significant improvement of competence beliefs as a result of participating in performance arts or clubs
The direct effects of participating in performance arts or clubs were statistically significant on competence beliefs (c = .11), course grades (c = .10) and engagement (c = .15). The bias-corrected bootstrap confidence intervals test showed that none of the proposed indirect effects of performance arts or clubs was significant. Furthermore, the direct effects of performance arts or clubs participation on competence beliefs (c = .11), course grades (c = .10) and classroom engagement (c = .15) were significant when the hypothesized indirect pathways were included.
Beschreibung der Aktivität
extracurricular activities and sports
Participation in school-based, extracurricular activities such as sports and band are forms of school engagement associated with higher academic motivation and attainment, including school completion.
mean age 13,9 years
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
Quantitative Fragebogenerhebung (schriftlich/offline), Qualitative Interviewbefragungen (persönlich)
Participants were 495 students recruited in the fall of 2000 or 2001 into a larger longitudinal study (N = 784) when they were in grade 1. Data on participation in extracurricular activities were collected when these students were in grade 8 (typically academic year 2008–2009 or 2009–2010). All student-report measures and reading achievement were assessed in individual interviews at school between November and April of the given year. Bilingual students were interviewed and tested in the language in which they were more proficient.
11-item Academic Competence and Effort Beliefs Subscale (a = .89) and 10-item Value of Education Subscale (a = .85) of the Motivation for Education Attainment Questionnaire; Competence Beliefs and Subjective Task Values Questionnaire
‘‘I am on track to graduate from high school’’;‘‘Nothing will get in the way of my going to college’’; ‘‘If I work hard in school, I will get a better job than the kids who don’t try hard’’;‘‘School is not that important for future success’’ Competence Beliefs and Subjective Task Values Questionnaire: Five items assess competence beliefs in each subject (i.e., reading and math). Example items include ‘‘How good are you in reading?’’ and ‘‘How good are you in reading, relative to other children?"
Competence Beliefs and Subjective Task Values Questionnaire: 1-30 thermometer (1 = ‘‘not at all good" and 30 = indicating ‘‘one of the best’’)
495 students included in the study
2000-2010 outcomes were assessed at baseline (grade 5) and grade 9