt loads, and report medical school experiences in cultural competencies.MethodsWe analyzed de-identified data of 67,050 graduating allopathic medical students who completed the Association of American Medical Colleges’ (AAMC) Medical School annual Graduation Questionnaire (GQ) between 2012–2017 by multivariate logistic regression models, examining intent to practice IM in MUAs based on respondent characteristics.ResultsOf 8,363 students indicating an intent to pursue IM, 1,969 (23.54%) students also expressed an intent to practice in MUAs. Students awarded scholarships, (aOR: 1.23, [1.03–1.46]), with debt greater than $300,000 (aOR: 1.54, [1.21–1.95], and self-identified non-Hispanic Black/African American (aOR: 3.79 [2.95–4.87]) or Hispanic (aOR: 2.53, [2.05–3.11]) students were more likely than non-Hispanic White students to indicate intent to practice in MUAs. This pattern also existed for students who participated in a community-based research project (aOR: 1.55, [1.19–2.01]), had experiences related to health disparities (aOR: 2.13, [1.44–3.15]), or had experiences related to global health (aOR: 1.75, [1.34–2.28]).ConclusionsWe identified experiences and characteristics that associate with intention to practice IM in MUAs, which can aid future curricular redesign by medical schools to expand and deepen comprehension of health disparities, access to community-based research, and global health experiences. Loan forgiveness programs and other initiatives to increase recruitment and retention of future physicians should also be developed.

Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways.

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.

Inclination of Student’s Participation in Extra-Curricular Activities in Malaysian Universities

The integration of behavior change theory to investigate factors of behavioral influence in understanding the behavioral intention of students’ extra-curricular participation has been limited, contributing to the existing gap that highlights the preliminary empirical observation on how the factors influence students’ extra-curricular activity participation. The existing gap hinders a comprehensive understanding of the impact of procrastination and peer influence on students’ extra-curricular participation. Hence, further contributing to the existing body of knowledge is yet to expand the dimension and strengthen the capacity of the research area. Conversely, this study investigates the factors (recreational facilities, course structure, peer influence, time management, and procrastination) that influence students’ extra-curricular participation by integrating behavior change theory. The findings ensure direct contribution to the extended dimension of existing literatures. contribution to the extended dimension of existing literatures. Therefore, this study study will further investigate the moderating effects of peer influence and procrastination on the preexisting variables. A total of 400 responses were collected from university students from 25 universities in Malaysia. The data is analyzed using a Partial Least Square-Structural Equation Modeling (PLS-SEM). The result affirms the outcome of previous studies emphasizing that extra-curricular participation is significantly influenced by the availability of recreational facilities, adequate course structure, and procrastination. On the other hand, procrastination moderates a negative correlation between time management and students’ extra-curricular participation. With sufficient resources to encourage extra-curricular participation, universities should emphasize ameliorating students’ development and counseling policies to guide students’ peer groups and their behavioral actions toward schools’ extra activities.

Higher education student motivations for extracurricular activities: evidence from UK universities

ABSTRACT Higher education students are required to demonstrate value beyond their curricula achievements to secure jobs in increasingly competitive labour markets. Focusing on extracurricular activities as one-way students can do so, this paper uses a motivation perspective to examine what drives students to engage in extracurricular activities, and how student motivation varies between early and late-stage students. We conducted 46 in-depth interviews with students in a post-92 widening-participation university and found that four motivations – extrinsic, intrinsic, social, and pro-social – explained extracurricular participation. The motivations varied across types of extracurricular activities; extrinsic motivation was prominent for employment, academic, society and volunteering extracurriculars; intrinsic and social motivations were vital for sports and societies; and pro-social motivation for academic, volunteering, and society extracurriculars. Moreover, we found important differences between the motivations of early-year and final-year students, suggesting that motivations vary across the university journey. Our paper contributes to the literature on extracurricular activities within higher education by providing new evidence on the motivations that propel students to engage in (different) activities in the current marketised higher education environment and by identifying the level of study as an important boundary condition shaping motivations for extracurricular participation.

How do Chinese parental attitudes influence children's numeracy interests? What matters is home numeracy activities, not extracurricular participation

Early numeracy interests are important for mathematic development. To cultivate children's numeracy, it is common for Chinese parents to enroll their children in math-based organized extracurricular activities (ECAs) before schooling, as well as engage in numeracy activities at home with children. However, the extent to which extracurricular participation and home numeracy activities matter for developing young children's numeracy interests remains unclear. This study recruited 119 kindergarten children between the ages of 38 and 79 months alongside their caregivers. The demographics of participants, parental attitudes, parental practices, and online organized extracurricular activities were collected via questionnaires. The mediation model showed that parental attitudes are associated with home numeracy activities, math-based organized extracurricular activities and children's numeracy interests. Interestingly, home numeracy activities mediated the relationships of parental attitudes toward learning with children's numeracy interests, but online organized extracurricular activities did not. The findings suggest that parents should not exclusively rely on online organized extracurricular activities to cultivate their children's numeracy interests. Instead, engaging in home numeracy activities is specifically important for kindergarten children's numeracy interests.

