Rozprawy doktorskie: „Extracurricular activity”

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Moran, James P. "The Impact of Extracurricular Activity on Teacher Job Satisfaction". Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1492182067273518.

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Park, Gloria H. "The Role of Extracurricular Activity in Positive Youth Development". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91874.

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Kinesiology
Ph.D.
The purpose of this study was to describe the relationship between extracurricular activity participation and concurrent and longitudinal youth academic and psychosocial development in academically gifted youth. Extracurricular activity participation as a potential protective factor against the negative effects of life events, and the theoretical role of personality/activity fit as a determinant of positive developmental benefits in youth were also explored in this study. Secondary data analysis was conducted using data provided by two cohorts of middle school youth from a public magnet school in Philadelphia. After controlling for sociodemographic selection factors, Study 1 revealed that music was the only type of activity that was related to academic achievement. Time spent in music significantly contributed to predicting performance on reading, language, math and science standardized exams. Sport made significant negative contributions to predicting reading and language exam scores. These findings were limited by a ceiling effect caused by high mean scores on grade point average and standardized exams. Sport/dance was the only activity associated with well-being, significantly contributing to the prediction of positive affect. The results also revealed nonlinear associations between time spent in activities and standardized math scores, life satisfaction, self-esteem, and grit. The results of Study 2 revealed support for the protective role of activity participation on the negative academic and psychosocial impact of life events stress, which was a significant predictor of poorer adolescent outcomes across all of the domains. Accounting for the impact of life events, music positively predicted academic outcomes, and sport/dance positively predicted higher life satisfaction, positive affect, and self-esteem, and lower levels of negative affect. Finally, exploratory analyses revealed that youth participated in activities that appeared to be compatible with personality characteristics. For example, sport was associated with higher extraversion and music with higher openness to experience.
Temple University--Theses

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Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.

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Toomey, Russell Blake. "Extracurricular Activity and Social Justice Involvement of Sexual Minority Youth". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145312.

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Sexual minority youth (i.e., youth who identify as lesbian, gay, bisexual, queer, or who report same-sex attractions) disproportionally experience negative mental health and academic outcomes. Yet, few studies have examined positive youth development for this population. The goal of these three manuscripts is to add new information about positive developmental contexts for sexual minority youth in order to generate ideas for intervention and prevention. More specifically, the focus of these three manuscripts is on school-based extracurricular activity involvement of sexual minority youth.Manuscript one presents results from the National Longitudinal Study of Adolescent Health that compare sexual minority and heterosexual youth involvement in school-based extracurricular activities. Results documented that sexual minority youth are involved in school-based extracurricular activities at the same frequency as their heterosexual peers. For all youth, there was a small, but positive association between extracurricular activity involvement and school connectedness. School connectedness was associated with better mental health (i.e., higher self-esteem and lower depression), and these associations were stronger for sexual minority youth.Manuscript two presents results from the Preventing School Harassment Study that examine lesbian, gay, bisexual, and queer (LGBQ) youth involvement in Gay-Straight Alliances (GSAs). GSAs are extracurricular clubs that are tailored to the needs of LGBQ youth. This study examined the concurrent associations among GSA presence, GSA membership, and participation in GSA-related social justice activities, with victimization based on sexual orientation and school-based and civic outcomes. GSA presence and participation in GSA-related social justice activities were positively associated with school belongingness and grade-point average (GPA), and GSA membership was associated with greater school belongingness. Results suggested, however, that the positive benefits of GSA presence and social justice involvement dissipate at high levels of school victimization.Manuscript three extends findings from manuscript two by examining the associations among GSA presence, GSA membership, perceived GSA effectiveness, and young adult well-being. The study utilized the Family Acceptance Project and found that the presence of a GSA, membership in a GSA, and GSA effectiveness differentially predicted LGBT young adult well-being. In some cases, these three facets of GSAs buffered the negative effect of LGBT-specific school victimization.

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Ashbourne, Dianne. "Education, beliefs, and experiences : examining the role of parents in children's extracurricular activity participation". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44862.

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Several studies have suggested that extracurricular activity participation provides children with numerous benefits including higher academic achievement. Unfortunately, participation differences among Canadian children mean that not all children have equal access to these benefits. Understanding the role parents play in their children’s extracurricular activity participation will broaden understandings of participation differences among Canadian children and thus, will have important implications for mitigating inequality in the Canadian public school system. This study asks the following: what role do the beliefs, experiences, and education of parents play in determining whether their children participate in specialized athletics, music, language and leadership programs? Data used in this study were from the Paths on Life’s Way project at UBC; a longitudinal study of the graduating class of 1988 in British Columbia, Canada. Data were collected using postal surveys and face-to-face interviews. A mixed method approach utilizing sequential analysis procedures was employed. Interview data was used to guide the analysis of the survey data. Results suggest that both parental experience and parental beliefs play a role in school-age children’s participation in specialized athletics, music, language, and leadership programs to varying extents. Parents’ activity-specific beliefs are a particularly important determinant of children’s participation in extracurricular activities. Parental experience with extracurricular activities during high school are more significantly correlated with children’s extracurricular activity participation than current experiences, this highlights both the important role played by habitus and the complexity of the transfer of cultural capital between parents and their children. These relationships are stronger for parents with lower levels of educational attainment in nearly all cases except that of children’s participation in specialized language programs.

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Hall, Alysha Ramirez. "Peer Aggression and Victimization During Adolescence: The Role of Extracurricular Activity Participation in Social Cognitions". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612853.

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Peer aggression and victimization are currently of national concern due to their high association with maladjustment. Moreover, peer aggression and victimization can occur as different forms (overt, relational) and functions (proactive, reactive), which are usually not examined within the same model. Peer aggression and victimization within the school context can be the result of individually developed negative social cognitions. These negative cognitions, based within social information processing theory, include outcome expectancies and values for pain and suffering. In addition, positive cognitions such as perceived social competence can decrease adverse outcomes such as peer aggression and victimization. This project seeks to take previous research and expand upon it in two ways: 1) examine overt, relational, proactive, and reactive aggression and victimization as separate constructs, within the same model, in association with outcome values, expectancies, and perceived social competence; and 2) examine the potential of extracurricular activities to serve as a buffer between maladjusted cognitions and aggression and victimization. In addition, this study will examine if these relationships differ by activity type, age and gender. Participants included 371 middle and high school students. Findings point toward the importance of examining the separate functions of aggression and victimization, as outcome values and expectancies are associated specifically with higher levels of proactive aggression and victimization and reactive aggression. Activity participation, particularly activities that are not associated with the school that the participant attends, seems to be serving as a buffer against maladjusted cognitions and functions of aggression and victimization. Specifically, having high efficacy for activity participation (ability to meet expectations within activity) serves a buffer for both reactive aggression and reactive victimization. Activity participation benefits appear to not be present if the individual is only participating because their parents are forcing them to be there. No group differences were found. These findings serve to demonstrate the importance of establishing fit of activity context for youth as well as their motivation for participation. More broadly, it is important to examine functions of aggression and victimization in the same model as the forms of aggression and victimization. By better understanding the moderating role of activities, schools can potentially have a low cost intervention tool for peer aggression and victimization difficulties.

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Hanks, Camille E. "Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7302.

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Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students’ psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.

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Kilrea, Timothy B. Lugg Elizabeth T. "A study of the relationship between extracurricular activity participation and the academic achievement of high school students". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924349.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

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Mata, Andrea D. "EXTRACURRICULAR ACTIVITY PARTICIPATION AND ADOLESCENT ANTISOCIAL BEHAVIOR: THE ROLE OF DEVIANT PEER AFFILIATION AND PERCEIVED FRIENDSHIP CLOSENESS". [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239822463.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed Nov. 30, 2009). Advisor: Manfred van Dulmen. Keywords: extracurricular activity participation; adolescent antisocial behavior; deviant peer affiliation; perceived friendship closeness. Includes bibliographical references (p. 40-45).

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Sproston, Ronald Leslie, i res cand@acu edu au. "What a Difference a Play Makes: an examination of factors influencing personal development benefits through involvement in extracurricular theatre". Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp89.09042006.

