In School for After School: The Relationship Between Extracurricular Participation and School Engagement

2020 ◽  
Author(s):  
Karlyn J. Gorski
Keyword(s):  
School Engagement ◽  
After School ◽  
Extracurricular Participation ◽  
The Relationship

Changing the Relationship Between Impulsivity and Antisocial Behavior: The Impact of a School Engagement Program

2018 ◽  
Vol 65 (8) ◽  
pp. 1076-1101 ◽  
Author(s):  
Stephanie M. Cardwell ◽  
Lorraine Mazerolle ◽  
Sarah Bennett ◽  
Alex R. Piquero
Keyword(s):  
Antisocial Behavior ◽  
School Engagement ◽  
The Impact ◽  
The Relationship

scholarly journals Vocational identity of at-risk emerging adults and its relationship with individual characteristics

2019 ◽  
Vol 20 (2) ◽  
pp. 375-410
Author(s):  
Rineke Keijzer ◽  
Wilfried Admiraal ◽  
Roeland Van der Rijst ◽  
Erik Van Schooten
Keyword(s):  
At Risk ◽  
Individual Differences ◽  
Emerging Adults ◽  
School Engagement ◽  
Vocational Identity ◽  
Individual Characteristics ◽  
Self Sufficiency ◽  
The Relationship ◽  
School Outcome ◽  
School Curricula

Abstract Vocational identity is a prerequisite for enhancing societal inclusion of at-risk emerging adults. School curricula and rebound programs need insights into individual differences of these youths to effectively foster their vocational identity. Identifying three aspects of vocational identity, a questionnaire study among at-risk emerging adults in The Netherlands (N = 996) examined the relationship between clusters of demographic, personality, self-sufficiency, self-competence, and school engagement characteristics and vocational identity performing blockwise entry analyses. Largest proportions of variance were explained by personality traits and, to a lesser extent, motivation, resilience, and valuing school outcome. These malleable characteristics offer opportunities for interventions.

scholarly journals The Relationship between Agricultural Teaching Approaches and Food Security in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-18
Author(s):  
Hellen Joseph Njura ◽  
Kaberia Isaac Kubai ◽  
Simon Thuranira Taaliu ◽  
Kakai Shem Khakame
Keyword(s):  
Food Security ◽  
Secondary School ◽  
Secondary Schools ◽  
Survey Design ◽  
School Level ◽  
After School ◽  
Digital Learning ◽  
Teaching Approaches ◽  
Review Section ◽  
The Relationship

The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.

Screen Time and Physical Activity in Youth: Thief of Time or Lifestyle Choice?

2012 ◽  
Vol 9 (7) ◽  
pp. 977-984 ◽  
Author(s):  
Gavin R.H. Sandercock ◽  
Ayodele Ogunleye ◽  
Christine Voss
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Screen Time ◽  
School Lunch ◽  
Negative Association ◽  
After School ◽  
Cross Sectional ◽  
Lifestyle Choice ◽  
The Relationship ◽  
Activity Questionnaire

Background:This study aimed to examine the relationship between screen time and physical activity (PA) in children and adolescents but also to determine specific elements of PA that were most closely associated with screen time.Methods:We studied a cross-sectional sample of 6176 10.0–15.9 year olds (53% boys, 12.9 ± 1.5 years) who completed the Physical Activity Questionnaire for Children/Adolescents and reported daily screen time. Differences in total PA and specific elements of PA were examined between groups reporting: < 2 h, 2–4 h, and > 4 h daily screen time.Results:There were significant differences between screen time groups in: total PA, number of bouts of PA reported, after school PA, evening PA and weekend PA (P < .0001). There was a graded, negative association between higher screen time and lower free-time PA. Participants reporting < 2 h screen time were also significantly more active during school lunch breaks than those reporting > 2 h. Boys reporting > 4 h screen time were less active during physical education lessons.Conclusions:Screen time is significantly and negatively associated with PA in British youth. Screen time may displace active pursuits out of school but is also associated with lower PA during school. Daily screen time should be limited to < 2 h in line with current recommendations.

scholarly journals Students’ School Engagement and Their Truant Behavior: Do Relationships with Classmates and Teachers Matter?

2018 ◽  
Vol 7 (6) ◽  
pp. 124 ◽  
Author(s):  
Selina Teuscher ◽  
Elena Makarova
Keyword(s):  
Peer Relationships ◽  
Student Teacher ◽  
School Engagement ◽  
School Dropout ◽  
Individual Characteristics ◽  
Drop Out ◽  
Student Teacher Relationship ◽  
The Individual ◽  
The Relationship

Research on school dropout suggests that the decision to drop out of school is not a sudden or immediate one, but rather the result of a long-term process of withdrawal from school. While school engagement and truancy are among the most prominent constructs to be associated as precursors of school dropout, the relationship between these two constructs needs further analysis. Our study establishes more comprehensive understanding of school engagement and truancy by focusing on students&rsquo; individual characteristics and their relationships in school, particularly the student-teacher relationship and relationships with peers. It demonstrates that among the individual characteristics the migration background is crucial for school engagement, while the student age is important for truancy. Furthermore, peer-relationships are positively related to students&rsquo; school engagement, but not to their truancy. Furthermore, a good student-teacher relationship not only has positive impacts on students&rsquo; school engagement, but is also negatively associated with truancy, while school engagement mediates this path.

scholarly journals The role of affect-communication and rule setting in perceived family support and school adjustment

2019 ◽  
Vol 13 (1) ◽  
pp. 207
Author(s):  
Arantza Rodríguez-Fernández ◽  
Iratxe Antonio-Agirre ◽  
Estíbaliz Ramos-Díaz ◽  
Lorena Rebolledo-Rebolledo
Keyword(s):  
Family Support ◽  
Parenting Styles ◽  
School Engagement ◽  
Basque Country ◽  
School Adjustment ◽  
Parental Socialization ◽  
The Social ◽  
Rule Setting ◽  
The Relationship

Previous research suggests that parental socialization styles affect the implementation of family support strategies and are related to school adjustment. Nevertheless, the precise nature of the influence of socialization practices on these variables during adolescence has yet to be determined. The aim of this study was therefore to examine (separately) the direct influence of maternal and paternal affectcommunication and rule setting on adolescent participants' perceived family support, and to analyze the relationship between these dimensions and school adjustment. The sample comprised 1190 secondary school and Spanish Baccalaureate students (47.1% boys and 52.3% girls; Mage = 14.76 years, SD = 1.55) from the Autonomous Community of the Basque Country. The Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H) were used to assess parental socialization practices, and the subscale for perceived family support from the Social Support from Family and Friends (AFA-R) measure and the School Engagement Measure (SEM) were used to assess school engagement, with the mean grades earned by participants being taken as a measure of academic performance. The results obtained reveal that paternal affect-communication contributes more than maternal affect-communication to adolescents' perception of having family support, whereas in relation to rules, only maternal rule setting was found to have an effect on perceived family support, with this effect being negative. Both components of parenting styles were found to be linked to school engagement. In the final sections, the data are discussed and the study's limitations presented.

scholarly journals Social-Emotional Learning and Evaluation in After-School Care: A Working Model

2019 ◽  
Vol 14 (3) ◽  
pp. 130-145
Author(s):  
Dana Minney ◽  
Jaime Garcia ◽  
Joan Altobelli ◽  
Norma Perez-Brena ◽  
Elizabeth Blunk
Keyword(s):  
School Engagement ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Positive Effects ◽  
School Care ◽  
After School Care

Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.

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