Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-28T19:44:02.842Z Has data issue: false hasContentIssue false
  • English
  • Français

Extra-Curricular Involvement and Self-Regulation in Children

Published online by Cambridge University Press:  29 October 2015

A Carroll  and
N Purdie
A Carroll*
Affiliation:
The University of Queensland
N Purdie*
Affiliation:
Australian Council for Educational Research
*
School of Education, University of Queensland, Brisbane, QLD 4072, Email: acarroll@uq.edu.au
Australian Council for Educational Research, 19 Prospect Hill Rd, Private Bag 55 Camberwelll, VIC 3124, Email: purdie@acer.edu.au
Get access

Abstract

The present research investigated the relationship between extra-curricular involvement (ECI) and self-regulated behaviours in 8 to 9 year old children, and identified sex, location, and socio-economic status (SES) differences in their ECI and self-regulatory behaviours. 550 children from 44 schools in Queensland and New South Wales, Australia completed the Child Self-Regulatory Process Inventory and questions about their ECI. Nearly 90% of students were involved in at least one extra-curricular activity with the mean number of activities being 1.27. Girls and urban children were significantly more involved in school-based extra-curricular activities than their male and rural counterparts; there were no significant differences among SES groups. Urban children and children in the high SES group reported significantly greater involvement for non-school based activities. For the three self-regulation strategies, girls scored significantly higher than boys. Moreover, children in the high ECI group reported significantly greater use of self-regulation strategies than children in the low ECI group and were more efficacious-persistent than children in both the low and medium ECI groups. implications of findings are discussed in light of the need for quality extra-curricular programs, especially in terms of emotional climate and self-directed activities.