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The research investigates the personal development benefits to students of involvement in a particular extracurricular activity (student theatre). It examines aspects of student personal development that are promoted by involvement in this extracurricular activity and discusses factors within the activity that encourage or promote these results. It does this through its focus on participants’ perceptions of what happens in the group, in terms of personal development and events and actions that affected that personal development. The extracurricular theatrical activity that is the focus of this study takes place annually in a regional Catholic co-educational secondary college in Victoria, Australia. It is a multi-age activity that involves students from Years 7 – 12. Participation is open to all students and the activity is non-competitive. A detailed review of the literature covering the areas of extracurricular activity, adolescent development and resilience is provided. The research is underpinned by an holistic enactivist world-view and makes use of the constant comparison methodology of grounded theory to analyse the data it obtains. The theoretical justification for this position is provided. The data were obtained through semi-structured or guided interviews with long term participants in the activity. The participants included students, ex-students, teachers and parents. The participants’ perspectives of the personal development that occurred through involvement in the extracurricular activity were revealed through their voices, and were examined as they described and reflected upon their experiences. The interconnectedness of the personal development benefits and the factors that enable them are highlighted. Conclusions about the significance of an increased awareness of the complex inter-relatedness of the events that subscribe to the enhancement of personal development are offered. Theory related to the elements that contribute to the development of an environment that facilitates personal development benefits is developed.

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Foerster, Puglisi Laura Noel. "Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity". Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424828.

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Educational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.

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Long, Roxanne. "Mediational Pathways between High School Extracurricular Participation and Young Adult Educational Attainment: A Structural Equation Analysis". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062847/.

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Little is known about the mechanisms by which extracurricular participation in high school influences educational attainment in young adulthood. Also limited is an understanding of the different types of extracurricular participation and how various activities may manifest within the relationship. The purpose of this study was to examine the link between high school extracurricular participation and educational attainment, with social capital, parental expectations, and academic achievement presented as mediators. Additionally, the present study will explore socioeconomic differences in the proposed relationships. The sample consisted of 5,239 ninth through twelfth graders from the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling (SEM) and multiple-group SEM were used to test pathways. Extracurricular participation was categorized into sports participation, non-sport participation, mixed participation (including both sport and non-sport), and no participation. Social capital, a latent factor, was measured by the latent variables of family and school capital. Various indicators of family closeness and inclusion of school culture from survey items operationalize social capital. Parental expectations, another latent factor, was measured by one survey indicator using the question of how disappointed would your resident father and mother be if you did not graduate from college. Academic achievement was measured by grade point average and calculated by the average of self-reported grades in four subjects: English, math, social studies, and science. Educational level attained used seven levels ranging from less than 8th grade to beyond a Bachelor degree. Gender, race, and parent education were also included as covariates. Social capital, parental expectations, and high school academic achievement were all shown to be mediators between high school extracurricular participation and educational attainment. However, social capital's impact on educational attainment was indirect through GPA rather than direct. Sport showed better capacity to strengthen social capital than non-sport. However, non-sport participants achieved higher high school GPA than sport participants. On average, students involved in both sport and non-sport activities had more positive effects on all model variables than students involved in sports only. Results for socioeconomic comparison showed some evidence for the benefit of sport participation directly on educational level for low-income students. Practically speaking, the conclusion of the study is that students need to participate in a combination of activities that include both sport and non-sport to improve their chances of educational attainment.

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Pabayo, Roman. "The effects of a ban on extracurricular activities by teachers on students' levels of physical activity in the Montreal area /". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79061.

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Since physical activity is part of a healthy lifestyle, there is a lot of interest concerning the determinants of this behaviour in youth since it is tracked into adulthood. Environmental determinants belong to one subset of factors that influence physical activity. Baseline and one-year follow-up data on level of physical activity were collected in classroom questionnaires from 1264 7th grade students (56.2% of eligible students). Physical activity was assessed via an adaptation of the Weekly Activity Checklist. The effect of a ban on extracurricular activities on adolescent physical activity levels was determined. Multivariate logistic regression analyses were used to determine the effect of the ban when controlling for baseline physical activity, the number of extracurricular activities regularly offered at the school, and season at baseline. Students attending high implementation schools were significantly more likely to increase their levels of physical activity after the ban was lifted, than students in low implementation schools (odds ratio (OR) = 1.49 (95% CI = 1.16, 1.91) and 2.19 (95% CI = 1.80, 2.67 for boys and girls respectively). These results suggest that a teachers' ban on sports-related ECAs was associated with a decrease in the PA levels of students attending secondary schools. The impact was higher among girls than boys.

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Culp, Kyle Christian. "Factors Associated with Sustainability of Collegiate Livestock Judging Programs at Four Year Universities". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429086449.

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Hampe, Tanis Nicole Outhet. "Extracurricular activity participation in early adolescence, relationships with social determinants of health and health outcomes, and facilitators and barriers to participation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ59811.pdf.

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Leung, Siu-tong. "Teachers' and pupils' participation in extracurricular activities in primary schools in Hong Kong". Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601782.

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Liles, Elisabeth Ellena. "Differential effects of a ninth-grade activity friendship group and a ninth-grade talk therapy friendship group on connection to peers, adults, and extracurricular activities". abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3355588.

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Kennedy, Jennifer Johnson. "The impact of sport, urbanicity, gender, and demographics on high school coaches' perceptions of no pass, no play in Educational Service Center, Region 20, Texas". [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1479.

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Рикун, Анна Юріївна, i Anna Yuriivna Rykun. "Розвиток рухової активності студенток закладів вищої освіти у позааудиторних заняттях пауерліфтингом". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12126.

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У дослідженні були розглянуті властивості психічного та фізичного розвитку студенток закладів вищої освіти, розроблено експериментальну програму позааудиторних розвивальних занять з пауерліфтингу для студенток закладів вищої освіти з метою вирішення одного з провідних завдань, а саме розвитку рухової активності. Шляхом використання комплексу методів дослідження та експерименту зокрема, була досліджена ефективність алгоритму програмного забезпечення позааудиторних занять з пауерліфтингу студенток закладів вищої освіти.
The study considered the properties of mental and physical development of students of higher education, developed an experimental program of extracurricular developmental classes in powerlifting for students of higher education in order to solve one of the leading tasks, namely the development of physical activity. By using a set of research methods and experiments, in particular, the effectiveness of the software algorithm for extracurricular powerlifting classes for female students of higher education institutions was investigated.

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Сурело, Дмитро Сергійович, i Dmytro Serhiiovych Surelo. "Методика розвитку фізичних якостей при проведенні секційних занять з боксу з учнями молодшого шкільного віку". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12154.

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Автором представлено огляд використання боксу як одного з найбільш привабливих видів рухової діяльності в позакласній системі фізичного виховання в школі з акцентом на особливості анатомо-фізіологічного розвитку і фізичної підготовленості саме молодших школярів та методи проведення позакласних занять з боксу з учнями початкової школи. Визначений детальний опис методів дослідження та організації педагогічного експерименту, що надає повне уявлення про послідовність і хід самого наукового дослідження.
The author presents an overview of the use of boxing as one of the most attractive types of physical activity in extracurricular physical education at school with emphasis on the features of anatomical and physiological development and physical fitness of younger students and methods of extracurricular boxing classes with primary school students. The detailed description of methods of research and the organization of pedagogical experiment is defined that gives full idea of sequence and a course of the scientific research.

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Marouf, Louisa. "Introduction aux rythmes scolaires, évaluation chronopsychologiques des modalités organisationnelles du temps scolaire à l'école algérienne : étude comparative entre la double et la simple vacation chez les enfants âgés de 11-12 ans". Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2020.

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L'étude présente une recherche portant sur les rythmes scolaires par une évaluation chronopsychologique des modalités organisationnelles du temps scolaire à l'école algérienne, elle compare entre la double et la simple vacation chez les enfants âgés de 11 à 12 ans. Les résultats obtenus dans cette recherche dégagent l'influence du type de modalité proposée-imposée sur les facteurs physiologiques et psychologiques des élèves algériens. Les résultats indiquent que sur le plan journalier et hebdomadaire les performances attentionnelles des enfants scolarisés en double vacation présentent une rythmicité classique qui témoigne d'une relative adaptation de cet emploi du temps aux rythmes de vie de l'enfant. En ce qui concerne l'étude des comportements, on conclue que les deux élèves scolarisés en double vacation s'adaptent mieux à la situation scolaire au cours de la journée scolaire. Par contre au cours de la semaine scolaire, c'est les deux élèves scolarisés en simple vacation qui semblent mieux s'adapter à la situation scolaire. Quelle que soit la modalité du temps scolaire simple vacation ou double vacation et quelle que soit l'heure d'entrée des enfants des deux sites, cela ne génère pas de perturbations du rythme veille sommeil ; les enfants des deux sites dorment plus que la moyenne établie par les recherches chronopsychologiques. Par contre, l'effet de la coupure de la demi-journée au cours de la semaine scolaire n'est pas bénéfique pour les élèves de la double vacation contrairement aux élèves de la simple vacation. La coupure du week-end permet de compenser la fatigue liée à la fin de la semaine chez les enfants des deux sites. En ce qui concerne les activités extra-scolaires, on ne peut que constater la similitude des deux modalités proposée-imposée aux enfants algériens simple vacation ou double vacation en matière d'organisation des temps extra-scolaires
The purpose of this study is to make a chrono-psychological assessment of the type of time organization applied in Algerian schools. Comparison was made between the single and double vacation types of school timing organization based on a sample of pupils aged between 11 and 12 years. The results of the study highlight the physiological and psychological impact of the two types of school vacation on Algerian pupils. Furthermore the daily and weekly attention levels of pupils in the double vacation type of organization indicate that this type of time organization is well suited for Algerian pupils who seem well adapted to their school timing. With regard to the behavior of the two children observed during the study it was found that those in the double vacation type were better adapted to daily school life compared to their peers in the single type of vacation. However during the week it is the pupils in the single vacation type who showed a better level of adaptation. The results also indicate that regardless of the type of time organization and the time of school entrance the subjects showed no troubles with regard to time of sleeping or awaking: Pupils from the two types of time organization slept more than the average time indicated by chrono-psychological research. However it was also shown that the brake taken tuesday afternoon by pupils from the double vacation type - unlike their peers in the single vacation type- had no positive effects, but the brake taken in the weekend by all pupils regardless of the type of vacation was useful for since it enabled them to take a rest and overcome their fatigue. With regard to extra- curricular school activities they clearly appear to be the same for all pupils

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Chollet-Mocanu, Carmen. "L’enseignement des langues romanes et de l’anglais dans un lycée roumain : analyse des manuels scolaires et pratiques pédagogiques". Thesis, Avignon, 2011. http://www.theses.fr/2011AVIG1091/document.

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Cette recherche trouve sa justification dans l’esprit d’ouverture vers les langues dans les pays de l’Union européenne. Comme, depuis janvier 2007, la Roumanie est entrée dans cette grande famille, l’enseignement des langues y est devenu, plus que jamais, une priorité. Notre questionnement porte sur : - la place des langues romanes et de l’anglais dans l’enseignement roumain actuel ; - la manière dont les documents officiels actuels (programmes scolaires, curriculum national, manuels scolaires) du ministère de l’Éducation et de la Recherche de Roumanie intègrent le nouveau dispositif du Conseil de l’Europe, le Cadre européen commun de référence pour les langues (CECR) ; - les manuels scolaires actuels pour les langues romanes (français, italien, espagnol) et l’anglais ; - les pratiques pédagogiques dans l’enseignement des différentes langues. Les façons d’apprendre et d’enseigner les langues à l’heure actuelle sont nombreuses, mais notre analyse reste dans le cadre théorique du CECR, dans l’objectif d’aider les enseignants, les élèves et les concepteurs de cours à coordonner leurs efforts pour augmenter la qualité de l’acte éducatif. Notre recherche ouvre la porte sur une réflexion plus approfondie concernant l’efficacité des méthodes utilisées aujourd’hui dans le domaine de l’enseignement des langues étrangères au lycée. La didactique moderne essaie de répondre aux demandes de la société, en proposant des stratégies multiples et adaptées pour former les élèves. L’expérience de la tradition associée à la capacité d’innovation sont les nouveaux repères de l’école pour une société multiculturelle. Si l’école roumaine veut s’inscrire dans la modernité, elle devra poursuivre le travail de fond engagé dans le respect et l’application du CECR, s’assurer que les professeurs y sont formés et leur donner les moyens d’intégrer cette modernité dans leurs pratiques scolaires
This research finds its justification in the spirit of the opening towards the modern foreign languages in the European Union. As, since January 2007, Romania has entered this big family, the teaching of modern foreign languages has become, more than ever, a priority. In this research we were interested in : - the place of the Romance languages and of the English language in the Romanian education system of today ; - the way in which the current official documents (school curricula, national curricula, school textbooks) of the Ministry of Education and Research of Romania integrates a new framework of the European Council, Common European Framework of Reference for Languages (CEFR) ; - the current school textbooks of the Romance languages (French, Italian, Spanish) and of English ; - the pedagogical activity in the teaching of various foreign languages. Nowadays, the ways of learning and teaching are numerous, but our analysis followsthe theoretical framework of CEFR, with the purpose of helping teachers, students and the authors of courses coordinate their efforts to enhance the quality of the teaching process. Our research opens the way for a deeper reflection as to the efficiency of the methods used today in the field of teaching foreign languages in high school. The modern Didactics tries to answer the requests of the society, proposing multiple strategies and adapted to form the students. The experience of the tradition associated with the capacity of innovation sets the new landmarks of school for a multicultural society. If the Romanian educational system wants to keep pace with the modernity, will have to continue the steps already made observing and applying the CEFR rules, to secure that the teachers are formed and are given the means to integrate this modernity in the actual teaching and practice in schools

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Feldman, Amy Florence. "Links between school-based extracurricular activity participation and adolescent development". Thesis, 2003. http://hdl.handle.net/2152/571.

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Feldman, Amy Florence Matjasko Jennifer. "Links between school-based extracurricular activity participation and adolescent development". 2003. http://repositories.lib.utexas.edu/bitstream/handle/2152/571/feldmanaf039.pdf.

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Lynn, Matthew R. "The extracurricular experiences of island high school students". Thesis, 2011. http://hdl.handle.net/1828/3298.

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The purpose of my study was to explore the experiences of senior island high school students and their participation in extracurricular activities. I investigated a rural island high school, located on the west coast of Canada, by conducting interviews of senior high school students to reveal their experiences with extracurricular activities available at the school. Using a qualitative case-study design, I provide recommendations for improving access to extracurricular activities. My results support literature finding that voluntary participation in extracurricular activities positively affects student academic standing, and that recognized school excellence improves student culture. I also found that organizational efforts and transparency in programming are needed to entice nonparticipants to become involved. Through comparative reflective analysis, I determined that word-of-mouth was a primary source of extracurricular promotion; however, this was found to create tiers of social groups, which in turn prevented access to the extracurriculum. Participants also indicated that a longer timetabled school day was a barrier to participation, and that active community volunteering efforts in the operation and offering of extracurricular activities were limited. My research is aimed at enabling educational practitioners to improve access to extracurricular activities in an island high school environment.
Graduate

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Villarreal, Victor. "Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students". Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11559.

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School-based extracurricular activity participation has been linked to positive behavioral and academic outcomes; however, little is known about the participation and outcomes of participation of Hispanic students, a group that is historically at high risk for school failure. As such, extracurricular activity participation characteristics and outcomes of a diverse group of middle school students were examined in this two journal article dissertation. First, participation differences between students based on student racial group membership and student sex were examined. Logistic regression was used to examine participation status differences (yes or no). Analysis of variance was used to examine participation intensity between student groups. Additionally, the effects of participation on outcomes related to adolescent peer groups, belongingness, and school membership were examined. Multiple regression models were utilized for this analysis, and consideration was given to interaction effects that would indicate whether groups of students (i.e. sex and race) benefited differentially from participation. Results indicated that, during the 7th grade, Hispanic students were significantly less likely to participate in sports-related extracurricular activities as compared to their Caucasian peers. However, no group differences in sex or race were found for participation intensity. Furthermore, participation in sports-related extracurricular activities was related to higher feelings of school membership for Hispanic and Black, but not White, students. In addition, participation in sports was related to Black students identifying a higher percentage of their friends as displaying prosocial behavior. Overall, the results suggested that while Hispanic students may have benefited more so than their White peers from participation, they participated at lower levels as a group. This highlights a currently under-tapped potential for intervention.

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Roberts, Lisa Garety. "Facilitating school connection : the roles of relationship development and extracurricular activity participation". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1606.

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Numerous researchers have examined school and student variables that can prevent school failure, dropping out, and the development of delinquent behaviors. Such research suggests that students who establish a strong connection to school early in their academic career have higher academic achievement, better attendance, and more school participation (J. D. Finn, 1989, 1993; Finn & Rock, 1997; Sirin & Rogers-Sirin, 2005). However, there is little research that evaluates mechanisms that could be used to intervene when older students are on course for failure or delinquency. The current study, therefore, attempts to expand on the understanding of precipitating factors for school connection by investigating a possible link between school connection, extracurricular activity participation (EAP), and the relationships with teachers, parents, and peers promoted through activity participation. Latent variable structural equation modeling was used to investigate whether relationships with teachers, parents, and peers mediate the effects of EAP on school connection across time. Data from the base year (8th grade), first follow-up (10th grade), and second follow-up (12th grade) waves of the National Educational Longitudinal Study: 1988-2000 (NELS:88) were used. Three latent variable panel models were created and analyzed; one each for Relationships with Teachers, Relationships with Parents, and Relationships with Peers as the mediating variables. Results supported previous literature in that models reflecting a reciprocal relationship between EAP and school connection were found to have the best fit. Additionally, latent variable structural equation models were constructed to simultaneously compare the influence of EAP on the three types of relationships (i.e., with teachers, parents, and peers) and their subsequent influence on school connection. Finally, a latent variable structural equation model was constructed to explore possible differences in the type of activity in which a student participates on their relationships with others and school connection.
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Ming-Hung, Yen, i 顏明宏. "Study on the Relationship between Extracurricular Leisure Activity Types and Academic Achievement for Elementary School Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32377509594317097552.

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碩士
康寧大學
休閒管理研究所
103
The purpose of this study is to research the relationship between extracurricular leisure activity types and academic achievement for elementary school students. In order to understand the current situation of elementary school students' extracurricular leisure activity types as a starting point, then discusses the factors affecting their extracurricular leisure activity types, the last main purpose is to analyze the relationship between students' "leisure activity types" and "academic achievement". This research targets is total 316 students at middle to high grades in Longtian elementary school in Guantian District, Tainan City in 103 school year. Research is conducted via surveys, a total of 316 surveys were distributed of which 314 of them were returned. The gathered data were analyzed by statistical methods of frequency statistics, Independent-Samples t Test, one-way ANOVA, and Pearson Product-Moment Correlation and the conclusion are as follows: 1. The results of an investigation of extracurricular leisure activity participation in elementary school students at middle to high grades is involvement of little difference between them. 2. Significances were reported between different genders and grades of students in the extracurricular leisure activity types amongst the elementary school students at middle to high grades. 3. No significant differences were reported between different residences and family socioeconomic statuses in the extracurricular leisure activity types amongst the elementary school students at middle to high grades. 4. The results of an investigation of the degree of influence of the factors affecting extracurricular leisure activity types in elementary school students at middle to high grades is not high. 5. No significant differences were reported between different genders, residences, and family socioeconomic statuses in the factors affecting extracurricular leisure activity types amongst the elementary school students at middle to high grades. 6. Significances were reported between different grades of students in the factors affecting extracurricular leisure activity types amongst the elementary school students at middle to high grades. 7. Significant correlations observed between the "extracurricular leisure activity types" and "academic achievement" amongst the elementary school students at middle to high grades. Keyword: Elementary School Students, Leisure Activity and Academic Achievement.

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林宛萱. "The Effects of Taiko Extracurricular Activity Program on Self-concept of Under-achieved Junior High School Students". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02272802419619319668.

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碩士
國立高雄師範大學
音樂學系
101
The study focuses on how Taiko extracurricular activity program effected under-achieved junior high school students’ whole self-concept and dimensions including “learning-self”, “music-self”, “ability-self”, “family-self” and “school-self” . The subjects totaled 51 7th_ grade and 8th-grade students from a junior high school in Beigang Township in Yunlin County. Taiko extracurricular activity was an eighteen-week program. There was one class every week and forty-five minutes for each class during the research. The study mainly adopted quantitative-based data and also used the qualitative research method as the supplement. The quantitative data were collected from the pre- and post- tests of “Junior High School Students’ Self-concept” questionnaire designed by the researcher. The questionnaire was used before and after the implementation of the program. The qualitative data were collected from interviews with three 7th_ grade students and three 8th-grade students, as well as 5 mentors of these students after the program. The followings are the major findings： 1. The performance of self-concept of under-achieved junior high school students (1) The whole self-concept of under-achieved junior high school students were above average before and after participating in Taiko extracurricular activity program, (2) Self-concept of each dimension of under-achieved junior high school students was above average before and after participating in Taiko extracurricular activity program. (3) The “family-self” and “school-self” was the highest of under-achieved junior high school students’ self-concept before and after participating in Taiko extracurricular activity program. 2. The transition of under-achieved junior high school students’ self-concept. (1) After participating in Taiko extracurricular activity program, under-achieved junior high school students’ whole self-concept, “learning-self”, “family-self”, “school-self” were significantly improved. (2) After participating in Taiko extracurricular activity program, under-achieved junior high school students’ “learning-self” improved from the negative to above average. (3) After participating in Taiko extracurricular activity program, under-achieved junior high school students’ “family-self” was improved the most. (4) After participating in Taiko extracurricular activity program, under-achieved junior high school students’ “school-self” was better. (5) Interviewees agree that Taiko extracurricular activity program effects under-achieved junior high school students’ self-concept. 3. The differences among under-achieved junior high school students’ self-concept in different background variables. (1) Before participating in Taiko extracurricular activity program, the girls’ whole self-concept, “music-self” and “family-self” were significantly higher than boys’. (2) After participating in Taiko extracurricular activity program, the 8th _ graders’ “family-self” were significantly higher than 7th_ graders’. (3) Before the program, the “school-self” of the students with Taiko experience was significantly higher than that of the students with no experience. And after the program , the whole self-concept, “music-self” and “school-self” of the students with Taiko experience were significantly higher than those of the students with no experience. (4) Before the program, the “school-self” of the students with music learning experience was higher than that of the students with no experience. And after the program, the “music-self” of the students with music learning experience was significantly higher than that of the ones with no experience.

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Edwards, Michael Bruce. "Place disparities in access to supportive environments for extracurricular sport and physical activity in North Carolina middle schools". 2009. http://www.lib.ncsu.edu/theses/available/etd-05092009-094302/unrestricted/etd.pdf.

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Fen, Hsu Mei, i 許梅芬. "A Study of the Effects of Extracurricular Activity Participation, Interpersonal Relationships on Two Elementary School Students’ Self-concept". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/14167543275930147338.

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碩士
大葉大學
管理學院碩士在職專班
102
The objective of this study was focused on exploring the effects of extra curricular activities participation and interpersonal relationships on elementary school student’s self-conception in Changhua County. A well-defined and structured questionnaire was utilized to collect survey data with purposive sampling. There were 659 valid questionnaires collected from 4th, 5th and 6th graders in Changhua County. They were for further statistics analysis, included one-way ANOVA, independent sample t-test, Chi-square test, Pearson correlation analysis and multi-steps correlation. The main findings of this research were concluded as following: 1.There was a significant difference shown on student’s self-conception between school having extra curricular activities and not having. 2.There was a significant difference shown on the Ability self between girls and boys. 3.There was a significant difference shown on the Family self between 4th and 6th graders. The front was superior to the rare. 4.There were various differences shown on student’s self-conception among various performances of extra curricular activities. 5.There were various differences shown on student’s self-conception among various types of extra curricular activities. 6.There was a positive correlation between the years of extra curricular activities participation and the wholeness of student’s self-conception. 7.There was a positive correlation between the times of extra curricular activities participation and the wholeness of student’s self-conception. 8.There was a positive correlation between student’s interpersonal relationship and the development of their self-conception. 9.Via the years of extra curricular activities participation and the international relationship, a student’s self-conception could be predicted. Finally, based on these findings, the concrete suggestions of relevant were proposed to elementary school students, teachers, parents and educational administration.

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HU, CHI-FANG, i 胡綺芳. "The Effects of Leisure Attitude, Academic Stress, Leisure Constraints and Extracurricular Activity Experiences on Leisure Participation in Adolescence". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/68364875072023965387.

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碩士
大葉大學
休閒事業管理學系碩士在職專班
105
Adolescence is the critical period of personality development and future social life. Leisure participation has great influence on their physical and mental development. The purpose of the study was to explore the effects of leisure attitude, academic stress, leisure constraints and extracurricular activity experiences on leisure participation in adolescence in Changhua County. The study adopted a quantitative questionnaire based on stratified, convenienceand cluster samplings, selected 12 junior high schools, and obtained 639 valid questionnaires, with 92.7% response rate. Obtained data were analyzed to test hypotheses by means of the descriptive statistics, reliability analysis, independent sample t-test, one-way analysis of variance, Pearson product-moment correlation analysis, multiple stepwise regression analysis. The results are listed as below: The numbers of male and female are almost half. The medium-sized schools and Townships in their respective regions are in the majority. Monthly pocket money is mostly less than NT$ 200. Weekly participation in leisure activities is 3-6 hours of the majority. Those who do not attend cram school are in the majority. The most common extracurricular activities are sports. Male prefer sports while female prefer arts. Differences of the individual background variables show some significant differences towards the leisure participation of adolescence. The leisure attitude, academic stress, and extracurricular activity experiences of adolescence are positively correlated with leisure participation, while there is a significant negative correlation between leisure constraints and leisure participation. Leisure attitude, academic stress, leisure constraints and extracurricular activity experiences of adolescence in junior high school can effectively predict their leisure participation. From the whole regression analysis, we know that the sub-level variables, including leisure behavior, self-ability expectation, structural constraints and psychological level, are able to predict leisure participation. The main leisure participation type of the adolescence in junior high school is entertainment. The leisure attitude is generally active and positive. The academic stress is mostly resulted from the self-ability expectation. The main leisure constraints are from structural constraints. The positive strength of extracurricular activity experiences help adolescence most. Conclusions were drawn as follows: According to the results, some recommendations are offered to develop a habit of adolescent leisure participation, for the junior high school to manage extracurricular activities normally, for the relevant authorities to supervise the working of the extracurricular activities in high schools, and to provide a reference for the future research.

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Lopes, Cátia Rafaela Rodrigues. "Relação entre a prática de atividades físicas desportivas extracurriculares e o aproveitamento das aulas de Educação Física". Master's thesis, 2018. http://hdl.handle.net/1822/62162.

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Relatório de estágio de mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário
O presente Relatório de Estágio insere-se no plano de estudos do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário da Universidade do Minho e pretende clarificar toda a prática de ensino supervisionada. O estágio pedagógico (EP) é registado como o compilar de aprendizagens e experiencias adquiridas, onde nós enquanto alunos de mestrado aplicamos a componente teórica. O relatório que aqui apresentamos está organizado em três capítulos: Capítulo I - Enquadramento do projeto de Prática de Ensino Supervisionada (PES) onde se situa o contexto pessoal; o contexto institucional. No enquadramento pessoal relato de forma breve o meu percurso escolar/ profissional e como tudo surgiu (o gosto pela área). No enquadramento institucional surge a caraterização do meio envolvente, da escola e da turma; Capítulo II - Enquadramento Pedagógico/científico que está dividido em duas áreas: Área 1 – Organização e gestão do ensino e da aprendizagem (engloba a conceção, planeamento, realização e avaliação do ensino); Área 2 – Participação na escola e relação com a comunidade educativa (atividades desenvolvidas pelo núcleo de estágio); Capítulo III – Investigação e desenvolvimento profissional. Neste capítulo desenvolvemos um pequeno estudo que tinha como objetivo conhecer se os alunos que praticam atividade física desportiva extracurricular apresentam melhor aproveitamento a Educação Física do que os alunos que não praticam. A amostra foi constituída por 57 alunos do género masculino e feminino do 9º ano de escolaridade. O instrumento que foi utilizado foi o questionário adaptado (Frade, 2013). Quanto ao tratamento dos dados foi feita uma análise descritiva de modo a encontrar diferenças dos alunos que praticam atividade física desportiva extracurricular e os alunos que não praticam. Os resultados revelaram que existem diferenças entre os alunos que praticam atividade física desportiva extracurricular e os alunos que não praticam, relativamente ao aproveitamento nas aulas de Educação Física.
The present Internship Report is included in the syllabus of the Masters in Physical Education Teaching in Basic and Secondary Education of the University of Minho and aims to clarify the whole practice of supervised teaching. The pedagogical stage (EP) is recorded as the compilation of acquired learning and experiences, where we as masters students apply the theoretical component. The report presented here is organized into three chapters: Chapter I - Framework of the Supervised Teaching Practice (ESP) project where the personal context is situated; the institutional context. In the personal context I briefly describe my school / professional course and how everything came about (the taste for the area). In the institutional framework, the characterization of the surrounding environment, of the school and of the class appears; Chapter II - Pedagogical / scientific framework that is divided into two areas: Area 1 - Organization and management of teaching and learning (encompasses the design, planning, implementation and evaluation of teaching); Area 2 - Participation in school and relationship with the educational community (activities developed by the internship nucleus); Chapter III - Research and professional development. In this chapter we developed a small study that aimed to know if the students who practice extracurricular sports physical activity present better use of physical education than students who do not practice. The sample consisted of 57 male and female students of the 9th grade. The instrument that was used was the adapted questionnaire (Frade, 2013). Regarding the treatment of the data, a descriptive analysis was made in order to find differences of the students who practice extracurricular physical activity and the students who do not practice. The results revealed that there are differences between the students who practice extracurricular physical activity and the students who do not practice, regarding the use in Physical Education classes.

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Kim, Bomin. "Differences in the involvement of European American parents and Korean immigrant parents in young children’s extracurricular activities". 2012. http://hdl.handle.net/2152/19675.

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This study investigated views, beliefs, and values about extracurricular activities of two sets of parents, Korean immigrant parents and American U.S. born parents, both groups of middle or higher class socioeconomic status with above college degrees. By examining how parents perceive their own involvement in their children’s extracurricular activities and how differently parents of recent immigration from Korea or of established European American descent become involved with their children’s activities, parents’ motivation and their role emerged using self-determination theory as a basis to explain the internalization underlying self-determined motivation. Participants in this study were 31 parents (approximately10 each from 3 activity groups) associated with three extracurricular activities for young children. This study used a mixed-methods approach. First, the degree of to which parents perceived their involvement based on parental support or pressure, the two factors from Anderson et al. (2003), were surveyed. Second, semi-structured face-to-face interviews were used to elicit in-depth information from three parents for each activity, selecting them based on their responses to the survey. The findings suggested that parents expect their children to find their own interest, build competence, and ultimately acquire autonomy by engaging in extracurricular activities. In terms of cultural differences, the results revealed that though there are cultural differences in their involvement, these parents were aware of possible gaps and strove to close these gaps to help their children.
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Lin, I.-chieh, i 林宜潔. "A Study on Attitude of Leisure Participation and Positive Emotion of Senior Grade Elementary Students Extracurricular Activity in Wugu District". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/hc5ta4.

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碩士
醒吾科技大學
觀光休閒系所
102
The main purpose of this study was to discuss the current situation and the relationship between leisure participation and positive emotion of senior grade elementary students extracurricular activity participation in Wugu District. By utilizing the method of questionnaire survey, the survey took senior grade elementary students who participated in extracurricular activity clubs in Wugu Distric as population. All of the 508 students who participated in extracurricular activity clubs in Wugu Distric were selected as samples, and 425 valid samples were extracted, valid samples returns-ratio as 83.6%.The attitude of extracurricular activity participation questionnaires were divided into three factors: extracurricular activity cognition, extracurricular activity emotion and extracurricular activity action. And the positive emotion questionnaire is divided into two parts: pleasure and flow. According to the statistical analysis, the results are showing as below: The objects’ leisure participation attitude has significant difference on the four subjects: the types of extracurricular activities, weekly participation time, the wish of joining the extra- curricular activity, and the willingness of joining the extra- curricular activity club. The objects’ positive emotion has significant difference on the five subjects : gender, grades, the types of extracurricular activities, the wish of joining the extracurricular activity, and the willingness of joining the extracurricular activity club. There are significant correlations between the objects’ leisure participation attitude and positive emotion. It shows that the higher of students’ extra- curricular activity participation attitude, the better positive emotion the students have. Besides, the factors correlations show that extracurricular activity cognition and extracurricular activity action have positive correlation, and extracurricular activity emotion has no significant correlation between pleasure and flow.

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Волкова-Ул, Юлія Олександрівна, i Yuliia Oleksandrivna Volkova-Ul. "Шкільна історична освіта в Україні у 20-ті рр. ХХ ст". Master's thesis, 2020. http://repository.sspu.edu.ua/handle/123456789/10021.

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У роботі здійснено аналіз історіографії та джерельної бази дослідження, розкрито зміст шкільної історичної освіти у навчальних планах і програмах, охарактеризовано навчальну діяльність трудових шкіл УСРР по засвоєнню учнями історичних знань, виявлено основні форми позанавчальної історичної освіти школярів у досліджуваний період.
The analysis of historiography and source base of the research is carried out, the content of school historical education in curricula is revealed, the educational activity of labor schools of the USSR on assimilation of historical knowledge by students is characterized, the basic forms of extracurricular historical education of schoolchildren in the researched period are revealed.

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LIN, BING-HONG, i 林炳宏. "A Study about Motivation of Extracurricular Activity Participation and Interpersonal Relationship for Higher Grade Primary School Students in New Taipei City". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/93159485755498934721.

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碩士
銘傳大學
教育研究所碩士在職專班
104
The purpose of the study conduct a research about motivation of extracurricular activity participation and interpersonal relationship for higher grade primary school students in New Taipei City. This study conducted a questionnaire survey and drew 780 high grade primary school students by using stratified random sampling in New Taipei City, returned 756, and effect samples are 741(95.00%). Analyses were employed by descriptives, 1-Way MANOVA, and structural equation modeling. Result of the study were summarized as follows: (1) the status about motivation of extracurricular activity participation and interpersonal relationship for higher grade primary school students in New Taipei city were good; (2) there were significantly differences among students with different background in motivation of extracurricular activity participation and interpersonal relationship ; (3) the model showed that motivation of extracurricular activity participation had strongly significant positive influence on interpersonal relationship. This is the first model about motivation of extracurricular activity participation and interpersonal relationship for higher grade primary school students in New Taipei City. This study finally provided conclusion and concrete suggestion as reference for administrative authority of education, schools, parents and future research.

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Papírníková, Lucie. "Význam exkurze ve výuce chemie". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343040.

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The thesis deals with science education and integration of field trip in the undergraduate chemistry curriculum. The theoretical part summarizes available information about science education and integrating field trip in the classroom, theoretical information about creating of questionnaires and a websites. The practical part contains the analysis of survey results. The main finding is that half of the teachers know their neighbourhood with regard to realize field trip. However they find obstacles in realization, such as price, time-consumption, knowledge of locations, students' interest, demanding organization etc. A website was created using the feedback from the questionnaire as described in the next part of thesis. It contains description of locations suitable for field trip in chemistry education. The aim of the website is to facilitate field trip organisation for teachers.

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Papírníková, Lucie. "Význam exkurze ve výuce chemie". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-348662.

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The thesis deals with science education and integrating field trip in the undergraduate chemistry curriculum. The theoretical part summarizes available information about science education and integrating field trip in the classroom, theoretical information for creation of a questionnaire and a website. The practical part analyzes results of the survey. The main result is that half of the teachers know their neighbourhood with regard to realize field trip. However they find obstacles in realization, such as price, time- consumption, knowledge of locations, students' interest, demanding organization etc. A website was created using feedback from the questionnaire as described in the next part of thesis. It contains description of locations suitable for field trip in chemistry education. The website is designed to remove at least some of the obstacles.

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Roberts, Gabrielle Amy 1978. "The effect of extracurricular activity participation on the relationship between parent involvement and academic performance in a sample of third grade children". Thesis, 2007. http://hdl.handle.net/2152/3289.

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Previous research has suggested that parent involvement with children at home and in school is positively related to academic performance. Children with little to no parent involvement are at a distinct academic disadvantage. In light of this disadvantage, the present study examined the possibility that participation in extracurricular activities might serve as an alternative option for the school success of these children. Past research has found a significant positive association between participation in extracurricular activities and performance in school. Thus, this study tested the hypothesis that the relationship between parent involvement and school performance depended upon participation in extracurricular activities. In other words, children with low parent involvement who participated in extracurricular activities were expected to academically outperform children with low parent involvement who did not participate in extracurricular activities. This study also contributed to the literature on parent involvement and extracurricular activity participation by testing the relationship of each to academic performance. Participants came from a longitudinal, nationally representative data set and included 8410 third grade children. Parent involvement was measured with a composite variable including home-based and school-based involvement items (derived from parent and teacher report). Extracurricular activity participation was measured by parent report. Each child's academic performance was measured by teacher report of academic competence in reading and math. This study controlled for sex, race/ethnicity, previous achievement and family structure. Contrary to what was expected, the interaction between parent involvement and extracurricular activities was not significant. Although the relation between extracurricular activity participation and academic performance was statistically significant, that of parent involvement and academic performance was not. Supplementary analyses revealed a positive, statistically significant association between school-based parent involvement and school performance; a negative, statistically significant relation was found between home-based parent involvement and school performance. Previous research supporting home-based parent involvement has utilized parent training provided by schools and teachers. Results of the current study, which did not involve formal parent training, may therefore suggest that children stand to gain more from home-based parent involvement when schools and teachers encourage, train, and support parents. In response to the encouraging finding with respect to extracurricular activity participation, future researchers may wish to delve further into the topic by examining the activities or characteristics of those activities that prove most beneficial for the academic performance of children.
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Chang, Yueh-lin, i 張岳琳. "An Investigation of the Relationship among Parenting Style, Learning Motivation, and Extracurricular Activity Participation of the High School Students in Kaohsiung City". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jb76b4.

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碩士
國立中山大學
教育研究所
104
The purpose of the study is to explore the relationship among parenting style, learning motivation and extracurricular activity participation of high school students. The computerized questionnaire testing system (or online survey system), the Survey Monkey is applied on high school students in the class. Six high schools in the Kaohsiung City are selected. With two classes chosen from each school, totally 393 students participate in the study, and 385 valid questionnaires returned. The response rate is 97.96%. All the data are analyzed by SPSS 19.0 software, and descriptive statistics, t-test, Pearson’s Product-moment Correlation, one way ANOVA, multiple regression analysis are used in the study. The findings indicate that: I. The relationship among background variables, intrinsic motivation, extrinsic motivation, extracurricular activity participation motivation, and extracurricular activity participation attitude as following: 1. Female students have higher intrinsic motivation than male students, also have more positive attitude in extracurricular activity participation. 2. Grade and parent’s education have no significant influence on intrinsic motivation, extrinsic motivation, or motivation and attitude of extracurricular activity participation. 3. Taking a leader role or not has no significant influence on intrinsic motivation or extrinsic motivation. But on extracurricular activity participation (motivation and attitude), students who are taking a leader role has more positive attitude of participation. Only it has no influence on motivation of participation. For students who are not taking a leader role, their motivation and attitude have no significant difference. 4. Students who are attending the extracurricular activity more frequently have stronger motivation and more positive attitude. II. With parents tending to be emotional warmth parenting style, those students have higher intrinsic and extrinsic motivation, stronger motivation of participation, and more positive attitude of participation. III. With parents tending to be rejection parenting style can not significantly predict the intrinsic motivation, extrinsic motivation, and extracurricular activity participation (motivation and attitude). IV. With parents tending to be over protection parenting style, those students have higher extrinsic motivation, and more positive attitude of participation. V. Students with higher extracurricular activity participation (motivation and attitude) have higher intrinsic and extrinsic learning motivation. According to the results of the study, some implications are made to improve the school education, parenting education and research in the future.

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王晟合. "A Study of Relationship between Participation Attitude towards the Extracurricular Activity and Self-efficacy of the Elementary School Students in Yi-Lan Country". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/27562961817645730114.

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碩士
佛光大學
未來學系
101
The purpose of this study is to explore the relationship between participation attitude towards the extracurricular activity and self-efficacy of the elementary school students in Yi-Lan County. The study looked into the following four aspects :1）the status of the participation attitude towards the extracurricular activity and self-efficacy among the elementary school students in Yi-Lan County; 2）the different between participation attitude towards the extracurricular activity and self-efficacy among different personal backgrounds students; 3）the relationship between students’ participation attitude towards the extracurricular activity and self-efficacy；4）the prediction of the participation attitude towards the extracurricular activity and students’ personal backgrounds to the self-efficacy. A questionnaire was developed to survey on public elementary school students in Yi-Lan County. There are totally 300 effective samples out of 330 questionnaires which were collected in the survey. The effective rate is 90.9%. The instruments used were “the Measurement Scale of Attitude to Extracurricular Activity Participation” and “the Multidimensional Scale of Perceived Self-Efficacy”. The questionnaire data were analyzed in terms of descriptive statistics, independent sample t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The results of this study were summarized as follows: 1）In the present study, the degree of the participation attitude towards the extracurricular activity and the degree of the self-efficacy among elementary school students in Yi-Lan County is above the average. 2）The data showed difference between the participation attitude towards the extracurricular activity, concerning parents’ support, the hours per week they spend participating in extracurricular activities, the seniority of extracurricular activity participation. 3）The result showed difference between the self-efficacy, concerning their gender, parents’ support, the types of extracurricular activities, the hours per week they spend participating in extracurricular activities, the seniority of extracurricular activity participation. 4）There is a positive correlation between the attitude to extracurricular activity participation and self-efficacy. 5）There is a influence for background variables of students and participation attitude towards the extracurricular activity on self-efficacy.

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Chen, Mei-Shen, i 陳玫伸. "A Study on the interrelation between the attitude to extracurricular activity participation and self-efficacy among senior high school students in Taipei County". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/94690245933689936170.

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碩士
國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
95
The purpose of this study was to explore the interrelation between the attitude to extracurricular activity participation and self-efficacy among senior high school students in Taipei County. The study looked into the following four aspects :1）the status quo of the attitude to extracurricular activity participation and self-efficacy among senior high school students in Taipei County；2）the discrepancy in the attitude to extracurricular activity participation and self-efficacy among students of different personal backgrounds；3）the relationship between students’ attitude to extracurricular activity participation and self-efficacy；4）the indication of self-efficacy from students’ personal backgrounds and attitude to extracurricular activity participation. The questionnaire survey was adopted in this study. The instruments used were “the Measurement Scale of Attitude to Extracurricular Activity Participation” and “the Multidimensional Scale of Perceived Self-Efficacy for Adolescent”. There were 820 students stratified and randomly sampled from senior high schools in Taipei County. The questionnaire data were analyzed and discussed in terms of descriptive statistics, independent sample t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The present study has the following findings: 1.In the present situation, the degree of the attitude to extracurricular activity participation among senior high school students in Taipei County is above the average, and the degree of the self-efficacy is medium on the scales. 2.Students show significant difference in the attitude to extracurricular activity participation, concerning parents’ support, the jobs they take in extracurricular activities, the hours per week they spend participating in extracurricular activities, the seniority of extracurricular activity participation, the motivation of extracurricular activity participation and the satisfaction with extracurricular activity participation. 3.Students show significant difference in the attitude to extracurricular activity participation, concerning their gender, the backgrounds of their schools, their academic performances, parents’ support, the types of extracurricular activities, the jobs they take in extracurricular activities, the hours per week they spend participating in extracurricular activities, the seniority of extracurricular activity participation, the motivation of extracurricular activity participation and the satisfaction with extracurricular activity participation. 4.There is a positive correlation between the attitude to extracurricular activity participation and self-efficacy. 5.The students’ background variables and the attitude to extracurricular activity participation are the indication of self-efficacy. According to the findings, the research proposed several suggestions to improve the attitude to extracurricular activity participation and self-efficacy. Hopefully, these suggestions could also be applied to the educational authorities, schools, parents, students and further studies.

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44

Cousins, Mark Eric. "The relationship between student participation rates in Texas public school extracurricular activity programs and related factors of academic achievement, attendance, drop outs and discipline". Thesis, 2004. http://hdl.handle.net/2152/1303.

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Cousins, Mark Eric Scribner Jay D. "The relationship between student participation rates in Texas public school extracurricular activity programs and related factors of academic achievement, attendance, drop outs and discipline". 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3150566.

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Lin, Pei-Rung, i 林沛蓉. "A Study on Participation in Extracurricular Activity、 Body Mass Index and Body Image with particular attention to the Sixth Grader at Hai Dong Primary School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/09562582203448327924.

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碩士
康寧大學
休閒管理研究所
100
The aims of this research are manifold; namely to identify the relationships between and among extracurricular activity participation, BMI and self-perception of sixth graders. Each of 397 sixth graders from Tainan Municipal Haidong Elementary School was given a questionnaire. The collected data were analyzed together with information regarding body size using SPSS 12.0 software, including descriptive statistics, t-test, one-way ANOVA, two-way ANOVA, and Pearson’s product-moment correlation analysis. The major findings of this research are as follows: 1.Most students’ BMI meets the standard requirement; however, more boys than girls are overweight or obese. 2.Boys, in general, have a more positive image of their bodies. 3.Students who join in sports-oriented extracurricular clubs tend to have a higher opinion of their appearance and self-image, while those who join in recreational extracurricular clubs care less about their appearance and body size, showing poorer self-perception of their body image. 4.Students with a proper body size feel more confident in their own body image. Striking differences and correlations between their BMI and self-perception are found. 5.It was also found that gender difference and sexual maturity are correlated with BMI and self-perception. Keywords: extracurricular activity, BMI, self-perception, body image

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Hsieh, Ming-Chia, i 謝明家. "Effects of Consensus Cohesion Activities on College Students' Academic Performance and Extracurricular Activity Involvement-Case Study of The Freshman Camp at Shih Hsin University". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/v6k86e.

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碩士
世新大學
傳播管理學研究所(含碩專班)
103
Because of the rapid social changes and the needs of the job market of professional personnel, upgrading the compatriot of the need for higher education increase, resulting in the number of state universities increase rapidly and cause university education by the elite education into general education. Amount of promotion, also derived from low quality of education as well as lack of professionalism etc. In view of the Ministry of Education to enhance the academic standard of teaching and research, each college to enhance excellence in research and teaching, "reward excellence in university teaching program" was issued on December 2004, this plan was proposed by the university in 2005 academic year, encouraging the development of the tertiary institutions in the competition, and establish a model in development. Shih Hsin University freshman camp from 2005 academic year have obtained The Ministry of Education Teaching Excellence Program grant for 10th; over the years, the effect of handling the situation well received, the overall activity satisfaction also reached more than 97%, however, after the event for the students' academic performance and the status of student clubs involved in the performance, but there are few track records and related data. In this study, in order to understand whether a consensus can be aggregated activities assist students in school, to Shih Hsin University freshmen forging camp, for example, to understand the relationship between the two. Through this study, finding that the types of activities to participate in, student organizations involved in influencing the future and strengthen the students to effectively grasp the campus learning environment and the number of resources, there are positive relationship. The results may be used as a reference after effects related activities.

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Silva, Maria Catarina Trindade Coutinho Rodrigues da. "Educação alimentar no âmbito das atividades extracurriculares para crianças dos 3 aos 10 anos". Master's thesis, 2018. http://hdl.handle.net/10400.14/30658.