Extracurricular activity participation in kindergarten: Who participates, and why does it matter?

This study explored the relationship between demographic characteristics and kindergarten children's extracurricular activity participation and the association between extracurricular activity participation and children's expressive vocabulary. Results indicated that children's (n = 401 children in 31 classrooms; female = 50.1%; Mage = 5.6 years) participation in extracurricular activities varied by their demographic backgrounds such as race, gender, mother's education, and income. Multilevel analyses revealed no associations between extracurricular activity participation and expressive vocabulary. Our findings emphasize the inequalities in young children's access to and participation in extracurricular activities. To promote more equitable access early in young children's education, stakeholders should consider the implications of demographic characteristics related to extracurricular participation and make concerted efforts to extend opportunities to children of varying backgrounds and resources.

Factors Contributing to English as a Foreign Language Learners’ Academic Burnout: An Investigation Through the Lens of Cultural Historical Activity Theory

During the shift from face-to-face to online emergency classes due to the COVID-19 pandemic, learners of English as a Foreign Language (EFL) were under constant pressure to familiarize themselves with the once-in-many-generations learning context. Based on the cultural-historical activity theory (CHAT), this qualitative study investigated factors contributing to EFL learners’ academic burnout at Open University, Vietnam. The interviewees were seven students, two teachers, and two administrators recruited using a theoretical-based sampling technique. The data consisted of iterative rounds of interviews which lasted approximately 60 min each until the data saturation point was reached. The content analysis revealed six factors that impacted EFL learners’ physical and psychological exhaustion, including prolonged online learning time, privacy concerns and cyber-bullying, teachers’ role, institution’s role, and support community outside the classroom. Also, teachers’ insufficient preparation for online teaching and students’ academic misconduct during exams were factors that created EFL learners’ academic cynicism. Finally, participation in social networking sites’ extracurricular activities, participation checking, and cheating in exams affected the last dimension of academic burnout, the sense of academic achievement. Based on this study, the authority, administrators, and teachers can take a more proactive role in supporting students in curbing their academic burnout during this unprecedented pandemic. The authors also hope that this study can lay the foundation for further humanistic research into the EFL learner’s psychological world in online classes, particularly when each student’s social and cultural background is considered.

Associations among academic stress, anxiety, extracurricular participation, and aggression: An examination of the general strain theory in a sample of Chinese adolescents

Associations among academic stress, anxiety, extracurricular participation, and aggression: An examination of the general strain theory in a sample of Chinese adolescents

MEASURES TO DEVELOP THE SPECIALIST LEARNING CONDITION OF SELF-STUDY AND EXTRA-CURRICULAR HOURS OF VOLLEYBALL STUDENTS AT DA NANG SPORTS UNIVERSITY, VIETNAM

Self-learning and self-extra-curricular are issues of analytical and functional understanding of the training activity in specialist schools today. They are also identified as one of the necessary solutions to physical development, contributing to improving the training quality of pupils. In order to have a reasonable basis for proposing and implementing a solution to organize self-study and self-extra-curricular hours to promote the personal and improve the training quality of students, the analysis process has conducted surveys and assessments. The reality of the motivation of self-studying and extra-curricular participation of volleyball students at the Da Nang University of Sports and Physical Education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Extracurricular activities and educational ouctomes: evidence from high-performing schools in St Petersburg, Russia

ABSTRACTThis article is based on a survey carried out among 2,428 ninth-graders from 64 high-performing schools in St. Petersburg, Russia. In the study, we examine the relationships between socioeconomic background, extracurricular participation, and educational outcomes. The findings demonstrate high levels of participation in out-of-school, compared to school-based, extracurricular activities. Extracurricular participation was also shown to be associated with better grades and, to some extent, with higher levels of university aspirations. The relatively small estimate sizes indicate, however, that extracurricular participation is not a major factor in differences in educational outcomes. Nevertheless, since participation was higher among socioeconomically more advantaged students, and grades and/or levels of university aspirations were higher among those who participated, we argue that extracurricular participation should be understood as part of social reproduction in Russia.

Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator

Participation in organized extracurricular activities (EAs) is becoming increasingly prevalent among young children in China and worldwide. As an important microsystem of child development, EA involvement is likely to interact with other microsystems in relation to child outcomes. The current study focused on the interaction between EA participation and the quality of preschool education, specifically the quality of teacher–child interactions, in relation to children's academic readiness. This study included 443 Chinese preschoolers (Mage = 5.08 years) from 49 preschool classrooms. Parents reported children's EA participation. Preschool teacher–child interactions were assessed using the Classroom Assessment Scoring System. Children's academic readiness was measured using one-on-one tasks. The results showed that although EA participation was not related to child academic readiness, the quality of preschool teacher–child interactions (i.e., emotional support and instructional support) moderated the association between EA participation and children's academic readiness (the slope variance reduction was between 12.7% and 17.5%). Specifically, the significant associations found suggest that EA participation could have a small compensatory effect on academic readiness for children experiencing very low emotional support in preschool; however, EA participation had a small negative association with academic readiness when children were already exposed to high emotional or instructional support in preschool. The findings highlight that EA involvement may not always produce beneficial outcomes in young children and that exposing children to high-quality classroom interactions in preschool is a key to fostering positive development.

