El efecto de las actividades de tiempo libre y del engagement escolar sobre el rendimiento académico de las personas jóvenes

Palou, A; VALLS CASAS, Ona; Merino, R

doi:10.35869/REINED.V18I1.2627

Article (Scientific journals)

El efecto de las actividades de tiempo libre y del engagement escolar sobre el rendimiento académico de las personas jóvenes

Palou, A; VALLS CASAS, Ona; Merino, R

2020 • In Revista de Investigacion en Educacion, 18 (1), p. 5 - 23

Peer reviewed

Permalink
https://hdl.handle.net/10993/58307

DOI
10.35869/REINED.V18I1.2627

Files (1)Send to Details Statistics Bibliography Similar publications

Files

Full Text

Dialnet-ElEfectoDeLasActividadesDeTiempoLibreYDelEngagemen-7835053-2.pdf

Author postprint (327.81 kB)

Download

All documents in ORBilu are protected by a user license.

Send to

RIS BibTex APA Chicago Permalink X Linkedin

Details

Keywords :

Educational inequalities; Leisure activities; School attainment; School engagement; Structural equation modeling

Abstract :

[en] This paper aims to analyze the relations between social background, leisure activities, school attainment and school engagement. The main objective of this research is to examine whether leisure activities and school engagement can compensate for the effect of social background on school attainment. This research uses a sample of 2.056 10th grade students from 27 different centers within the city of Barcelona. Data processing is done by structural equation modeling. The results show that relational and digital activities are associated with an improvement in school attainment while sport and cultural activities are associated with an increase in emotional and cognitive engagement. Cultural activities are also related to a better behavioral engagement, a type of engagement that has a positive effect on school attainment and can compensate for the effect of gender and immigrant background on school attainment. Copyright © Facultad de CC. de la Educación y Deporte.

Disciplines :

Sociology & social sciences

Author, co-author :

Palou, A

VALLS CASAS, Ona ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) > Centre for Childhood and Youth Research

Merino, R

External co-authors :

yes

Language :

Spanish

Title :

El efecto de las actividades de tiempo libre y del engagement escolar sobre el rendimiento académico de las personas jóvenes

Alternative titles :

[en] The effect of leisure activities and school engagement on school attainment of youth;

Publication date :

2020

Journal title :

Revista de Investigacion en Educacion

Volume :

Issue :

Pages :

5 - 23

Peer reviewed :

Peer reviewed

Available on ORBilu :

since 30 November 2023

Statistics

Number of views

4 (0 by Unilu)

