Organized civic and non-civic activities as predictors of academic GPA in high school students

IF 1.7 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science Pub Date : 2022-05-05 DOI:10.1080/10888691.2022.2053127

Frederick L. Philippe, Mary Gingras, Nessa Ghassemi-Bakhtiari, F. Poulin, J. Robitaille, A. Denault, Stéphane Dandeneau, M. Geoffroy

引用次数: 1

Abstract

Abstract Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, M age = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

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有组织的公民和非公民活动是高中生学业平均成绩的预测因素

摘要与体育和艺术等有组织的活动不同，青少年时期的公民活动（如志愿服务、学生政府）与学校成功的关系研究较少，几乎所有现有证据都由横断面调查结果组成。在一项纵向研究中，1035名学生（64%为女性，20%为非白人，M年龄=14.21 年）报告了他们在学年内参与有组织的非公民和公民活动的情况、活动参与的维度（如强度、持续时间、动机）和协变量（年龄、性别、种族、社会经济地位、自尊、父母关系、学校动机）。往届和年终平均绩点（GPA）是从学校管理部门收集的。结果显示，即使在调整了所有协变量后，公民和非公民组织的活动都独立预测了学年内GPA的增长。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

12.00

自引率

2.60%

发文量

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.