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Introdução: Comer é uma necessidade básica de todos os seres vivos e, talvez por isso, a generalidade das pessoas sente familiaridade com as temáticas da nutrição, emitindo facilmente uma opinião sobre o assunto. Com a globalização dos meios de comunicação, surgem cada vez mais pessoas a falar sobre nutrição, contudo continua a existir desinformação mesmo em relação a conceitos básicos. A malnutrição é uma das consequências da falta de informação correta e adequada a cada indivíduo. É sobejamente conhecido o papel da alimentação na etiologia e controlo de várias patologias e que quando existem hábitos alimentares saudáveis a qualidade de vida das pessoas melhora a vários níveis. Existem várias estratégias para pôr em prática os programas de educação alimentar, e devem ser escolhidas aquelas que se de adequem melhor ao público-alvo. Este projeto consiste numa proposta de intervenção através de uma atividade extracurricular de educação alimentar, testada numa escola no Porto com crianças de Jardim-de Infância e 1º Ciclo do Ensino Básico. Objetivos: estruturar uma atividade extracurricular, no âmbito de educação alimentar, desenvolver os conteúdos desta atividade e testar a adesão dos encarregados de educação para estes programas, através de execução de algumas sessões numa escola, e avaliar o impacto e o funcionamento da atividade. Métodos: Foi realizado um desenho de estudo quase-experimental, com 49 crianças entre os 3 e os 10 anos. O projeto decorreu numa escola durante o 2º período do calendário escolar. Desenvolveram-se 10 sessões com conteúdos muito variados e com temas da área da alimentação, seguindo o ”Referencial de Educação para a Saúde”. O impacto do projeto, em termos de mudança dos conhecimentos e comportamentos alimentares, bem como a recetividade dos encarregados de educação a esta iniciativa, foi medido através de questionários aplicados aos Encarregados de Educação das crianças, preenchidos no início e no final do programa. Resultados/Discussão: Verificaram-se algumas alterações significativas relativamente à relação das crianças com algumas refeições e na melhoria da neofobia alimentar. Relativamente à adesão a um padrão de alimentação mediterrânico não se mostraram tão significativos, provavelmente porque as crianças já apresentavam bons níveis no momento inicial. A opinião dos pais em relação à atividade foi bastante positiva. As famílias mostraram-se disponíveis para pagar uma mensalidade por esta atividade. As crianças mantiveram-se motivadas ao longo das sessões, e a sua assiduidade comprovou isso mesmo. Conclusão: As estratégias utilizadas para este projeto pareceram ter impacto positivo para as crianças, sugerindo haver espaço para estabelecer uma atividade mais duradoura como a que agora foi testada.
Introduction: Eating is a basic necessity of all human beings and maybe because of that, people in general feel familiar with the theme of nutrition, stating opinions about it. With globalization, there are more and more people talking about nutrition but still there is a lot of misinformation concerning even basic concepts. Malnutrition is one of the consequences of the lack of correct information and adequate to each individual. It is well known the importance of food in the etiology and in the control of several pathologies and the connection between healthy feeding habits and the improvement of the quality of life at several levels. There are various strategies to put in practice nutrition and food educational programs and those should be chosen according to the target. This project consists in a proposal for intervention through an extra-curricula activity, tested in a school in Porto with children from 3 to 10 years old. Objectives: design an extra-curricula activity within nutrition and food education, developing contents, testing participation rate from parents by executing activities in a school and measuring results. Method: A quasi-experimental study was design with 49 children from 3 to 10 years old. The project was run in a school throughout the second quarter of the school year. Ten sessions were developed with varied content and with topics on nutrition area, following the “Referencial de Educação para a Saúde”. The impact of the project in terms of changes in knowledge and eating behaviors, as well as the adherence of parents, was measured with questionnaires before and after the program. Results/Discussion: Some significant changes were detected on the relation between children and some meals and also in relation to food neophobia. In relation to the adherence to the standard of mediterranean diet, results were not significant and this is probably because initial levels were already good. Parents opinion about the activity was quite positive. Families were available to pay a monthly amount for this kind of activity. Children showed to be motivated throughout the sessions and their assiduity shows it. Conclusion: The strategy applied in this project seems to have a positive impact on the children, suggesting that there is room to implement an activity as the one tested.

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Горда, Юлія Олександрівна, i Yuliia Oleksandrivna Horda. "Формування громадської активності дітей з порушеннями зору у позаурочній діяльності". Master's thesis, 2020. http://repository.sspu.edu.ua/handle/123456789/10328.

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Об’єктом дослідження є – громадська активність дітей з порушеннями зору. Предмет дослідження – формування громадської активності у дітей з порушеннями зору старшого шкільного віку у позаурочній діяльності. Мета дослідження – теоретично обґрунтувати та експериментально перевірити ефективність впровадження методики формування громадської активності дітей з порушеннями зору старшого шкільного віку у позаурочній діяльності. Магістерська робота складається зі вступу, трьох розділів, висновків та списку використаних джерел. У вступі обґрунтована актуальність дослідження, визначена мета та завдання дослідження. У першому розділі розкрито теоретичні аспекти формування громадської активності дітей з порушеннями зору у спеціальному закладі освіти, особливості і напрями формування громадської активності дітей з порушеннями зору. У другому розділі досліджено організацію процесу формування громадської активності дітей з порушеннями зору в ході навчально-виховного процесу, розкрито педагогічне забезпечення процесу формування громадської активності дітей з порушеннями зору. У третьому розділі здійснено експериментальну перевірку ефективності процесу формування громадської активності дітей з порушеннями зору у позаурочній діяльності та здійснено аналіз результативності формувального експерименту. У висновках узагальнено основні результати дослідження.
The object of research is the social activity of children with visual impairments. The subject of research – the formation of social activity in children with visual impairments of senior school age in extracurricular activities. The purpose of the study is to theoretically substantiate and experimentally test the effectiveness of the method of forming social activity of children with visual impairments of senior school age in extracurricular activities. Master’s thesis consists of an introduction, three sections, conclusions and a list of sources used. In the introduction the relevance of the research is substantiated, the purpose is defined and research objectives. The first section reveals the theoretical aspects of the formation of social activity of children with visual impairments in a special educational institution, features and directions of the formation of social activity of children with visual impairments. The second section examines the organization of the process of formation of social activity of children with visual impairments during the educational process, reveals the pedagogical support of the process of formation of social activity of children with visual impairments. In the third section, an experimental test of the effectiveness of the process of forming social activity of children with visual impairments is carried out in extracurricular activities and analyzed the effectiveness of the formative experiment. The conclusions summarize the main results of the study.

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Галашева, Аліна Вікторівна. "Самостійна робота як засіб розвитку пізнавальної діяльності студентів закладу вищої освіти". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/1447.

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Галашева А. В. Самостійна робота як засіб розвитку пізнавальної діяльності студентів закладу вищої освіти: кваліфікаційна робота магістра спеціальності 011 "Освітні, педагогічні науки" / наук. керівник В. В. Овсяннікова. Запоріжжя : ЗНУ, 2020. 94 с.
UA: Робота викладена на 94 сторінках друкованого тексту, містить 9 таблиць, 3 рисунка. Перелік посилань включає 85 джерел. Об’єкт дослідження: самостійна робота студентів в системі вищої професійної освіти. Актуальність проблеми опанування студентами методів самостійної пізнавальної діяльності обумовлена тим, що в період навчання у закладі вищої освіти закладаються основи професіоналізму, формуються уміння самостійної професійної діяльності. В роботі уточнено суть самостійної роботи студентів, встановлено її специфіку як чинника розвитку пізнавальної діяльності студентів, виявлено теоретичні засади організації навчальної діяльності студентів, визначено роль діяльнісної теорії в організації самостійної роботи та в опануванні студентами методами самостійної пізнавальної діяльності, здійснено аналіз практики організації самостійної навчальної діяльності студентів в досвіді закладу вищої освіти, розроблено та апробовано психолого-педагогічну програму розвитку самостійної пізнавальної діяльності студентів. Наукова новизна полягає в уточненні визначення поняття, структури та змісту самостійної діяльності студентів, у визначенні і обґрунтуванні психолого-педагогічних чинників ефективного формування навичок самостійної діяльності студентів в рамках діяльнісного підходу до навчального процесу у закладі вищої освіти.
EN: The work is presented on 94 pages of printed text, contains 9 tables, 3 figures. The list of references includes 85 sources. The object of the study: independent work of students in the higher vocational education system. The urgency of the problem of students mastering the methods of independent cognitive activity due to the fact that during the study in the institution of higher education laid the foundations of professionalism, formed the ability of independent professional activity. The essence of independent work of students is specified in the work, its specificity as a factor of development of cognitive activity of students is established, theoretical bases of organization of educational activity of students are revealed, the role of activity theory in the organization of independent work and in mastering by students by methods of independent cognitive activity is performed students in the experience of higher education institution, developed and tested a psychological and pedagogical program for the development of self-students’ cognitive activity. Scientific novelty is to clarify the definition, structure and content of students 'independent activity, to identify and substantiate the psychological and pedagogical factors of effective formation of students' independent activity skills within the framework of the activity approach to the educational process in higher education

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Rozprawy doktorskie na temat „Extracurricular activity”

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