Number of downloads

0 (0 by Unilu)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

Bibliography

Appleton, J.J. y otros (2006). Measuring cognitive and pgsycological engagement: validation of the student engagement instrument. Journal of School Psychology, 44 (5), 427-445.
Benedicto, J. y otros (2017). Informe Juventud España 2016. Madrid: Instituto de la Juventud.
Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83. doi: 10.1016/j.learninstruc.2016.02.001
Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. NJ: Erlbaum.
Dumazedier, J. (1968). Hacia una civilización del ocio. Barcelona: Estela.
Dumazedier, J. y otros (1971). Ocio y sociedad de clases. Barcelona: Fontanella.
Eccles, J. y Gootman, J. (2002). Community programs to promote youth development. Washington DC: The National Academies Press.
Eccles, J., Barber, B., Stone, M. y Hunt, J. (2003). Extracurricular Activities and Adolescent Development. Journal of Social Issues, 59, 865-89.
Finn, J.D. (1989). Withdrawing from School. Review of Educational Research Summer, 59 (2),117-142.
Finn, J. y Voelkl, K. (1993). School Characteristics Related to Student Engagement. The Journal of Negro Education, 62 (3), 249-268. https://doi.org/10.2307/2295464
Finn, J. y Rock, D. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82 (2), 221-234. doi: 10.1037/0021-9010.82.2.221
Finn, J. y Zimmer, K. (2012). Student engagement: What is it? Why does it matter? En S.L. Christenson, A.L. Reschly y C. Wylie (coords.), Handbook of research on student engagement (pp. 97-131). New York: Springer Science Business Media. doi: 10.1007/978-1-4614-2018-7_5
Fraguela, R., De-Juanas, A. y Franco, R. (2017). Ocio deportivo en jóvenes potencialmente vulnerables: beneficios percibidos y organización de la práctica. Pedagogía Social, 31, 49-58.
Fredricks, J. y Eccles, J. (2006). Is Extracurricular Participation Associated with Beneficial Outcomes? Concurrent and Longitudinal Relations. Developmental Psychology, 42, 698-713.
Fredricks, J., Blumenfeld, P.C. y Paris, A. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74 (1), 59-109. https://doi.org/10.3102/00346543074001059
Janosz, M., Archambault, I., Morizot, J. y Pagani, L.S. (2008). School Engagement Trajectories and Their Differential Predictive Relations to Dropout. Journal of Social Issues, 64 (1), 21-40. doi: https://doi.org/10.1111/j.1540-4560.2008.00546.x
Jimerson, S., Campos, E. y Greif, J. (2003). Toward an Understanding of Definitions and Measures of School Engagement and Related Terms. The California School Psychologyst, 8, 7-29.
Juvonen, J., Espinoza,G. y Knifsend, C. (2012). The Role of Peer Relationships in Student Academic and Extracurricular Engagement. Handbook of Research on Student Engagement, 387-403
Kline, R.B. (1998). Principals and practices of structural equation modeling. New York, NY: Guilford Press.
López-Roldán, P. y Fachelli, S. (2015). Clasificación de las técnicas de análisis de datos. En P. López-Roldán y S. Fachelli, Metodología de la Investigación Social Cuantitativa. Bellaterra: Dipòsit Digital de Documents, Universitat Autònoma de Barcelona.
Merino, R. (2007). Pathways from school to work: can the competences acquired in leisure activities improve the construction of pathways. Journal of Education and Work, 20 (2), 139-159.
Moreno Colom, S. (2009). Uso del tiempo, desigualdades sociales y ciclo de vida. Política y Sociedad. 46 (3), 191-202.
Nordlander, E. (2016). Are Young People’s Activites an Important Link between Class Origin and Educational Attainment? European Sociological Review, 32 (2), 238-250.
Putnam, R. (2015). Our Kids. The American Dream in Crisis. New York: Simon & Schuster.
Ramos-Díaz, E., Rodríguez-Fernández, A., Ros, I. y Antonio-Aguirre, I. (2016). Implicación escolar y autoconcepto multidimensional en una muestra de estudiantes españoles de secundaria. Revista complutense de educación, 28 (4), 1.103-1.118. http://dx.doi.org/10.5209/RCED.51600
Reeve, J. y Tseng, C. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36 (4), 257-267. doi: https://doi.org/10.1016/j.cedpsych.2011.05.002
Shildrick, T.A. y MacDonald, R. (2006): In defence of subculture: young people, leisure and social divisions. Journal of Youth Studies, 9 (2),125-140.
Tarabini, A., Curran, M., Montes, A. y Parcerisa, Ll. (2015). La vinculación escolar como antídoto del abandono escolar prematuro: explorando el papel del habitus institucional. Profesorado: revista de currículum y formación del profesorado, 19 (3), 196-212.
Veblen, T. (2004). Teoria de la clase ociosa. Madrid: Alianza Editorial.
Viñals Blanco, A. (2016). El ocio conectado, móvil, transmedia y multisoporte de los jóvenes en la era digital. Fonseca, Journal of Communication, 13, 99-113.
Voelkl, K.E. (1997). Identification with school. American Journal of Education, 105 (3), 294-318
Zaff, J., Moore, K., Pappillo, A. y Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599-630.