Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection?

Carbonaro, William; Maloney, Emily

doi:10.1177/2378023119845496

Cited by 23 publications

(20 citation statements)

References 43 publications

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“…The students reported, in terms of the sub-theme "Acquiring awareness", that the ECAE course contributed them some skills such as "enabling to be conscious, augmenting attention, and grasping the significance of extra-curricular activities". That reaching some findings which improve the academic achievements and skills for problem-solving and analytical and critical images of the students in some research (Bakoban & Aljarallah, 2015;Carbonaro & Maloney, 2019;Eccles, Barber, Stone, & Hunt, 2003;Wilson, 2009;Zacherman, 2010) made during extra-curricular activities at school and out of school through collaborative activities and practical experiences back up the conclusion regarding the contribution for developing thinking skills which is among the cognitive contributions of the extra-curricular activities in the current research. Avcı and Gümüş (2019) reported in their study, backing up also the contribution as "learning not only theoretical but also practical education", which is among the student opinions on the cognitive contributions of the class in the research, that the out-of-class activities enable the students to learn by "seeing", "touching" and "doing-living" in terms of learning.…”

Section: Discussionsupporting

confidence: 55%

Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education

Yıldız¹,

Bozpolat²

2021

JEL

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The aim of this study is to reveal the opinions of the Primary Teacher Education students in terms of the Extra-Curricular Activities in Education (ECAE) course. In this study, in which a qualitative research method was used, the case study design was preferred. In this context, the subjects of the research consist of 77 Primary Teacher Education students studying in Sivas Cumhuriyet University, Faculty of Education. Data were collected through a semi-structured interview form consisting of 7 open-ended questions. The content analysis method was employed in the analysis of the data. As a result of the research, it was determined that most of the students did not have an idea on the ECAE course at the beginning of the term. The ECAE course contributed to the students in “Cognitive”, “Social”, “Affective” and “Psychomotor” fields. The ECAE course improved the skills of receiving support, increasing self-confidence in public, and establishing an ability to communicate about communication with stakeholders. While preparing the activities related to the ECAE course, the students encountered problems related to the activity, personal, intra-group, technical, material related, time, official procedure, and place problems and they offered solutions to these problems. The ECAE course enabled students for learning material properties, developing handicraft skills, developing creativity, improving imagination, augmenting one’s willingness to utilize materials, increasing the frequency for utilizing materials, and ensuring ideas to be put into practice regarding students’ skill to utilize materials. Finally, the ECAE course positively affected the students’ skills to use educational technology. The students stated that they learned to use a computer, to make use of the internet, how to use technology more effectively, and that they became practical in utilizing the technology.

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Section: Discussionsupporting

confidence: 55%

Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education

Yıldız¹,

Bozpolat²

2021

JEL

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“…This extracurricular activity can have a positive effect on students who pursue it, among others, by increasing academic trust and graduation [42], [43]. Other research also states that participation in extracurricular activities can improve students' social-emotional skills [44]. Various positive effects of the effects of extracurricular activities will form a teenager who has its character and will indirectly avoid these teenagers from negative things, one of which can lead to early marriage.…”

Section: Discussionmentioning

confidence: 99%

The Role of School Prevention Efforts in Early Marriage in the Ponjong District

Masruroh¹,

Soetrisno²,

Wijaya³

et al. 2021

Proceedings of the International Conference on Health and Medical Sciences (AHMS 2020)

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In 2021-2030 estimated to reach 15.1 million per year in the world will occur before 18 years old. One in ten Indonesian women married under 10 years old. Special Region of Yogyakarta is the one province that still occurred the incidence of the former marriage. Gunungkidul Regency had the highest rate of it when compared with other districts. This study describes the role of schools in preventing former marriage. The research was a descriptive qualitative in January 2020 at the Junior High School 8 Ponjong District of Gunungkidul, Special Region of Yogyakarta. There was 8 head-master for the key informant and 8 students for supporting informant. Collected data with in-depth interviews and documentation studies. Data analysis interactive model of Miles and Huberman. The role of the school to prevent early marriages performed by enhancing the knowledge, supervision by a teacher, and cross-sectoral cooperation. PHC was a related institution instrumental in the prevention of early marriage. A variety of extracurricular activities at school also support to prevent early marriages. The school had an important role in the prevention of early marriage.

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“…Most prior studies of the associations between extracurricular activities and adolescent outcomes have been cross‐sectional, which only allows for comparisons between individuals. It is increasingly acknowledged that the validity of these studies suffers from problems of unobserved confounding (Carbonaro & Maloney, 2019; Coulangeon, 2018), families that enroll their adolescents in extracurricular activities, or adolescents who elect to participate, might differ systematically on unobserved factors that promote positive youth outcomes, such as adolescent social skills or parental attitudes and practices (Carbonaro & Maloney, 2019). Longitudinal studies typically find weaker effects of extracurricular activity participation (e.g., Carbonaro & Maloney, 2019; Coulangeon, 2018).…”

Section: Introductionmentioning

confidence: 99%

Do extracurricular activities contribute to better adolescent outcomes? A fixed‐effects panel data approach

O’Flaherty

Baxter

Campbell

2022

Journal of Adolescence

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Introduction: Extracurricular activity participation is associated with positive academic, health, and behavioral outcomes for adolescents, but these findings may reflect unobserved confounding rather than participation effects. Method: Data were drawn from 3885 adolescents aged 12-15 in a nationally representative cohort of Australian adolescents. Effects of participation in three kinds of extracurricular activity (team sport, individual sport, and arts) on an array of outcomes were modeled using fixed-effects regression to account for potential unobserved confounding. Results: Strong bivariate relationships between all forms of activity participation and positive adolescent outcomes were found. These associations were much smaller in the fixed-effects analysis, but beneficial effects of sports for mental health and arts for peer group characteristics remained statistically significant. Minimal effects of extracurricular activity participation for academic achievement were found. Conclusion: Extracurricular activity participation has beneficial effects on adolescents' mental health and exposure to peers' delinquent behavior.

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Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection?

Cited by 23 publications

References 43 publications

Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education

Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education

The Role of School Prevention Efforts in Early Marriage in the Ponjong District

Do extracurricular activities contribute to better adolescent outcomes? A fixed‐effects panel data approach

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