Exploring theories of causality What links are there between out of school activities and educational attainment What do we mean by out of school activities ID: 286811
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Slide1
Investigating the effect of out of school activities on educational attainment
Exploring theories of causalitySlide2
What links are there between out of school activities and educational attainment?
Slide3
What do we mean by out of school activities
“Learning activity outside normal
school hours that children take part in voluntarily”.E.g.Music lessonsSports clubsAfter school clubsScouts/Guides etcSlide4
Hypothesis
Participation in Out of School Activities
Processes
Improved educational attainment
We are suggesting that children who take part in
out of school activities
do better educationally, and want to explore the processes underlying this link Slide5
We will analyse data to find
How children spend their time out of school - range and typesChange
and continuity during primary schoolPatterns of activity participation for children from different backgrounds (incl parent employment, SEG)Associations between different activities and educational attainment at 11Slide6
We will then
Interview parents Interview out of school activity providersInterview children
We’d like you your help to explore reasons for linksSlide7
Theories of underlying processes
From our review of the literature we have drawn out possible theories of causationWe want to test which theory is most likely to underpin this link
There are a wide range so we have grouped the theories by Child-focussedSocial focussedActivity focussedThese are presented on the following slidesWe welcome your opinions on themSlide8
Selection effects
More engaged families send children to out of school activities. Also more engaged in academic achievementHigher SEG parents can afford out of school activities. Higher SEG children achieve better at schoolSlide9
Child focussed
(Marsh &
Kleitman
; Valentine et al; Cummings et al)
Activities take place in school Pupil enjoys activities Increased engagement with school
Pupil identifies with school more. Staff have better impression of pupils, reflected in school
Identification/Commitment Model
(Vygotsky; Bruner)
Capabilities are nurtured in a less formal setting Transferred to formal learning
Socio-cultural Model
(Valentine, 2002)
Attainment in non-
educatiom
setting Increased confidence
Self belief model
(Elliott)
Activities encourage desire to demonstrate skills and ability
Goal theory Slide10
Social focussed
(
P
utnam)
Activities increase social resources
Social Capital theory
(Bandura)
Exposure to admired peers Allows observation and imitation of traits
Social cognitive learning
(
Camsey
;
Ungar
; Martin & Marsh;
Garmezy
)
Exposure to risk and resilience Develops protective factors (confidence, control, commitment)
Risk & Resilience theory
(
Eccles et al
)
Attachment to non-familial adults See instructors in a supportive role
Adult Supporters Slide11
Activity focussed
(Valentine et al;
Buoye
)
Activities have educational content Increased learning
Normalises
learning with peers
Success is experienced in non-academic domain Boosts self-belief and confidence
Capability Approach
(
Fredricks
& Eccles; Sylva et al)
Increase in skills, learning and participation
Breadth of participation
Academic Model
(
Broh
)
Competitive element Increases desire to succeed
CompetitionSlide12
Any others?
Happy children who have fun are more receptive to learning and achieving?
Children who succeed at school are more likely to take place in out of school activities?
Parents who send their children to out of school activities are those who engage more with their children’s lives / place more emphasis on success?Slide13
Keep in touch
We’ll be releasing our findings throughout the projectLet us know your thoughts or get added to our mailing list
Emily.tanner@natcen.ac.uk