Keywords

extra-curricular involvementschool based activitiesnon-school based activitiesself-regulationchildren
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 1 , 2007 , pp. 19 - 35
Copyright
Copyright © Australian Psychological Society 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bandura, A. (1996a). Self-efficacy in changing societies. New York: Cambridge University Press.Google Scholar
Bandura, A. (1996b). Multifaceted scale of mechanisms of moral disengagement. Unpublished test, Stanford University, Stanford, CA.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Google Scholar
Bandura, A. (2003). Bandura’s social cognitive theory [videorecording]: An intro-duction. San Luis Obispo, CA: Davidson Films.Google Scholar
Barber, B.L., Eccles, J.S., and Stone, M.R. (20010. Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429–455.CrossRefGoogle Scholar
Barkley, R. (1997). ADHD and the nature of self-control. Guilford Press: New York.Google Scholar
Cooper, H., Valentine, J.C., Nye, B., and Lindsay, J.J. (1999). Relationship between five after-school activities and academic achievement. Journal of Educational Psychology, 91 (2), 369–378.CrossRefGoogle Scholar
Dunsire, M., and Baldwin, S. (1999). Urban-rural comparisons of drink-driving behaviour among late teens: a preliminary investigation, Alcohol and Alcoholism, 34, 59–64.CrossRefGoogle ScholarPubMed
Eccles, J.S., and Barber, B.L. (1999). Student council, volunteering, basketball or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14,10–43.CrossRefGoogle Scholar
Eccles, J.S., Barber, B.L., Stone, M., and Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59 (4), 865–889.CrossRefGoogle Scholar
Eitzen, D.S. (1975). Athletics in the status system of male adolescents: A replication of Coleman’s The Adolescent Society. Adolescence, 10, 2667–276.Google Scholar
Elder, G.H. Jr., and Conger, R.D. (in press). Children of the land: Adversity and success in rural America. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Feldman, A.F., and Matjasko, J.L. (2005). The role of school-based extra-curricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159–210.CrossRefGoogle Scholar
Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117–142.CrossRefGoogle Scholar
Fletcher, A.C., Elder, G.H., and Mekos, D. (2000). Parental influences on adolescent involvement in community activities. Journal of Research on Adolescence, 10(1), 29–48.CrossRefGoogle Scholar
Fredricks, J., Alfeld-Liro, C.J., Hruda, L.Z., Eccles, J.S., Patrick, H., and Ryan, A.M. (2002). A qualitative exploration of adolescents’ commitment to athletics and the arts. Journal of Adolescent Research, 17, 68–97.CrossRefGoogle Scholar
Fredricks, J., & Eccles, J.S. (2006). Is extra-curricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42, 698–713.CrossRefGoogle Scholar
Gilman, R. (2001). The relationship between life satisfaction, social interest, and grequency of extracurricular activities among adolescent student. Journal of Youth and Adolescence, 30, 749–767.CrossRefGoogle Scholar
Gilman, R., Meyers, J., and Perez, L. (2004). Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41, 31–41.CrossRefGoogle Scholar
Grabe, M. (1981). School size and the importance of school activities. Adolescence, 61, 21–31.Google Scholar
Hansen, D.M., Larson, R.W., Dworkin, J.B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25–55.CrossRefGoogle Scholar
Harris, D.B. (1975). A scale for measuring attitudes of social responsibility in children. Journal of Abnormal and Social Psychology, 55, 322–326.CrossRefGoogle Scholar
Hofferth, S.L., and Jankuniene, Z. (2001). Life after school. Educational Leadership, 58 (7), 19–23.Google Scholar
Holland, A., & Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57 (4), 437–466.CrossRefGoogle Scholar
Jones, F. L., & McMillan, J. (2001). Scoring occupational categories for social research: A review of current practice, with Australian examples. Work, Employment and Society, 15 (3), 539–563.CrossRefGoogle Scholar
Landers, D.M., & Landers, D.M. (1978). Socialization via interscholastic athletics: Its effects on delinquency. Sociology of Education, 51, 299–303.CrossRefGoogle Scholar
Larson, R.W., Hansen, D.M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42, 849–863.CrossRefGoogle ScholarPubMed
Larson, R.W., & Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701–736.CrossRefGoogle ScholarPubMed
Luthar, S.S., & D’Avanzo, K. (1999). Contextual factors in substance use: A study of suburban and inner-city adolescents. Development and Psychopathology, 11, 845–867.CrossRefGoogle ScholarPubMed
Mahoney, J.L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71, 502–516.CrossRefGoogle ScholarPubMed
Mahoney, J.L., and Cairns, R.B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33 (2), 241–253.CrossRefGoogle ScholarPubMed
Mahoney, J.L., Cairns, B.D., and Farmer, T.W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95, 409–418.CrossRefGoogle Scholar
Mahoney, J.L., Schweder, A.E., & Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86.CrossRefGoogle Scholar
Marsh, H., & Kleitman, S. (2002). School athletic participation: Mostly gain with little pain. Journal of Sport and Exercise Psychology, 25, 205–229.CrossRefGoogle Scholar
Masten, A.S., & Coatsworth, J.D. (1998). The development of competence in favourable and unfavourable environments: Lessons learnt from research on successful children. American Psychologist, 53 (2), 205–220.CrossRefGoogle Scholar
Otto, L.B. (1976). Extracurricular activities and aspirationsin the status attainment process. Rural Sociology, 41, 217–233.Google Scholar
Otto, L.B., & Alwin, D.F. (1977). Athletics, aspirations, and attainments. Sociology of Education, 42,102–113.CrossRefGoogle Scholar
Posner, J.K., & Vandell, D.L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35 (3), 868–879.CrossRefGoogle ScholarPubMed
Purdie, N., & Hattie, J. (1998). The Strategies for Self-Regulated Learning Survey. Unpublished manuscript.Google Scholar
Rodriquez, D., Wigfield, A., & Eccles, J. (2003). Changing competence perceptions, changing values: Implications for youth sport. Journal of Applied Sport Psychology, 15, 67–81.CrossRefGoogle Scholar
Schunk, D.H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71–86.CrossRefGoogle Scholar
Schunk, D.H., & Zimmerman, B.J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32 (4), 195–208.CrossRefGoogle Scholar
Spady, W.G. (1970). Lament for the letterman: Effects of peer status and extracurricular activities on goals and achievement. American Journal of Sociology, 75, 680–702.CrossRefGoogle Scholar
Trevedi, N., & Sabini, J. (1998). Volunteer bias, sexuality, and personality. Archives of Sexual Behavior, 27 (2), 181–194.CrossRefGoogle Scholar
Van den Nieuwenhof, L. (2005). Crossing the line. The Weekend Australian Magazine, 1-2 October, 22–25.Google Scholar
Willems, E. (1967). Sense of obligation to high school activities as related to school size and marginality of student. Child Development, 38,1247–1260.CrossRefGoogle Scholar
Wilson, J.Q., & Herrnstein, R.J. (1985). Crime and human nature. New York: Simon and Schuster.Google Scholar
Zeidner, M., Boekaerts, M., & Pintrich, P.R. (2000). Self-regulation: Directions and challenges for future research. In Boekaerts, M., Pintrich, P.R., and Zeidner, M. (Eds.), Handbook of self-regulation (pp. 749–768). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Zill, N., Nord, C.W., & Loomis, L.S. (1995). Adolescent time use, risky behavior, and outcomes: An analysis of national data. Rockville, MD: Westat.Google Scholar
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich, P.R., and Zeidner, M. (Eds.), Handbook of self-regulation (pp. 13–19). New York: Academic Press.CrossRefGoogle Scholar
Zimmerman, B.J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In Schunk, D.H. and Zimmerman, B.J. (Eds.), Selfregulation of learning and performance: Issues and educational applications (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar