School attachment and performance. The impact of participation in extracurricular activities at school.

Autor/inn/en	Fischer, Natalie; Brümmer, Felix
Titel	School attachment and performance. The impact of participation in extracurricular activities at school.
Quelle	Aus: Richter, Martina (Hrsg.); Andresen, Sabine (Hrsg.): The politicization of parenthood. Shifting private and public responsibilities in education and child rearing. Dordrecht u.a.: Springer (2012) S. 265-279 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Children's well-being: Indicators and research. 5
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-2971-5; 978-94-007-2971-1; 978-94-007-2972-8
DOI	10.1007/978-94-007-2972-8_20
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Beeinflussung; Bindung; Beeinflussung; Deutschland; Faktorenanalyse; Motivation; Partizipation; Schüler; Schule; Ganztagsschule; Wirkung; Ganztagsbetreuung; Schule; Schulform; Ganztagsschule; Schüler; Schülerleistung; Motivation; Außerunterrichtliche Aktivität; Partizipation; Wirkung; Deutschland
Abstract	In Germany, the number of schools offering extracurricular activities (the so called "all-day-schools") is increasing. Studies on the effects of extracurricular activities have been conducted primarily in the USA. These studies have shown that participation in "after-school programs" can promote students' school attachment and academic performance. Based on data from the German "Study on the Development of all-day Schools" (Studie zur Entwicklung von Ganztagsschulen, StEG) this research investigates the relationships between the development of motivation and school grades and participation in extracurricular activities at school. The study sample consists of 3230 secondary school students. The results lead to the assumption that long-term provision of extracurricular activities at school can enhance school attachment which in turn leads to a positive development of academic performance. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/4