Participation In Extracurricular Activities Research Articles

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.

Conceptualisation of Socio Educational Participation

Aims: This paper aims to comprehensively explore socio-educational participation by synthesizing insights from open-access databases. The study focuses on understanding the multifaceted nature of educational involvement through an examination of parental participation in student learning, student engagement in lesson activities, and involvement in extracurricular pursuits.
 Study Design: The review encompasses multiple reputable platforms, including Sage Journals, Scopus, Google Scholar, Educational Resource Centre (ERIC), JSTOR-Journal Storage, Emerald, Science Direct, SpringerLink, Taylor and Francis, and Directory of Open Access Journal (DOAJ). The search is guided by keywords such as socio-education participation, student participation in learning, and parental participation in student learning. The study's conceptual framework is rooted in sociological theories and secondary data, enriched by current literature reviews from diverse perspectives and sources.
 Place and Duration of Study: The study is conducted across various online platforms and databases, spanning a duration determined by the availability of relevant literature. The review incorporates insights from a wide array of sources to ensure a comprehensive analysis of socio-educational participation.
 Methodology: The research employs a systematic approach to review 75 selected articles, utilizing varied databases to gather insights. The synthesis of diverse perspectives and a meticulous review contribute to a nuanced understanding of socio-educational participation. The study also explores varied definitions and interpretations of socio-educational participation, shaped by scholars and organizations with distinct thematic motivations.
 Results: The findings shed light on the dynamic relationships within the educational sphere, emphasizing the importance of parental engagement, student involvement in academic pursuits, and participation in extracurricular activities for a holistic educational experience. The conceptualization in this study identifies three integral components: parental participation in student learning, student engagement in lesson activities, and involvement in extracurricular pursuits.
 Conclusion: By analyzing the intricacies of socio-educational participation, this research contributes to the ongoing discourse on the multifaceted nature of educational involvement. The synthesis of diverse perspectives and a meticulous review of literature offer a nuanced understanding of the subject, providing valuable insights for educators, researchers, and policymakers aiming to enhance educational experiences.

Assessing the emotional and behavioral impact of community and extra curricular activities, police contact, and collective efficacy among youth

ABSTRACT A broad body of research suggests that interactions with the police can have a negative impact on emotional and behavioral outcomes among youth. Therefore, developing interventions that simultaneously reduce youth involvement in criminalized activities and promote positive outcomes for youth are foundational to creating a just society. The present study examines the emotional and behavioral impact that police contact, community and extracurricular activities, and collective efficacy have on youth. Our findings suggest that participation in community and extracurricular activities is associated with positive youth outcomes. Of the two components of collective efficacy, social cohesion had a strong association with emotional and behavioral outcomes whereas informal social control did not. Our findings emphasize the importance of community engagement and community involvement when developing community-level interventions that simultaneously address participation in criminalized behaviors and promote positive emotional and behavioral outcomes for youth.

Unlocking accounting student success: The interplay of student activity participation, social skills, and emotional maturity through internships in Thailand

This quantitative study addressed a notable research gap by investigating the interplay between student activity participation, social skills, and emotional maturity among accounting students in Thailand, with a specific focus on internships. Before this research, scholarly inquiries into these interconnected factors were scarce. Drawing upon a comprehensive literature review, six hypotheses were formulated and tested using a Likert scale survey administered to 402 Thai university accounting students (91.8% females and 8.2% males). This study thoroughly examined the model using Partial Least Squares Structural Equation Modeling (PLS-SEM). This included checking the accuracy of the indicators, their reliability (how well they measure what they're supposed to), their agreement (convergent validity), and their distinctiveness (discriminant validity). The findings revealed that active participation in extracurricular activities significantly enhanced the development of social skills and emotional maturity in accounting students, while dedication to internships prepared them for real-world work environments upon graduation. These findings were crucial for university leaders, professors, and community members. They provided valuable guidance in developing students' character and fostering core abilities needed to navigate the demands of the modern world. This research filled an important gap in knowledge and guided policies that aim to foster well-rounded student development to equip them for future societal and career success.

ANAZLYZING IMPACT OF EXTRACURRICULAR ACTIVITIES ON STUDENTS SOCIAL SKILLS DEVELOPMENT

In this study, we investigated the impact of extracurricular activities (ECAs) on students' social skills by conducting a "surgery" of 5 different students' daily routines. We observed and recorded their participation in ECAs, including sports, music, and clubs, during the 2023 academic year. Our research material comprised 5 case studies, each representing a unique student profile. We analyzed significant parameters such as time management, social interactions, and conflict resolution skills. Our findings showed that Student-I demonstrated maximum time management skills, while Student-II exhibited exceptional social interaction skills. Student-III showed significant improvements in conflict resolution skills, while Student-IV and Student-V demonstrated excellent teamwork skills. Our results suggest that ECAs have a profound impact on students' social skills, and we recommend that educators and policymakers promote ECAs in school curricula.

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.

Implementasi Kebijakan Pendidikan di MTs PAB 2 Sampali

This research discusses the planning, implementation and evaluation of educational policies at MTs PAB 2 Sampali as an integral part of efforts to improve the quality of secondary education. Qualitative methods were used with interviews, observation and document analysis. Madrasa heads were the main respondents, ensuring an in-depth understanding of the dynamics of policy implementation. 1) Policy planning begins with identifying needs and challenges involving analysis of student achievement, facilities and curriculum development. Consultation and participation of stakeholders, including teachers, parents and students, is the next step. Goals and objectives are set with a focus on improving achievement, strengthening the curriculum, and student participation. 2) The implementation process begins with careful planning, communication and socialization of policies to stakeholders, training and professional development for teachers, full implementation of policies, and ongoing evaluation. Positive impacts can be seen in increasing student achievement, student participation in extracurricular activities, and parental involvement. However, limited resources and resistance to change are challenges that need to be overcome. 3) This research provides a positive picture of MTs PAB 2 Sampali's efforts to improve the quality of education through policy planning, implementation and evaluation. Even though challenges exist, a commitment to continuous improvement can make this institution an inspiring example in planning education policies that have a positive impact.

ANALISIS DAN PERANCANGAN SISTEM INFORMASI MANAJEMEN EKSTRAKURIKULER DI SD KARTKA X-3

SD Kartika X-3 stands out among elementary schools in West Bandung due to its exceptional non-academic achievements, which is why the school mandates student participation in extracurricular activities. However, managing a large number of extracurricular members poses challenges for the school. These issues encompass the registration process, reporting of values, data retrieval, and communication regarding extracurricular activities. To address these challenges, the authors have developed an Extracurricular Management Information System. Data collection methods employed include observation, interviews, and documentation, with the system development based on the prototype methodology. System analysis involves tools like Flowmap and evaluation tables, while system design employs UML diagrams, such as Use Case Diagrams, Activity Diagrams, Sequence Diagrams, and Class Diagrams, in addition to utilizing Balsamiq for interface design, and MySQL for database design. System testing is conducted using the BlackBox approach. The Extracurricular Management Information System streamlines extracurricular data management, prevents paper accumulation, and facilitates the generation of attendance reports.

Research on the Current Situation and Countermeasures of Extracurricular Sports Activities for Female College Students in Jilin City

This article uses the literature method, questionnaire survey method and mathematical statistics method as the research methods. It takes female college students from Jilin Northeast Electric Power University, Jilin Medical University, and Jilin Beihua University as the survey subjects to investigate the participation of female college students in extracurricular sports activities in Jilin City. A series of analyzes and studies were conducted on attitudes, grade distribution, motivations, projects, forms, times, duration, location status and influencing factors. Female college students in Jilin City participate in extracurricular sports activities in a variety of ways. Most of them participate with classmates and friends and in various ways organized by the school. The main motivations are to enhance their physical fitness and enjoy physical and mental pleasure. The main participants in extracurricular sports activities are freshmen and sophomores, and most of the sports are less confrontational and suitable for women. Female college students in Jilin City mainly engage in extracurricular sports activities in free venues, and the time and frequency of activities are relatively reasonable. The factors that affect female college students’ participation in extracurricular sports activities are also multi-faceted. Among them, sports ability, personal interests, sports awareness, insufficient sports facilities, lack of organizational guidance, and campus sports atmosphere are all factors that restrict female college students’ participation in extracurricular sports activities.

The link between math anxiety and math achievement: The role of afterschool learning

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.

Analisis Faktor Yang Mempengaruhi Motivasi Siwa Mengikuti Kegiatan Pramuka Kelas VIII di MTsN 2 Pasaman Barat

