Search Results (182)

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

Background: The perceived importance of physical practice and its contribution to students’ academic success have evolved considerably throughout the history of the modern educational system. Aim: The purpose of this study was to understand the relationship between physical fitness (measured as VO₂max) and cognitive abilities (attention and concentration) and academic performance in different subjects: sciences, letters, language, arts, and physical education. Method: Fifty Spanish male students who participated in extracurricular sports activities (mean age (SD): 11.59 ± 1.30; range: 9–15 years) were included in the analysis. The 6 min walk test was used to assess physical fitness (6MWT), while for selective attention and concentration, the students completed the D2 test, which is usually considered to analyse the visual ability to select the most relevant stimulus of an exercise and ignore precisely the most irrelevant stimuli. Results: Correlation the individual contribution analyses revealed no significant associations between VO₂max and academic performance in sciences (r = 0.04, p = 0.77), humanities (r = 0.00, p = 0.98), language (r = 0.03, p = 0.83), or arts (r = 0.04, p = 0.76). Similarly, no relationship was found between VO₂max and overall academic performance (r = 0.10, p = 0.46), or cognitive abilities. However, a small positive correlation was observed between VO₂max and physical education scores. Conclusions: Physical fitness showed no significant association with cognitive abilities or academic performance in most subjects, although a small positive correlation with physical education scores was observed. These findings emphasise the importance of promoting physical activity for its health and physical benefits. However, future research should explore broader cognitive outcomes and include more diverse and representative samples. Full article

Background: Motor competence (MC) plays a critical role in shaping children’s physical activity, health-related fitness, and weight status. However, few studies have explored these interrelationships during middle childhood. Objectives: The current study aimed to examine the relationships between MC and physical activity (PA), health-related fitness (HRF), and weight status (WS) in children during middle childhood (9–10 years). Simultaneously, the study aimed to find possible differences in PA, HRF, and WS between children with different levels of MC. Methods: In this cross-sectional study, the TGMD-2 (MC), UNIFITTEST 6–60 (HRF), ActiGraph GT3X (PA), and anthropometry (WS) were administered to 86 children (59 boys, age range of 9–10 years and mean age of 10.1 ± 0.6 years). Results: A significant strong association was observed between MC and HRF (p < 0.01, Cramer‘s V = 0.42). Significant moderate associations were observed between MC and WS (p < 0.05, Cramer’s V = 0.34) and between MC and PA (p < 0.05, Cramer‘s V = 0.25). Children with high MC proficiency demonstrated significantly higher levels of HRF (p < 0.01; large ES) and PA (p < 0.05; moderate ES) and a healthier WS (p < 0.01; moderate ES) than those with low MC proficiency. Similarly, children with moderate MC proficiency outperformed children with low MC in terms of HRF and WS. Conclusions: The strong associations between MC and key health indicators such as PA, HRF, and WS suggest that movement proficiency in middle childhood should be viewed as a cornerstone of health promotion. Although no causal claims can be made, the results emphasize the practical importance of integrating targeted motor skill development—especially FMSs—into school-based physical education and extracurricular programs. Supporting MC at this age may be a decisive step toward fostering long-term engagement in physical activity and improving children’s overall health trajectories. Full article

Informed by multiple theoretical frameworks, our study examined multilevel models of homework motivation management among middle-schoolers in China. At the individual level, homework motivation management was positively associated with managing time, managing emotion, cognitive reappraisal, time on extracurricular activities, homework effort, and deep approach. In addition, there was a positive correlation between homework motivation management and homework time at both individual and class levels. Our study expands previous research by revealing that homework motivation management was positively associated with homework effort and deep approach after accounting for other relevant constructs. The implications of these findings are discussed relating to homework practices and further investigations. Full article

