Extracurricular activities, Positive Parenting and Personal Positive Youth Development. Differential relations amongst age and academic pathways.

Abstract

espanolIntroduccion. La Parentalidad Positiva y las Actividades Extraescolares son activos contextuales para mejorar el desarrollo personal positivo de adolescentes. Sin embargo, estos activosno se han estudiado simultaneamente o en estudiantes de diferentes edades. Este articulo analizo estas asociaciones, probando un modelo de mediacion en estudiantes con diferentes trayectorias academicas. Metodo. La muestra estuvo compuesta por 1.402 adolescentes, con edades comprendidas entre 12 y 20 anos (Media=14.40; DT=1.910; hombres=49%). Los estudiantes completaron varios cuestionarios sobre los constructos de personalidad de Optimismo, Esperanza, Autoeficacia General y Sentido de Coherencia, asi como cuestionarios que abordan las percepciones del Estilo Parental y las Actividades Extraescolares. Se llevo a cabo un muestreo aleatorio por colegios de Aragon (Espana) que ofertaran las titulaciones cursadas por adolescentes. Resultados. El modelo de ecuaciones estructurales mostro que la Parentalidad Positiva se asocio con la realizacion de Actividades Exraescolares y los constructos de personalidad. Ademas, la participacion en actividades se asocio con el mismo patron de rasgos de persona-lidad (Expectativas, Self, y Sentido de coherencia). Estos resultados se encontraron princi-palmente en estudiantes mas jovenes (12-15 anos), mientras que en estudiantes mayores (16-20 anos) este efecto se encontro solo en aquellos con un perfil de trayectorias academicas de menor exito. Discusion y Conclusion: El tipo de relaciones parentales constituyen el principal activo para los adolescentes, especialmente para promover su desarrollo personal positivo, pero tambien para la participacion en actividades extraescolares. Se debaten las implicaciones para los psicologos del desarrollo, profesionales y educadores, especialmente subrayando la importancia de ofrecer oportunidades extracurriculares. EnglishIntroduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Development, but also for the engagement in Extracurricular Activities. Implications for developmental psychologists, practitioners and educators are discussed, especially underscoring the importance of offering extracurricular opportunities.