The purpose of this study is to analyze high school teachers' and coaches' perceptions of participation in extracurricular activities and their relationship to academic achievement. This study investigated teachers' and coaches' perceptions of the benefits of a student participating in extracurricular activities, and how participation in school-based extracurricular sports and activities affect the students' academic achievement. Survey data are presented and reviewed, and the significance of extracurricular activities in overall achievement of students was discussed. Standardized testing has put tremendous pressure on school districts to raise academic achievement scores, while continuing to face necessary budget cuts. In the process of prioritizing funding, monies allotted for extracurricular activities are impacted. Some districts have seriously considered making students "pay to play" various sports in order to relieve budgetary constraints. This study addressed this problem by conducting a quantitative study. Teachers and coaches from fourteen Capital Area Intermediate Unit high schools took part in a survey to identify the benefits of participation in extracurricular activities. / Educational Administration

The purpose of this study was to examine how extracurricular activities and parental monitoring relate to rural youth violence. Gender differences were examined across all of the study variables. Self-report data were collected from 235 teenagers from a rural, ethnically diverse, Virginia community. Correlations revealed a significant inverse relationship between church activity as well as parental monitoring and weapon carrying. Significant mean level differences existed between males and females on the following variables: time spent in aerobic exercise activities, time spent in toning exercise activities, weapon carrying frequency, and level of parental monitoring. In addition, time in non-school clubs was the best predictor of sample youth classification in either the "violent" category or "nonviolent" category. Findings emphasize the importance of parental monitoring for youth as well as the need for more programs and after-school activities to meet the needs of all youth. / Master of Science

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-07-16T15:25:13Z No. of bitstreams: 1 Luciana Melloni Rocco de Oliveira.pdf: 1753157 bytes, checksum: f8f74b925cdb3cd341b73ee385c989b9 (MD5) / Made available in DSpace on 2015-07-16T15:25:13Z (GMT). No. of bitstreams: 1 Luciana Melloni Rocco de Oliveira.pdf: 1753157 bytes, checksum: f8f74b925cdb3cd341b73ee385c989b9 (MD5) Previous issue date: 2015-02-20 / Clearly, the Brazilian education has grown in recent years occupying mainly from the 90, an important part of the services market in relation to the national economy. According to the school census conducted by the Ministry of Education in the years 2012 and 2013, the private school has increased its enrollment by 3.5 % while the public decreased 1.9 %. With this fact increased competition among educational institutions, with a significant increase in the number of institutions over long period. It became necessary to seek alternative services and invest in diversified and complementary activities that awaken the interest of their consumers. Thus favored the growth and development of extracurricular sports that are optional and extend the semester students. Analyzing these facts, this design for the dissertation aims to understand the impacts of the perceived quality of service of this kind of sport, adherence and compliance of the same from the view of parents. The research will be conducted in four private elementary and secondary education, the southern city of São Paulo. The method is quantitative with the use of the SERVQUAL scale of perceived quality. This analysis was statistics by multiple linear regression with SPSS 22 and Excel software. The sample is non-probabilistic convenience. The results show that the consumer has a positive perception of the quality of extracurricular sport service, is pleased with it and with the institution, but it is not fair or service and not the institution. / A educação brasileira cresceu nos últimos anos ocupando, principalmente, a partir da década de 90, uma parte importante do mercado de serviços em relação à economia nacional. De acordo com o Censo Escolar realizado pelo Ministério da Educação nos anos de 2012 e 2013, a rede privada de ensino aumentou seu número de matriculas em 3,5% ao passo que a rede pública diminuiu 1,9%. Consequentemente supõe-se a existência de uma concorrência entre as instituições de ensino particular. Logo, torna-se necessário buscar alternativas de serviços e investir em atividades diversificadas e complementares que despertassem o interesse, a satisfação e a lealdade de seus consumidores. Neste contexto, o esporte extracurricular enquanto serviço agregado e oferecido por instituições particulares de ensino, ganha certo destaque, na medida que pode ser um diferencial neste segmento educacional. Esta dissertação de mestrado tem como objetivo mensurar a qualidade do serviço esportivo extracurricular oferecido por instituições de educação básica, além de avaliar a lealdade e satisfação dos seus usuários, a partir da opinião dos pais. A pesquisa foi realizada em uma escola particular de ensino infantil, fundamental e médio, da zona sul da cidade de São Paulo. A metodologia utilizada foi quantitativa com a utilização da Escala SERVQUAL de percepção de qualidade. A análise realizada foi estatística através de regressão linear múltipla com auxílio do software SPSS 22 e Excel. A amostra foi não probabilística por conveniência. Os resultados demonstram que o consumidor tem uma percepção positiva da qualidade do serviço do esporte extracurricular, está satisfeito com o mesmo e com a instituição, porém não é leal nem ao serviço e nem a instituição.

Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.

The research investigates the personal development benefits to students of involvement in a particular extracurricular activity (student theatre). It examines aspects of student personal development that are promoted by involvement in this extracurricular activity and discusses factors within the activity that encourage or promote these results. It does this through its focus on participants’ perceptions of what happens in the group, in terms of personal development and events and actions that affected that personal development. The extracurricular theatrical activity that is the focus of this study takes place annually in a regional Catholic co-educational secondary college in Victoria, Australia. It is a multi-age activity that involves students from Years 7 – 12. Participation is open to all students and the activity is non-competitive. A detailed review of the literature covering the areas of extracurricular activity, adolescent development and resilience is provided. The research is underpinned by an holistic enactivist world-view and makes use of the constant comparison methodology of grounded theory to analyse the data it obtains. The theoretical justification for this position is provided. The data were obtained through semi-structured or guided interviews with long term participants in the activity. The participants included students, ex-students, teachers and parents. The participants’ perspectives of the personal development that occurred through involvement in the extracurricular activity were revealed through their voices, and were examined as they described and reflected upon their experiences. The interconnectedness of the personal development benefits and the factors that enable them are highlighted. Conclusions about the significance of an increased awareness of the complex inter-relatedness of the events that subscribe to the enhancement of personal development are offered. Theory related to the elements that contribute to the development of an environment that facilitates personal development benefits is developed.

The relationships between participation in structured leisure (SL) activities (e.g., sports, prosocial activities) and adolescent adjustment were investigated. SL activities have been associated with various developmental benefits but there has been a limited number of studies that have investigated the potential negative aspects of participation. Questionnaire data were collected from 210 boys and girls (between grades 10 and 12). Fourteen students participated in focus groups to obtain a phenomenological perspective on SL participation. Adjustment variables included a well-being composite (comprised of depression, anxiety, self-esteem, and life satisfaction), a school orientation composite (comprised of students levels of school involvement and their values regarding school), academic achievement, and self-oriented and socially prescribed perfectionism. Three hypotheses were examined. First, it was predicted that there would be a curvilinear relationship between the extent of SL participation and the various adjustment variables. Second, aspects of play and leisure were expected to have moderating effects on the relationships between SL participation and outcomes. Third, aspects of perfectionism were hypothesized to play a moderating role on the relationship between SL and adolescent adjustment. <p>Although the present investigation yielded some insightful observations about participation in SL activities, the results provided no direct support for the hypotheses. Regression analyses indicated positive relationships between SL participation and self-oriented perfectionism, and SL participation and academic achievement. Negative relationships were found between the degree of playfulness in SL activities and socially prescribed perfectionism, and between academic achievement and global intrinsic leisure motivation. Notable focus group themes included a distinction between the fun experienced in SL activities and the fun experienced in nonstructured contexts, significant positive and negative experiences related to SL participation, and differences and similarities between the SL context and other contexts such as school. It is argued that leisure theory can contribute to a better understanding of the developmental implications of SL participation and that the relationship between SL participation and perfectionism merits further investigation.

The relationships between participation in structured leisure (SL) activities (e.g., sports, prosocial activities) and adolescent adjustment were investigated. SL activities have been associated with various developmental benefits but there has been a limited number of studies that have investigated the potential negative aspects of participation. Questionnaire data were collected from 210 boys and girls (between grades 10 and 12). Fourteen students participated in focus groups to obtain a phenomenological perspective on SL participation. Adjustment variables included a well-being composite (comprised of depression, anxiety, self-esteem, and life satisfaction), a school orientation composite (comprised of students levels of school involvement and their values regarding school), academic achievement, and self-oriented and socially prescribed perfectionism. Three hypotheses were examined. First, it was predicted that there would be a curvilinear relationship between the extent of SL participation and the various adjustment variables. Second, aspects of play and leisure were expected to have moderating effects on the relationships between SL participation and outcomes. Third, aspects of perfectionism were hypothesized to play a moderating role on the relationship between SL and adolescent adjustment. <p>Although the present investigation yielded some insightful observations about participation in SL activities, the results provided no direct support for the hypotheses. Regression analyses indicated positive relationships between SL participation and self-oriented perfectionism, and SL participation and academic achievement. Negative relationships were found between the degree of playfulness in SL activities and socially prescribed perfectionism, and between academic achievement and global intrinsic leisure motivation. Notable focus group themes included a distinction between the fun experienced in SL activities and the fun experienced in nonstructured contexts, significant positive and negative experiences related to SL participation, and differences and similarities between the SL context and other contexts such as school. It is argued that leisure theory can contribute to a better understanding of the developmental implications of SL participation and that the relationship between SL participation and perfectionism merits further investigation.