This study aims to analyze the possibility of developing balance ability, highlighting symmetries, asymmetries, and levels of proprioception, in children aged 11–13 from practicing indoor and outdoor climbing and bouldering/escalation exercises. The research subjects were 54 children (both boys and girls) aged 11–13, divided into two groups: an experimental group of 28 students (14 boys and 14 girls) who participated in an extracurricular climbing activity twice a week during the 2023–2024 school year, and a control group of 26 students (13 boys and 13 girls) who did not engage in extracurricular motor activities. During the initial and final evaluations, 12 tests were used to assess balance ability, symmetries, and asymmetries—10 tests were conducted using the Sensbalance MiniBoard 1.0 platform in addition to the Standing Stork test for each leg. The analysis of the results showed statistically significant differences between the groups, with the experimental group recording improvements in symmetry and proprioception related to increased balance levels. This work is addressed to teachers, trainers, and physical therapists who, in the educational process, aim to develop balance and proprioception as objectives that improve children’s motor skills. In conclusion, the study results reveal the impact of a program based on climbing and escalating exercises in extracurricular activities on the development of static and dynamic balance ability. Full article

Background/Objectives: Cardiorespiratory fitness (CRF) is a key indicator of current and future health in children and adolescents, and is influenced by both physiological and behavioral factors. This study examined the associations between CRF, body composition, and health-related habits in 685 children and adolescents (aged 8–16 years) who regularly participated in extracurricular sports programs in northeastern Spain. Methods: Participants underwent anthropometric assessments, completed a 20 m shuttle run test to evaluate CRF, and filled out validated questionnaires on physical activity levels, sleep quality, and adherence to the Mediterranean diet. Results: Significant sex differences were observed, with boys achieving higher CRF performance (p < 0.001), primarily associated with greater muscle mass (p < 0.001) and lower body fat percentage (p < 0.001). Age positively correlated with improved CRF (p < 0.001), whereas higher body mass index (p = 0.003) and fat mass (p = 0.020) negatively impacted fitness outcomes. Conclusions: These findings underscore the critical role of physical activity and optimal body composition in promoting cardiorespiratory fitness among youth, emphasizing the importance of targeted interventions to foster healthy behaviors from early childhood. Future research should adopt longitudinal designs to better elucidate the dynamic interactions between lifestyle factors, body composition, and physical fitness throughout childhood and adolescence. Full article

Background: KIF11 mutations are responsible for a large portion of microcephaly with or without chorioretinopathy, lymphedema or impaired intellectual development (MCLMR). Methods: This report describes longitudinal ophthalmological management of an 8-year-old male pediatric patient presenting with MCLMR diagnosed in infancy and associated with a novel, de novo KIF11 mutation. Results: The patient presented with ophthalmological features of low visual acuity and chorioretinal atrophy and later developed bilateral retinal detachments. Syndromic features included microcephaly and developmental delay. Scleral buckling and vitrectomy were ultimately performed in both eyes, with a period of conservative management in the interim. Postoperative visual acuity was preserved in the right eye, although poor in the left eye. The patient received low-vision rehabilitation services and was able to participate in school and extracurricular activities. Conclusions: Early recognition and close monitoring of ocular and systemic manifestations of KIF11 mutations are important to optimize visual rehabilitation efforts. Full article

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. Therefore, there is a need for the wider exploration of innovation tools in physical education (PE) and extracurricular activities for schoolchildren. The aim of this study was to determine the change in psychological well-being and cognitive skills of adolescents when exercising is supplemented with videogame-based activity. The short-term physical activity (PA) program, initiated by in-service PE teachers (n = 3), involved 13–15-year-old adolescents (n = 63, of them 20 were boys) from one of biggest cities in Lithuania. The research subjects were participants of extracurricular exercise groups on a regular basis, attending their respective three-times-a-week sessions for 1 month. The first intervention group engaged in a 60 min functional training program (FT group, n = 31). The second group had 30 min of FT followed by 30 min of video-based dance class (FT + Just Dance group, n = 32). The Trail-Making test (part A and B), the Visual Digit Span test, and the Stroop test were performed to investigate students’ cognitive abilities. In addition, the WHO-5 questionnaire was used to analyse the respondents’ psychological well-being. When comparing pre- and post-intervention results, no changes were observed in the psychological state, visual–executive skills, and short-term visual memory in both groups. Reaction time improved significantly in both groups (p < 0.05). The working memory significantly improved in the FT + Just Dance group (p < 0.05). The implementation of videogame-based training, Just Dance, improved adolescents’ working memory, but had no effect on subjectively perceived psychological well-being. Full article

