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Fischer Natalie, Radisch Falk & Kuhn Hans Peter (2009). « The impact of extracurricular activities at school on adolescent development : Cognitive and non-cognitive outcomes ». In European Association for Research on Learning and Instruction.Fostering Communities of Learners, Amsterdam, 27 août 2009. En ligne : <http://www.earli2009.or ... kofabstracts/start.html>.
Added by: Agnès Cavet (04 Feb 2011 09:52:34 Europe/Paris) |
| Resource type: Proceedings Article BibTeX citation key: Fischer2009a  |
Categories: General Keywords: Allemagne, éducation extra-scolaire, temps et rythme scolaires Creators: Fischer, Kuhn, Radisch Publisher: European Association for Research on Learning and Instruction (Amsterdam) Collection: Fostering Communities of Learners |
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| URLs http://www.earli20 ... stracts/start.html |
| Abstract |
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"One aim of the study on the development of all-day schools (StEG) — a German-wide, multiperspective longitudinal study — is the investigation of the effects of the attendance to extracurricular activities in German all-day schools on non-cognitive student outcomes (for example self-concept, goal orientation and social behavior) and school performance. This research is based on theoretical approaches to the quality of all-day schools and on self-determination theory. We propose that process features of extracurricular activities as well as dosage and participation profiles relate to the extent and development of several cognitive and non-cognitive outcomes. StEG assesses content, process features and student perceptions of extracurricular activities and a number of non-cognitive student outcomes as well as school performance (grades in the major subjects). Our analyses rely on the first two measurement points of StEG (2005 and 2007). The sample includes a total of about 360 schools and over 20000 students (about 12000 students attended both measurement points). Our hypotheses are tested using hierarchical linear and structural equation modeling. We will show that attendance to extracurricular activities influences school performance and learning goal orientation. With regard to motivation we find that especially learning environments that enhance feelings of relatedness and autonomy lead to a positive development of learning goal orientation which is an important determinant of success at school. Moreover certain participation profiles can predict social behavior. Altogether process features and participation profiles seem to be more important than the dosage of attendance. This fact will be discussed along with practical implications of our results for extracurricular arrangements in all day schools. " Added by: Agnès Cavet |