Participation In After-school Programs Research Articles

경향점수를 활용한 고등학교 방과후학교 참여 효과 : 대학진학 준비행동과 지역별 차이를 중심으로

경향점수를 활용한 고등학교 방과후학교 참여 효과 : 대학진학 준비행동과 지역별 차이를 중심으로

Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students’ cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in after-school programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service.

Profiles of afterschool motivations: A situated expectancy-value approach

Despite the benefits of afterschool programs, we know very little about what motivates adolescents to attend and what costs they might associate with doing so. Situated expectancy-value theory (SEVT) proposes that expectancy for success, value, and cost perceptions are motivational beliefs that are important precursors to students’ engagement in such programs, and thus may shape the extent to which students can benefit from them. Accordingly, we examined profiles of expectancy, value, and cost beliefs associated with afterschool program participation in a sample of middle school students (N = 197) in an urban context. We then examined profiles for their relations to student demographics (gender, grade, race/ethnicity), achievement (English and Math grades), and program attendance. Latent profile analyses yielded three profiles: a moderate-low mixed motivation profile, a high cost and mixed motivation profile, and a positively motivated with moderate effort cost profile, thus uniquely contributing to the literature by describing the nature and incidence of how multiple motivational beliefs co-occur among groups of students in afterschool spaces. Subsequent analyses revealed that the positively motivated with moderate effort cost profile was associated with higher program attendance rates than the other two profiles. These results extend the theoretical knowledge base by exploring students’ expectancies, values, and costs in an informal educational context and have important implications for afterschool educators and policymakers.

GLMM tree의 적용 가능성 탐색

This study aims to introduce the GLMM tree and show its usefulness in educational research. The GLMM tree model is an extension of MOB to be applied to multilevel data, which detects subgroups with differential effects to estimate the fixed-effect in each subgroup and the random effect by the cluster to which each observation belongs. In this study, we identified the differential effects by detecting subgroups of afterschool programs and private tutoring participation in mathematics achievement of second grade high school students. Using the GLMM trees, students were divided into 16 and 15 subgroups respectively according to the participation of afterschool programs and the private tutoring. Also, cognitive and affective variables such as pre-mathematics achievement, interest in mathematics were selected as nodes. For both treatments, it was confirmed that the fixed-effect was estimated differently for each subgroup. Based on the results, we compared the differential effects of participation in afterschool programs and private tutoring and factors selected as nodes of models, and discussed the potential of the GLMM tree model in educational research.

Analysis of Participation of Schoolchildren in Extracurricular Activities and the Health Aspect of their Routine: Results of a Sociological Survey

Introduction: Extracurricular activities are an important tool of preparing children for a successful life, setting essential core values, and identifying professional preferences. Student participation in after-school educational programs determines the density of elements contributing to acquiring new skills, knowledge, and physical capabilities in their daily routine. Objective: To assess the coverage of schoolchildren with supplementary education and to give a hygienic assessment of their extracurricular activities. Materials and methods: We analyzed data of the Internet-based survey of over 46,000 schoolchildren from 64 regions of the Russian Federation conducted in January – March 2021 using a standard Excel package and Statistica 10. Results: We estimated a smaller coverage of schoolchildren of all age groups with after-school sports (33.1–43.0 %) than with other types of activities, including circles/sections and studios (39.4–62.6 %). We established that 35 % of the respondents did not participate in extracurricular activities at all, with the largest and smallest proportions of such students in grades 9–11 (45.5–47.3 %) and grades 3–5 (27.7%–28.4 %), respectively. On average, 17.6 % of the respondents reported having regular classes with a tutor; the proportion of children attending tutorials was higher among school graduates and tended to increase with school age from 7.5 to 46.2 %. The proportion of eleventh graders studying with tutors was 35.9 % higher than that attending sports clubs. It should be noted that 20.7 % of the respondents reported having no walk on school days, except walking to school and back home, and the share of such children increased with age. Conclusion: Our study revealed age-specific characteristics of extracurricular activities and leisure of schoolchildren, availability and demand for supplementary educational services, and demonstrated the lack of skills of effective after-school time planning in modern students.

The journey of a science teacher: preparing female students in the training future scientists after-school program

What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky’s sociocultural theory and Maslow’s Hierarchies of Needs have on achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky’s sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of community center for boys and girls after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pretest and posttests over the content from a state-specific standardized curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the knowledge of the adolescent female’s science content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to secondary science teacher-researcher, peer leaders that were in the 9th–12th grade, and Science, Technology, Engineering and Math (STEM) role models from a private medical school mentor program facilitated by graduate and medical students and fellows as volunteers. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career.

Association between caregiver depression and child after-school program participation

ABSTRACT Depressive symptoms in parents and caregivers to children are associated with adverse biopsychosocial outcomes for caregivers themselves and the children in their custody. Higher overall and parenting-related stress, including stress over children’s unsupervised after-school time, is associated with increased caregiver depression risk. Child after-school program participation is a form of social support that may mitigate parenting-related stress and reduce caregiver depression risk. This study tested for the association between child after-school program participation and caregiver depression in a sample of 486 caregivers in Richmond, Virginia. Child after-school program participation was associated with a significant reduction in the likelihood of a past caregiver depression diagnosis (OR = 0.58, 95% CI = 0.39– 0.86, p = .007). This relationship remained significant after adjusting for the influence of caregiver anxiety, stress, financial hardship, and sociodemographic characteristics (OR = 0.49, 95% CI = 0.27– 0.86, p = .015). Child after-school program participation may function as a protective factor that reduces caregiver depression risk. More research is needed to determine whether the observed association is causal in nature and dosage dependent. Findings from this and future studies may be used to inform evaluation of the impact of after-school programs at the family-level.

The impact of afterschool program attendance on academic outcomes of middle school students.

This evaluation examined the effects of afterschool programs-supported by an afterschool system intermediary organization (ASIO)-on middle school students' academic performance and examined how those effects varied by student characteristics and program engagement. In this longitudinal, quasi-experimental matched comparison group evaluation, propensity score matching was used to create demographically balanced samples of ASIO-supported afterschool program participants and nonparticipants. Students enrolled in the afterschool programs did not differ from non-participants in growth over time on most academic outcomes. Students attending the afterschool programs showed less growth on certain state test scores compared to nonparticipants. Student demographic characteristics did not consistently influence participant outcomes. Among program participants only, students who were enrolled more than 1 year demonstrated a 7-percentile-point increase in state test scores per year of program engagement. There was no consistent evidence that ASIO-supported afterschool program participation was associated with improved student academic outcomes. However, study results support increased emphasis on afterschool program retention, given that longer duration of participation in the afterschool programs was associated with more growth on multiple academic outcomes.

Predicting Women's Persistence in Computer Science- and Technology-Related Majors from High School to College

While demand for computer science and information technology skills grows, the proportion of women entering computer science (CS) fields has declined. One critical juncture is the transition from high school to college. In our study, we examined factors predicting college persistence in computer science- and technology-related majors from data collected from female high school students. We fielded a survey that asked about students’ interest and confidence in computing as well as their intentions to learn programming, game design, or invent new technology. The survey also asked about perceived social support from friends and family for pursuing computing as well as experiences with computing, including the CS Advanced Placement (AP) exam, out-of-school time activities such as clubs, and internships. Multinomial regression was used to predict persistence in computing and tech majors in college. Programming during high school, taking the CS Advanced Placement exam, and participation in the Aspirations awards program were the best predictors of persistence three years after the high school survey in both CS and other technology-related majors. Participation in tech-related work, internships, or after-school programs was negatively associated with persistence, and involvement with computing sub-domains of game design and inventing new applications were not associated with persistence. Our results suggest that efforts to broaden participation in computing should emphasize education in computer programming.