Education plays an essential role in ensuring the social sustainability of blood donation. As altruism may be insufficient to support donor engagement, this study assesses the effectiveness of incentives on ensuring the social sustainability of blood donation. A self-administered questionnaire was used to collect data from 319 medical students about socio-demographic variables, donation frequency, altruism dimensions (impure, self-regarding, reluctant, egalitarian warm glow, and kinship), the perceived importance of monetary (travel compensation, meal vouchers) and non-monetary incentives (free blood screening, paid leave, refreshments, recognition gifts), and willingness to donate during a blood donation social marketing campaign in November 2021 and November 2022. Data were analyzed in SPSS 20 using chi-square, ANOVA tests, and multiple regression models. The key findings indicate no significant associations between donor categories and incentives, but meal vouchers, free medical testing, refreshments, and recognition gifts were linked to self-regarding altruism. Additionally, neither incentives, altruism dimensions, nor their interaction predicted willingness to donate blood. These findings highlight the need for education-driven approaches to ensure a long-term commitment of blood donors, by integrating educational, sustainable curricular or extracurricular activities. Integrating blood donation awareness into formal education may cultivate a culture of civic responsibility, expanding the donor pool and strengthening the social sustainability of blood donation. Full article

This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) in Argentina. The project aimed at challenging the ‘conditions of possibility’ of underserved children aged 8–12 who attended the NGO for school support and extra-curricular activities. Data comprise reflection logs written by the university teachers and tutors during project implementation and a survey applied after project completion. Qualitative data analysis reveals two specific difficulties involved in enacting social justice language education locally, namely a disconnection between theory and practice and difficulty in grasping local conditions and developing sensitivity to the context. The analysis also led to the identification of two areas with potential to impact positively on social justice language education: an experientially grounded project and teachers’ self-perception as moral agents. Implications for social justice teacher education are discussed. Full article

This study explores how university students’ engagement in sustainability-themed extracurricular activities influences their awareness of the 17 Sustainable Development Goals (SDGs). Given the critical role of higher education in advancing sustainability, this research assesses initiatives such as environmental action clubs, sustainability research, eco-innovations, green campuses, and training workshops for fostering awareness, engagement, and leadership. A cross-sectional quantitative design targeted 400 university students in Greece involved in sustainability-related extracurricular activities. Structured online questionnaires were used, and multiple regression analysis examined the relationship between extracurricular activities and SDG engagement. The findings highlighted that all five activity types significantly enhance students’ sustainability awareness. Environmental action clubs improve knowledge of climate change and waste reduction, while research projects strengthen engagement with renewable energy and climate resilience. Eco-innovation challenges foster problem solving and interdisciplinary collaboration, particularly in urban and industrial sustainability. Green campus initiatives promote practical sustainable strategies, and capacity-building programs develop leadership and teamwork skills. Extracurricular activities serve as transformative tools that bridge theoretical knowledge with real-world sustainability applications, equipping students with the mindset and skills to address global challenges. Universities and policymakers should enhance funding, digital integration, and collaborations to expand the reach of these programs. Future research should assess the long-term impact of student participation on sustainable behavior and broader societal well-being. Full article

Science, technology, engineering, and mathematics (STEM) are crucial for economic development and play a significant role in achieving sustainable development goals. Despite this, there is a shortage of skilled STEM professionals and a declining interest in STEM education and careers. The Saudi Vision 2030 goal of economic diversification and sustainable development aims to transform Saudi Arabia into a knowledge-based economy driven by innovation and sustainability. This study investigates factors influencing adolescents’ attitudes toward STEM careers in Saudi Arabia, with comparative insights from Bahrain and Singapore. Structural equation models (SEM) were constructed for each country to analyze the influence of scientific self-concept, school belonging, and teacher effectiveness on students’ choices of science careers. Mediation analysis examined the interest and value of science as mediators in these relationships. Confirmatory factor analysis was conducted to validate model constructs before building SEM models. Data from TIMSS 2019 for eighth-grade students was used to develop model constructs based on relevant items from the student questionnaire. Findings reveal that students’ interest in and value of science significantly influence career decisions, with self-concept and teacher engagement playing crucial roles. Teacher effectiveness had the strongest impact on science interest in Saudi Arabia and Bahrain, while self-concept was most influential in Singapore. These results highlight the importance of fostering teacher engagement and self-concept to encourage students’ career paths in science. To support this, Saudi Arabia should enhance teacher training programs by integrating mentorship, active learning strategies, and technology driven instruction to improve student engagement. Adopting Singapore’s blended learning model can foster self-confidence and independence in STEM education, while hands-on learning and career exposure programs can strengthen students’ self-concept and long-term commitment to STEM fields. Additionally, expanding extracurricular STEM initiatives and industry partnerships will help connect classroom learning to real-world applications. By aligning STEM education reforms with these insights, Saudi Arabia can cultivate a skilled workforce that supports its economic transformation under Vision 2030. Full article

A three-year pilot study investigated the effectiveness of artificial intelligence (AI) as a motivational tool for teaching programming concepts within the Croatian Informatics curriculum. The study was conducted in schools through the extracurricular activity EDIT CodeSchool with the Development of Intelligent Web Applications (RIWA) module. Twelve schools in Split-Dalmatia County in the Republic of Croatia participated, resulting in 112 successfully completed student projects. The program consisted of two phases: (1) theoretical instruction with examples and exercises, and (2) project-based learning, where students developed final projects using JavaScript and the ml5.js library. The study employed project analysis and semi-structured student interviews to assess learning outcomes. Findings suggest that AI-enhanced learning can effectively support programming education without increasing instructional hours, providing insights for integrating AI concepts into existing curricula. Full article

Parents play a crucial role in facilitating their children’s participation in extracurricular music activities. Guided by the framework of concerted cultivation, this survey study conducted with Hong Kong parents investigates (1) the types of extracurricular music activities in which their three- to eight-year-old children participate, (2) the importance parents attribute to music education and its correlation with key demographic factors, and (3) the predictive relationship between the importance parents attribute to music education and their children’s music participation. A self-designed survey was completed by 430 parents. Descriptive statistics, correlation, and binary logistic regression were conducted. Children’s participation rate in extracurricular music activities was found to be low. While younger children tended to engage in collaborative and unstructured activities, older children participated more in individual and guided activities. The importance attributed by parents to music education was relatively high and correlated with their background and family demographics. The higher the parents rated the importance of music education, the more likely they were to have signed up or intended to sign up their children for music activities. This study offers insights into children’s extracurricular music participation, highlights parental roles in children’s music education, and underscores the necessity of educating parents about the importance of music education. Full article

(1) Background: Physical education at school is not able to meet the need for physical activity and sport (PA and S) established by international organizations, making it necessary to implement its practice outside school hours. This study aimed to find out the reasons for practicing, abandoning, and never having practiced PA and S outside school hours among students of Primary Education (PE) and Secondary Education (SE) in Cantabria (Spain). (2) Overall, 1038 students participated (349 from PE and 689 from SE), consisting of 512 boys and 526 girls between 10 and 17 years old (M = 12.92; SD = 1.92). They completed an ad hoc questionnaire with 21 questions about reasons for practicing (12 items), abandoning (3 items), and never having practiced PA and S (6 items) between the months of May and June 2024. (3) Results: As for active students, boys argue that they do so because of the influence of friends (p = 0.024), search for excitement (p = 0.002), liking PA and S (p = 0.022), and entertainment (p = 0.001). In PE, compared to SE, the most important factors are excitement (p < 0.001), health (p = 0.005), and liking PA and S (p = 0.022). Students who abandon PA and S do so because of the competitive environment (p = 0.001), with boys predominating. SE students highlight reluctance and laziness (p < 0.001) and the loss of liking PA and S (p = 0.013). Students who have never practiced PA and S do so because they do not find any sport motivating (p = 0.047) and because of reluctance and laziness (p = 0.018), especially among girls. In SE, the differences appear due to reluctance and laziness (p = 0.009) and because friends do not practice PA and S (p = 0.049). (4) Conclusions: Boys prioritize emotional and competency aspects, while girls focus on social aspects and happiness. PE students tend to participate in sports for fun and to improve their skills, while SE students tend to show reluctance and laziness and a loss of interest in PA and S. Full article