The factors that influence students' motivation to participate in extracurricular activities are the focus of this study. These factors may originate within the student (internal factors) or from without (external factors). Students' needs, hopes, and interests are all internal factors that can influence their interest in and participation in extracurricular activities. However, external factors include things like family, the natural world, and social equilibrium.This study aims to shed light on the most influential factors influencing grade eight students' decision to participate in extracurricular activities. This study combines descriptive methods with quantitative estimation. Data collection software that makes use of angkets. This study's sample population consists of the sixty-five students that participated in the pre-exam activities at Class VIII of MTsN 2 in Pasaman Barat. This study used a non-probabilistic sampling technique called "total sampling," in which the entire population was sampled because the study's population was less than 100. This study used SPSS to conduct a thorough validity test, replicability test, normality test, homogeneity test, and factor analysis on the collected data. The research results show that the factors that influence students' motivation to participate in pramuka activities at the eighth grade level at MTsN 2 Pasaman Barat are as follows: the first factor is students' expectations, with an eigen value of 4.532, or 20.601%; the second factor is students' family environments, with an eigen value of 2,453, or 11.150%; and the third factor is students' school environments, with an eigen value of 4.532. That's why hope is the most important of those other twelve factors.
 

FACTORS THAT AFFECT PEOPLE'S PARTICIPATION IN TABLE TENNIS

The term "core co-curricular" refers to extracurricular activities or electives that students may enroll in as extra classes for their academic work. Currently, there is no study on the factors that influence student involvement in extracurricular activities, especially table tennis at the higher education level. Student participation in extracurricular activities is influenced by various factors. therefore, the purpose of this study is to identify the factors that influence the involvement of Chinese students in a university in table tennis activities as their co-curriculum. 101 respondents from Chinese universities were randomly selected. Data was collected using a questionnaire that was part of a research tool that underwent reliability testing and expert validation procedures. The overall findings of the study show that several factors, such as practicality, interest, and academic concern, have a significant impact on student involvement in table tennis extracurricular activities. Through regression analysis, the cause is identified. Teachers have a big impact on how often students play table tennis outside of school. Because of this, academic staff should use more effort and influence to ensure that students are actively involved in the university's co-curricular table tennis curriculum.

How to Increase Students’ Involvement in Extracurricular Activities: A Structural Equation Model

Participation in extracurricular activities (ECAs) represents an effective strategy for students to become better competitors in the labor market. Their benefits extend the academic area to professional and personal domains. Therefore, this paper examines the predictive relationship between autonomous motivation, cognitive engagement, and ECA participation. We assumed that individual attributes such as cognitive emotional self-regulation, autonomous motivation, and cognitive engagement will have an impact on students’ involvement in ECAs. The results of the structural equation model results show the positive impact of positive refocus and positive reappraisal on ECA participation. Further, emotional self-regulation positively impacts autonomous motivation and cognitive engagement, which, in turn, have a positive impact on students’ involvement in ECAs. The implications and limitations of the study are further discussed.

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.

Parenting and parent–child home practice during the COVID-19 pandemic: a case in central China

The current study aims to explore parents’ perceptions of parenting and parent–child activities at home with children aged 3–6 during the pandemic in China. A parenting survey was conducted to investigate parental role, age, educational background, work productivity, and different parenting categories during the lockdown period. We also examined the experiences of young children’s participation in extracurricular activities before and after the stay-at-home policy was implemented as well as their activities with parents during the lockdown period. The results showed that parents’ work productivity affected their perceptions of well-being during the COVID-19 pandemic. Children spent less time on extracurricular activities during the lockdown period, but some particular activities increased in frequency, especially academic extracurricular activities.

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Internalizing conditions, such as anxiety and depression, and difficulties with developing and maintaining friendships are common among autistic children and adolescents. Participation in extracurricular activities may buffer against these challenges as they provide naturalistic opportunities to bring peers with shared interests and skills together. As such, the purpose of the current study was to examine associations between sport and club participation and (1) friendship success and (2) co-occurring anxiety and depression in a large sample of autistic youth. Secondary analysis was performed using data from the 2018-2019 National Survey of Children's Health. Participants were 562 autistic children (ages 6-11 years) and 818 autistic adolescents (ages 12-17 years). Within each age group, a series of binary logistic regression analyses were conducted. Club participation was not associated with friendship or internalizing conditions. However, participation in sports was positively associated with friendship success among both children (OR = 2.07, p = .006) and adolescents (OR = 2.35, p = .001). Results also found that adolescents who participated in sports were 34% less likely to have diagnosis of depression (p = .048). Findings suggest that participation in sports may play a meaningful role in protecting against depression during adolescence and serve as a context for friendship development across childhood and adolescence. Future research should address barriers to extracurricular activity participation and identify the specific components of sports that are most beneficial to autistic youth to inform activity offerings and the development of interventions targeting friendship formation and mental health outcomes.

Attendance of extracurricular activities in the field of natural sciences and the attractiveness of the content offered for extracurricular activities in biology in elementary schools

Background and purpose: For many years, students’ interest in the field of natural sciences has declined, which consequently results in decreasing numbers of professional staff in the mentioned field. The aim of this study was to examine the attendance of extracurricular activities in the field of natural sciences by elementary school students (age 13 and 14) in Zagreb and whether the teachers' expectations are in line with the students' preferences for the content offered as part of extracurricular activities in biology. Material and methods: Using an anonymous online survey (Google Forms), data were collected on participation in extracurricular activities in the field of natural sciences and the attractiveness of the content of extracurricular activities. The respondents were 90 students in the 7th grade and 46 teachers of biology in Zagreb, 2020. Results: Participation in extracurricular activities in the field of natural sciences among the surveyed students was very low. Students were attracted to content that includes simple practical work in the field of biology, including microscopy, but the perception of their interest by teachers is not in accordance with the real interests of the students. Conclusion: The results of this research show that the share of the science field in extracurricular activities is low, and that the surveyed teachers are not aware of the students' wishes regarding the content offered in extracurricular activities. The conducted research can be a good basis for organizing and planning extracurricular activities in elementary school.

Academic performance beyond the metrics: A qualitative content analysis of nursing students' perceptions

AimTo explore the undergraduate nursing students' perceptions about the factors influencing their academic performance. BackgroundAcademic performance is the measure for the achievement of learning objectives and skills development. Thus, the literature on nursing education has already pointed out the factors associated with this construct. However, it is essential to understand the in-depth influencers of academic performance from the perspective of nursing students. For this, it is essential to analyze not only numerical indicators, but also to understand the perceptions of undergraduate students about the factors that can influence this performance. DesignDescriptive study with qualitative approach. MethodsTwenty-two undergraduate nursing students were recruited from a Brazilian public university. Interviews were collected and submitted to Content Analysis, thematic modality, and discussed according to references of critical and humanist education. ResultsTwo thematic categories emerged from the interviews representing the students' perceptions: 1. The student - history and relationships, with the thematic axis quality of previous education, intrafamily processes and roles, family support, socioeconomic aspects, interpersonal relationships, copping with difficulties, mental health, and physical well-being; and 2. Academic experiences and their challenges, with the thematic axis academic adaptation, professor's didactics and preparation, structure and support provided by the University, management of study time, and participation in extracurricular activities. The students saw them as intervening factors in their academic performance, physical and psychological well-being, established interpersonal relationships (including the relation with peers and professors), family structure, socioeconomic aspects, academic conditions, and the transition to higher education. ConclusionFrom the perspective of students, socio-historical aspects and constructs established in relationships with colleagues and professors at the university are directly related to their academic performance and directly influence their ability to achieve the proposed learning objectives and acquire essential competencies for their education.

Peningkatan Keterampilan Teknik Dasar Passing dengan Metode Drill pada Ekstrakurikuler Futsal di SMA Islam Kota Malang

This research was conducted because the role of the coach still does not have a good and regular training program, so the purpose of this research is to improve basic passing technique skills for futsal extracurricular participants at the Islamic High School in Malang City by using the drill method. This research method uses Sports Action Research. This research is the same as Classroom Action Research which uses the stages of planning, implementing, observing, and reflecting. This study uses 2 cycles with 4 meetings in each cycle. The subjects of this study were 20 male participants in the futsal extracurricular activities at SMA Islam Malang City. From the results of the study showed an increase in basic passing technique skills in cycle 1 and cycle 2. In the initial observation it showed that the overall completeness of the participants was 49.28%, then it increased at the end of cycle 1 by 64,28% and increased again in cycle 2 of the final meeting by 88, 39%. With this, increased results were obtained from basic passing technical skills using the drill method for futsal extracurricular participants at Malang City Islamic High School. It can be concluded that the application of the drill method can improve basic passing technique skills for futsal extracurricular participants at Islamic High School in Malang City.

Participation and Experiences in Extracurricular Activities for Autistic and Neurotypical Children

Participation in Organised Extracurricular Social Activities (OESA) can provide positive outcomes for children. This study investigated whether children aged 4 to 12 years diagnosed with autism differ in their OESA participation and experience compared to neurotypical peers. Parents of autistic children (n = 35) and those of neurotypical peers (n = 171) responded to questions that asked them to reflect on their child’s participation and experiences in OESAs. Parents of autistic children reported significantly less OESA participation compared to parents of neurotypical children. Additionally, when evaluating factors that facilitated OESA participation, parents of autistic children rated their child’s individual abilities and behaviour, the OESA’s features, and the social environment less positively, compared to parents of neurotypical children. OESA participation and experiences differ for autistic and neurotypical children. This study identifies factors that can be adjusted to mitigate this difference.