REACH Harlem: young urban boys’ experiences in an after-school PA positive youth development program

ABSTRACTBackground: After-school approaches offer a viable solution to the current challenge of physical inactivity among many adolescents; however, availability, cost, transportation, and interest limit many youths’ choices during non-school hours [Roth, Brooks-Gunn, Murray, and Foster 2003. “Youth Development Programs: Risk, Prevention and Policy.” Journal of Adolescent Health 32 (3): 170–182]. In addition to these limitations, safety concerns in urban communities act as barriers to participation in both after-school programs [Sanderson and Richards 2010. “The After-School Needs and Resources of a Low-income Urban Community: Surveying Youth and Parents for Community Change.” American Journal of Community Psychology 45: 430–440] and physical activity [Moore, Roux, Evenson, McGinn, and Brines 2010. “A Qualitative Examination of Perceived Barriers and Facilitators of Physical Activity for Urban and Rural Youth.” Health Education Research 25 (2): 355–367].Purpose: This year-long qualitative case study sought to explore young urban boys’ experiences in an after-school program that aimed to empower young men through the sport of basketball.Method: Two coaches facilitated weekly sessions for 5–20 young men of color in an urban, public school after-school program in Harlem, NY. The program recruited young men to an after-school program that offered basketball instruction in a safe space. During the program, students worked on basketball skills as well as reflective reading and writing through weekly journals and immersive conversations that revolved around weekly themes such as sportsmanship, culture, power, and communication. At the conclusion of the study seven boys aged 10–14 agreed to be interviewed about their experiences in the REACH program. Sources of data include journals, interviews, and observations. These data were coded by two independent coders, peer reviewed by a third researcher and analyzed using the constant comparative method.Findings: Theme one: Shooting guns (violence) is a barrier to shooting hoops at local courts. Analysis of the data highlighted violence as an always-present barrier to playing basketball, specifically, and physical activity, generally speaking. Theme two: Future plans, the NBA. The vast majority of boys discussed joining the NBA, either directly from high school or after a year at a college. The NBA dream operated as a perceived pathway to a safer future and higher education. Theme three: Having and being role models. Analysis of the data also pointed to participants both being and/or having a role model. These relationships impacted them in a variety of ways and not only helps us better understand their experiences in the program but also elucidates how barriers to physical activity were alleviated. The young men who participated in this after-school program were able to engage in interest-based physical activity and academic learning tasks, thus creating a peaceful space to develop positive associations between school, physical activity, and community.Conclusion: Closely examining the lived experiences of the REACH participants is significant for understanding their barriers to physical activity and how REACH, as a PYD sport program, alleviated those barriers. Examining the data around these issues also expands on the need for PYD programs [Wright and Li 2009. “Exploring the Relevance of Positive Youth Development in Urban Physical Education.” Physical Education and Sport Pedagogy 14 (3): 241–251] and extends understandings of the PYD framework put forth by Holt et al. [2017. “A Grounded Theory of Positive Youth Development Through Sport Based on Results From a Qualitative Meta-Study.” International Review of Sport and Exercise Psychology 10: 1–49]. Specifically, our study demonstrates the reciprocal and iterative nature of PYD climate, life skills focus, and PYD outcomes. Our study also expands on the understandings of PYD climate, extending the focus beyond relationships to also including participants’ experiences and perceptions.

Effects of a Standardized Curriculum on Physical Activity and Body Composition in After-School Program Participants with BMI Scores above the 90th Percentile: Assessing Theory-based Predictors

espanolEl sobrepeso y la obesidad infantil suponen un problema continuo. Los ninos que superan el percentil 90 de indice de masa corporal (IMC) son especialmente propensos a riesgos en la salud cardiovascular. Apenas se conocen los predictores teoricos de la actividad fisica y del cambio de peso en los ninos. Esta investigacion incorpora datos de una submuestra de ninos inscritos en atencion extraescolar que superan el percentil 90 en IMC (media de edad de 10.1 anos), que participaron en dos modalidades de un programa cognitivo-conductual de cambio en comportamiento de la actividad fisica y la salud de una duracion de un ano escolar con sesiones de 45 minutos 4 dias por semana (n = 21) o 3 dias por semana (n = 24). Ademas, se incluia un grupo control de cuidados habituales (n = 14). Unicamente se hallaron avances significativos en los grupos cognitivo-conductuales en autorregulacion, estado de animo y actividad fisica. El aumento de su IMC de 0.12 y 0.11 kg/m2respectivamente era menor (de modo significativo) que el aumento de 0.90 kg/m2 que se espera en virtud de la maduracion. Los modelos de regresion confirmaron de forma consistente una asociacion significativa de los cambios en autorregulacion y actividad fisica (R2 = .22-.25). No obstante, en analisis separados, la introduccion de cambios en a) autoeficacia y estado de animo en la ecuacion de regresion multiple, b) autoeficacia como mediador y c) el estado de animo como moderador no aumentaron la precision predictiva. La asociacion significativa de los cambios en la actividad fisica y el IMC era mas estrecha en los ninos con mas peso. Los resultados seran de utilidad en las aplicaciones y el perfeccionamiento de la intervencion a gran escala. EnglishChildhood overweight and obesity is a continued problem. Children above the 90th percentile for BMI are particularly susceptible to cardiovascular health risks. There remains a minimal understanding of theory-based psychological predictors of physical activity and weight change in children. This research incorporated data from a subsample of after-school care enrollees above the 90th BMI percentile (Mage=10.1 years) who participated in either 4-day/week (n = 21) or 3-day/week (n = 24) versions of a 45 min/session, cognitive-behaviorally based physical activity/health behavior-change program over a full school year, or a control condition of usual care (n = 14). For the cognitive-behavioral groups only, significant improvements were found in self-regulation, mood, and physical activity. Their BMI increases of 0.12 and 0.11 kg/m2, respectively, were significantly less than the 0.90 kg/m2 rise expected through maturation. Theory-based regression models uniformly confirmed significant associations of changes in self-regulation and physical activity (R2s = .22–.25). However, within separate analyses, entry of changes in (a) self-efficacy and mood into a multiple regression equation, (b) self-efficacy as a mediator, and (c) mood as a moderator, did not increase predictive accuracies. The significant association of changes in physical activity and BMI was stronger in the heavier children. Findings will be useful for large-scale intervention applications and refinements

Do school physical activity policies and programs have a role in decreasing multiple screen time behaviours among youth?

Screen time in youth has been associated with a wide range of poor health outcomes. Evidence indicates the need to develop physical activity (PA) school policies and programs that are aimed at decreasing youth screen time behaviours. This study aims to understand the association between PA policies and programs embedded into the functioning of 89 schools across two provinces in Canada and multiple screen time behaviours.As part of the COMPASS Study, a total of 44,861 youth aged between 13 and 18years and belonging to 89 schools in two Canadian provinces completed a validated questionnaire for health behaviours and outcomes data. PA policies and programs were measured using the School Policies and Practices Questionnaire, completed by the relevant school administrator. Participation in before-school, noon hour, or after-school intramural programs, participation in varsity sports, and access to indoor areas of PA during non-instructional time, was associated with significantly lower multiple screen time behaviours across both provinces. With exposure to multiple electronic and digital devices only predicted to increase among youth in the future, there is a need to conceptualize and integrate school-based screen time reducing PA policies and programs into the regular functioning of the schools.

There\u2019s a creepy guy on the other end at Google!: engaging middle school students in a drawing activity to elicit their mental models of Google

Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths’ conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth after-school program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths’ conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them.

Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement

Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to ifferentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA's BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement.Keywords: afterschool program, participation, academic achievement, selection bias, LA's BEST-----Bibliography: Huang, Denise/Leon, Seth/La Torre, Deborah: Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement, IJREE, Vol. 5, Issue 1-2017, pp. 5-25. https://doi.org/10.3224/ijree.v5i1.01

Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators

This paper explores the opportunities and challenges associated with implementing a digital badge system that awards high school credit for students' participation in afterschool programs serving non-dominant youth. Data include interviews and focus groups with 43 students, and interviews with 24 teachers and afterschool mentors and one college admissions director. Across all stakeholders, the most frequently cited opportunity related to the potential that badges hold for establishing learners' credibility outside the context in which their badges were earned by providing a trustworthy record of the skills and achievements that students gain through their participation in the afterschool programs. However, credibility also emerged as the dominant challenge associated with digital badges. Participants observed that in order for badges to succeed in proving one's credibility to external audiences, these audiences—such as college admissions officers and employers—must know about and recognize the validity of badges. Students, teachers, and program staff all expressed the belief that this essential criterion had not yet been achieved. We examine these findings in light of theory and research on the role of artifacts within and outside the communities of practice in which they were created and used. The findings hold implications for designers of openly networked learning environments that seek to span and connect diverse social settings.

Passive commuting and dietary intake in fourth and fifth grade students.

Promoting active commuting by walking or biking to and from school could increase physical activity and reduce obesity among youth. However, exposure to the retail food environment while commuting may lead to greater dietary intake among active commuters. To examine the relationship between commute patterns and dietary intake and quality in elementary students. Fourth and fifth grade students (N=3,316) in 44 California schools reported commute modes to and from school and dietary intake for the same 24-hour period in 2012. Differences between active and passive commuters in total energy intake (kcal), energy from purchased foods, and energy from sweets and snack-type foods were compared, stratified by after-school program (ASP) participation (analysis conducted in 2013). Twenty-three percent of youth actively commuted to school; 27% actively commuted from school. Passive commuters, 87% of whom traveled by car, consumed 78 more kcal from purchased foods (p<0.01) than active commuters in the 24-hour period, though total energy intake did not differ by commute mode overall or by ASP participation. Among the 72% of students who did not attend an ASP, passive commuters consumed 56 more kcal from purchased foods (p<0.01) and 25 more kcal from sweets and snack-type foods (p=0.02) than active commuters. Passive commuters consumed more sweets and snack-type foods and more purchased foods than active commuters. These results, which suggest that parents are providing unhealthy foods for their children during the school commute, reinforce the need for multilevel strategies to promote energy balance in youth.

Moving beyond attendance: lessons learned from assessing engagement in afterschool contexts.

Youth engagement is the least researched, but potentially most important, aspect of participation in afterschool programs. The level of youth engagement can vary across programs, across youth within a program, and within individual youth over time. Engagement is important for both recruiting and retaining participants, and has been associated with more positive academic outcomes over time. This chapter integrates perspectives from practitioners, researchers, and the school engagement literature. Reasons why engagement is an important dimension of afterschool programming, different methods for assessing engagement, key features of engaging afterschool programs, and implications for practice are also outlined.

The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level.

The current study investigates the extent to which a refundable tax credit could be used to increase low-income children's after-school physical activity levels. An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary-school-age children (n = 130) for enrollment in after-school physical activity programs. A randomized controlled design was used, with data collected at baseline, immediately following the 4-month intervention (postintervention), and 6 weeks after the end of the intervention (follow-up). Evaluation measures included (1) enrollment rate, time spent, weekly participation frequency, duration of enrollment, and long-term enrollment patterns in after-school physical activity programs and (2) moderate to vigorous physical activity. The simulated tax credits did not significantly influence low-income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at postintervention or follow-up. The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low-income child in a qualified program, or improvements to programming and infrastructure.

Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students

Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.

Shared Use of School Facilities With Community Organizations and Afterschool Physical Activity Program Participation: A Cost‐Benefit Assessment

Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy.