学校课外活动参与和高中学风险学生:一致性问题
Éliane Thouin1, Véronique Dupéré1, Eric Dion2
1Université de Montréal.
Applied developmental science
|January 22, 2024
概括
持续参与学校课外活动 (ECA) 降低了中学学风险. 然而,参与中断,例如由于排斥,增加了学风险,突出了包容性活动的重要性.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 青少年发展 青少年发展
背景情况:
- 基于学校的课外活动 (ECA) 被认为是防止中学学的潜在保护因素.
- 目前对ECA和学现象的研究受限于过时的数据和缺乏对细微参与参数的关注.
- 持续与中断的学生参与ECA的作用需要进一步调查.
研究的目的:
- 更新和扩大有关学校课外活动参与和高中学之间的关系的文献.
- 通过使用最近的数据,研究学生参与ECA的不同参数对学风险的影响.
- 调查中断的ECA参与是否会像不参与一样带来退学风险.
主要方法:
- 利用了来自加拿大545名青少年高风险样本的最新数据.
- 分析了课外活动参与和高中学之间的各种参数之间的关联.
- 对持续参与,间歇参与和不参与的学生的放弃风险进行比较.
主要成果:
- 在过去的一年内持续参与ECA与更低的中学学几率显著相关 (OR = 0.32;95% CI = 0.17-0.61).
- 由于取消或排除,中断了ECA参与的青少年表现出与没有ECA参与的青少年相似的退学风险水平.
- 排斥性政策,如"不通过/不玩",可能无意中增加青少年学风险.
结论:
- 持续参与学校课外活动是预防中学学的关键因素.
- 在ECA中断或排斥性参与可以否定保护性的好处,并提高退学风险.
- 教育政策应优先考虑包容性和一致的ECA接入,以支持留学生.
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