Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

Autor/inn/en	Martinez, Andrew; Coker, Crystal; McMahon, Susan D.; Cohen, Jonathan; Thapa, Amrit
Titel	Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate
Quelle	In: Educational and Developmental Psychologist, 33 (2016), S.70-84 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1017/edp.2016.7
Schlagwörter	Extracurricular Activities; Educational Environment; Student Participation; Clubs; Athletics; Art Activities; Student Attitudes; High School Students; Wellness; Student School Relationship; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Club; Klub; Leichtathletik; Künstlerische Tätigkeit; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well being; Well-being; Wohlbefinden; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Many youth participate in extracurricular activities, and research has linked activity participation with school engagement and academic success. Social-ecological theory suggests that the social contexts of different types of extracurricular activities may differentially affect student outcomes. Yet, there is scant research examining the relation between various extracurricular activities and student outcomes. The current study seeks to address this gap by exploring how participation in three activities (sports, clubs, and arts), and combinations of these activities are associated with perceptions of school climate, using multilevel modelling. Participants included 15,004 high school students from 28 schools across 11 states in the United States. Findings suggest that students involved in extracurricular activities have more favourable perceptions of social-emotional security, adult support, student support, and school connectedness. However, these perceptions vary by activity type and combination, and do not appear to have a stacked effect in which involvement in more activities yields more favourable outcomes. We conclude that extracurricular activity participation may serve as a mechanism to promote a positive school climate. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01