School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters.

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Applied Developmental Science Pub Date : 2022-01-01 Epub Date: 2020-07-28 DOI:10.1080/10888691.2020.1796665
Éliane Thouin, Véronique Dupéré, Eric Dion, Julie McCabe, Anne-Sophie Denault, Isabelle Archambault, Frédéric N Brière, Tama Leventhal, Robert Crosnoe
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引用次数: 0

Abstract

Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a high-risk Canadian sample (N = 545) and by considering a range of involvement parameters. Results showed that consistent involvement in the past year was associated with lower odds of dropout (OR = 0.32; 95% CI = 0.17-0.61). However, adolescents who interrupted their involvement during this period (e.g., because of cancelations or exclusions) were as much at risk of dropout as those who were not involved at all. Findings notably imply that excluding students from ECA (e.g., because of No Pass/No Play policies) may heighten their dropout risk.

学校课外活动参与和高风险学生的高中辍学率:一致性问题
鼓励学生参与校本课外活动(ECA)可能对预防高中生辍学很重要。然而,这些活动的潜力仍未得到充分利用,也许是因为将非洲经委会参与与辍学联系起来的研究很少,而且是基于几十年前的数据。以往的研究也忽略了学生参与的关键参数。本研究通过使用来自高风险加拿大样本(N = 545)的最新数据,并考虑了一系列介入参数,扩展和更新了这一有限的文献。结果显示,在过去的一年中持续的参与与较低的辍学几率相关(OR = 0.32;95% ci = 0.17-0.61)。然而,在此期间中断参与的青少年(例如,由于取消或排除)与那些根本没有参与的青少年一样有退学的风险。研究结果特别表明,将学生排除在ECA之外(例如,因为“不通过/不玩”政策)可能会增加他们的退学风险。
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来源期刊
Applied Developmental Science
Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
12.00
自引率
2.60%
发文量
23
期刊介绍: The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.
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