School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters

Thouin, Éliane; Dupéré, Véronique; Dion, Éric; McCabe, Julie; Denault, Anne‐Sophie; Archambault, Isabelle; Brière, Frédéric N.; Leventhal, Tama; Crosnoe, Robert

doi:10.1080/10888691.2020.1796665

Cited by 5 publications

(2 citation statements)

References 56 publications

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“…Различные занятия вне основного учебного плана (curriculum) снижают отсев и способствуют повышению социального статуса учащихся [121][122][123], усиливают идентификацию со школой и ее ценностями [124].…”

Section: эффекты дополнительного образованияunclassified

Integration of the Educational Space of the School: Potential and Prospects for Development

Eliseeva¹,

Romm²

2023

Siberian Pedagogical Journal

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The article deals with the problem of updating the educational strategy of the school by integrating additional education into the educational space of the school. The aim of the article is to substantiate the socio-pedagogical conditions of supplementary education integration into the educational space of the school. The research methodology is based on the system and network approaches. Evidence base served as the results of experimental work on approbation of the program “School of Cosmonautics” to integrate additional education in the educational space of the school, obtained through the methods of analysis, design, comparison, questioning, interviews, implementation of a system of measures, integrated in its content, comprehensive in types, forms and technologies of educational activities. Results of the study. The educational space of the school is considered as a pedagogically organized process, which on the basis of integration includes interested subjects of the educational environment, as well as the result of proactive activities of its internal and external elements, between which there are relations aimed at ensuring the implementation of the subjective position of the schoolchild. Within the integrative model of the educational space of the school there have been worked out educational programs in which individual components of activities could be combined with each other depending on the interests and abilities of students, school traditions, which allowed forming the content of all modules of the educational work program. The educational process was carried out in different environments and situations with the implementation of the principle of joint activities through the creation of socio-pedagogical conditions. As a result, the positive dynamics of the development of educational space, integrating and combining the potential of additional and general education, proved the presence of qualitative changes in the value orientations of schoolchildren. Conclusion. Experimental work has confirmed the effectiveness of additional education as an equal subject of integration processes in the educational space of the school to ensure the creative interaction of all subjects of educational space. The results of approbation of the program of integration of additional education in the educational space of the school confirmed its significance and reproducibility as an experience of expanding the possibilities of external and internal integration.

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Section: эффекты дополнительного образованияunclassified

Integration of the Educational Space of the School: Potential and Prospects for Development

Eliseeva¹,

Romm²

2023

Siberian Pedagogical Journal

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“…Students’ emotional wellness is critical to their holistic success. Those with heightened distress also have a higher risk of early departure from their degree program [ 6 , 7 ], a lower sense of belonging and connection to their institution [ 8 ], and lower academic performance and achievement [ 9 ]. Additionally, individuals experiencing higher distress may be less likely to engage with others, report lower levels of empathy, and cite social impairments [ 10 ].…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

College Students’ Reduced Cognitive Empathy and Increased Anxiety and Depression before and during the COVID-19 Pandemic

Peifer

Taasoobshirazi

2022

IJERPH

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This study explored college students’ individual mental health (i.e., anxious and depressive symptoms, intrapersonal identity, and ethnic identity), as well as interpersonal mental health, as assessed by their affective connection to and care for others (i.e., cognitive empathy), exploring the role of culture and identity during the twin COVID-19 and racial justice pandemics of 2020. Comparing a longitudinal cohort of 147 undergraduate students’ experiences prior to the pandemic (Spring 2019) and after the onset of the pandemic (Spring 2021), the study examines students’ mental health changes amidst the multi-layered challenges of this time. A repeated measures Multivariate Analysis of Variance (MANOVA) revealed heightened anxiety and depression scores from pre-pandemic to during the pandemic and a reduction in cognitive empathy as expressed through perspective taking and empathic concern. The study begins to examine the implications of these findings in the COVID-19 era with a focus on young adult mental health, higher education, empathy, and community-mindedness.

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Retención escolar en el discurso gubernamental chileno: Análisis documental a 20 años de la Ley de Gratuidad y Obligatoriedad de la Enseñanza Media

Lira

Jorquera

Acevedo

et al. 2023

Ensaio: aval.pol.públ.Educ.

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Resumen La retención escolar ha cobrado relevancia en el discurso gubernamental chileno, especialmente desde la promulgación, hace casi 20 años, de la Ley de Gratuidad y Obligatoriedad de la Enseñanza Media, enfocada en garantizar las trayectorias educativas de toda la población. Considerando esto, y que las cifras de deserción siguen presentes en el país, cabe analizar cómo se conceptualiza la retención escolar según el Gobierno Central. En consecuencia, el presente estudio busca dar respuesta a la siguiente pregunta: ¿Cuáles son las conceptualizaciones de retención escolar que se manejan en los documentos gubernamentales? Para ello, desde un enfoque cualitativo, se realizó una revisión documental de todos los archivos emitidos desde la promulgación de la Ley, utilizando la técnica de análisis de contenido categorial temático. Se encontraron definiciones directas y explícitas de la retención como capacidad sistémica e institucional, así como indirectas, asociadas a términos como asistencia y trayectoria educativa exitosa. Los hallazgos revelan la importancia de la retención en los documentos oficiales, entendida como un fenómeno complejo y multicausal que requiere de acciones concretas para su efectividad.

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School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters

Cited by 5 publications

References 56 publications

Integration of the Educational Space of the School: Potential and Prospects for Development

Integration of the Educational Space of the School: Potential and Prospects for Development

College Students’ Reduced Cognitive Empathy and Increased Anxiety and Depression before and during the COVID-19 Pandemic

Retención escolar en el discurso gubernamental chileno: Análisis documental a 20 años de la Ley de Gratuidad y Obligatoriedad de la Enseñanza Media

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