Bridging the employability skills gap: going beyond classroom walls

PurposeEmployability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club.Design/methodology/approachUnderpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period.FindingsThe findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development.Originality/valuePrior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club.

Effects of Extracurricular Sports in Prepubertal and Pubertal Girls

The aim of this study was to analyse the effects of the type of extracurricular sport on the body composition, respiratory parameters, and physical condition in prepubertal and pubertal girls. Four hundred and eighty-five female athletes (aged 8–14) from different sports participated in this study. They were gathered into four groups according to the sport typology and maturity level: ‘prepubertal girls who practise collective sports’ (PRE-CS), ‘prepubertal girls who practise individual sports’ (PRE-IS), ‘pubertal girls who practise collective sports’ (PUB-CS), and ‘pubertal girls who practise individual sports’ (PUB-IS). The cardiorespiratory fitness (the 20 m shuttle run test, 20 mSRT), anthropometry, respiratory capacity (forced spirometry), handgrip, CMJ test, and stabilometry were collected. Prepubertal girls showed a lower muscle mass (kg) and fat mass (kg) than pubertal girls regardless of the extracurricular sports typology. PRE-CS and PRE-IS also showed a lower respiratory fitness and physical fitness than pubertal girls (p < 0.05). Pubertal girls did not show significant differences (p > 0.05) in any of the body composition, respiratory fitness, and physical fitness variables when comparing between collective sports and individual sports. The results show that extracurricular participation in these types sports by prepubertal girls can influence their body composition, respiratory fitness, and physical condition.

The Art of Social Justice: Examining Arts Programming as a Context for Critical Consciousness Development Among Youth.

Critical consciousness has been linked to a range of positive outcomes, particularly among marginalized youth; yet, evidence on its developmental antecedents remains limited. The current study examines whether arts participation is associated with positive change in critical consciousness, and whether these associations differ by youth's social group status. The sample consisted of high school youth (N = 2537; 10% Latinx, 7% Multiracial; 4% Black; 5% Asian; 72% White; 2% Other; 53% Female; Mage = 15.69; age range = 10-20). The results showed that youth with higher arts participation demonstrate higher growth in critical reflection and action, adjusting for baseline critical consciousness, other types of extracurricular participation, and demographic characteristics. The association between arts participation and critical action was significantly stronger for youth of color than for white youth, and the association between arts participation and critical reflection was marginally significantly stronger for white youth than for youth of color. These findings suggest that it is crucial to extend opportunities for arts involvement to all students, and to expand the ways in which arts involvement can promote critical consciousness for youth of varying dimensions of oppression and privilege.

Students of colour views on racial equity in environmental sustainability

Racial and ethnic diversity in environmental sustainability advances social equity and innovation, solving social-ecological crises. Yet, Black, Indigenous and people of colour (BIPOC) remain underrepresented in sustainability fields despite high environmental concern. Universities provide pathways to sustainability careers and help diversify the field by making programmes more equitable and inclusive for racially minoritized students. Toward this end, we interviewed undergraduate BIPOC students in interdisciplinary environmental and sustainability degree programmes about their experiences. Their observations reflect a legacy of systemic racism that persists today within environmentalism. Many described motivations connecting ecological and social well-being but lamented limited interdisciplinary and global perspectives in the curriculum. Experiences of discrimination, lack of relatability and limited discussions of race led to feeling isolated and excluded. Support networks, extracurricular participation and BIPOC-specific opportunities improved student inclusion and belonging. BIPOC students hold knowledge unapparent to non-marginalized groups that illuminates pathways to racial equity in environmental sustainability.

Sitting on the Sidelines: Disparities in Social, Recreational, and Community Participation Among Adolescents with Autism Spectrum Disorder.

Participation in extracurricular activities and community involvement during secondary school is important for the healthy social, emotional, mental, and physical development of adolescents, especially those with autism spectrum disorder (ASD). The current study utilized three waves of data (2016, 2017, and 2018) from the National Survey of Children's Health (NSCH) to examine disparities in extracurricular participation among 12- to 17-year old adolescents with ASD. Across the three waves, data demonstrate clear sociodemographic disparities among adolescents with ASD. These disparities were more evident in adolescents with caregivers that had less education and lower household income, as well as males. These disparities suggest a continued need for targeted interventions to promote engagement among adolescents with ASD to narrow this social disparity gap.

Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools

ABSTRACT Students with Emotional Disturbance (ED) graduate from high school with a standard diploma at rates far below their peers. The present study utilised archival data of former high school students with ED and a nondisabled comparison group to examine graduation-related predictor variables. The results indicated that grade point average and extracurricular activity participation positively predicted high school graduation while the number of years spent in 9th grade negatively predicted graduation for both groups of interest. For students with ED, the percentage of student attendance at special education meetings throughout high school was also statistically significant for predicting graduation. Educational implications related to adolescents with ED are discussed.