The study aims to understand the status of concentration on extracurricular reading and the academic performance of junior high school students. The purposes are: 1. to know the status of concentration on extracurricular reading; 2. to analyze the difference of the variable between the factors of concentration on extracurricular reading and the academic performance; 3. to explore the relationship between concentration on extracurricular reading and the academic performance. Surveys were given to junior high school students at the 1th,2th and 3th grade respectively in the public schools of Kaohsiung; total 300 students have replied to the questionnaires from nine classes. Analysis of variance was applied to understand the internal factors, such as their motivation, interest and attitude upon concentrating on extracurricular reading and the external factors, such as attitude of parents and teachers as well as school promotion. How students concentrated on extracurricular reading and its relationship with the academic performance was explored. The conclusions were described as follows: I. Overall analysis of the current conditions shows that junior high school students have medium involvement in extra-curricular reading; their academic achievements are in the upper medium level. II. In terms of involvement in extra-curricular reading, female junior high school students outperform male junior high school students in their overall involvement in extra-curricular reading. Due to differences in the father¡¦s and mother¡¦s education levels and the mother¡¦s employment type, there are differences in perception, and perceptions are higher for junior high school students from middle-class families than from lower middle-class families. III. In terms of academic achievement, female junior high school students have greater perceptions for overall academic achievement than male junior high school students. Due to differences in the father¡¦s and mother¡¦s education levels and the parents¡¦ employment type, there are differences in perception, and perceptions are higher for junior high school students from middle-class families than from lower middle-class families. IV. Reading motivation, reading interest, parental attitudes, school promotions, reading attitudes, the degree of involvement in reading, reading achievements, and overall involvement in extra-curricular reading all have a significant effect on the overall academic achievement of junior high school students The conclusions can be used as reference for educational administration units, schools, teachers, parents and future researchers.

A quasi-longitudinal case study was used to determine the effects on secondary students of participation in a program of enrichment and extracurricular science activities in terms of their interest and enjoyment in being involved in science activities, their motivation to continue to participate in science, and their perceptions about scientists and about the role of science in society. Two groups of students in a school were followed simultaneously, a junior cohort through Years 8 to 10 and a senior cohort through Years 10 to 12. Both qualitative and quantitative data were collected from 20 students; five girls and five boys from each cohort. A strong positive relationship was found between changes in students' interest and enjoyment and changes in their motivation, and both these variables increased, in an overall sense for the combined student population, during the study period. All students generally held a high perception of both the normality of scientists and the importance of science in society throughout the study period. Participation in science activities impacted overall positively, but to varying extents for different activities, on all four dependent variables. Suggestions for the structure and/or conduct of competitions, excursions, and practical work, including the design of museum exhibits, and implications for further research are presented.

In the United States, an estimated 20% of college students have an Alcohol Use Disorder (AUD). AUD is conceptualized as compulsive use of alcohol even when presented with adverse effects. Historically, student activities and organization-involvement (e.g., Greek life) was a hypothesized risk factor for student substance use. However, other studies suggest that joining clubs and developing a support system during college can protect against substance use disorders. Undergraduate students were recruited from a South Eastern University using a university-sponsored, online recruitment website. The sample was predominantly White (n = 150; 86.70%) and female (n = 127; 73.40%). We hypothesized those involved in honors, faith-based, academic, and service activities, as well as recipients of academic scholarships, would be less likely to misuse substances. Greek life members, athletes, and those not involved in activities were hypothesized to report increased substance use. Although our research cannot specify what individually discourages students from misusing substances due to its cross-sectional methodology, our findings support that those involved in campus activities report lower levels of alcohol and drug use. Mean drug use and alcohol use scores did not significantly differ between activity groups, nor scholarship recipients. Those involved in university athletics reported a wide variety of specific drug use three months prior to taking the survey. In turn, involvement with no activities and athletic participation were classified as risk factors for college substance use.