Actividades extraescolares y rendimiento académico: diferencias en autoconcepto y género
The aim of this study was to examine the impact of the type of self-concept (academic and general) and extracurricular activities on academic performance among primary school students (N = 1708), and to determine the differences of this relationship in terms of gender. We used a cluster sampling str...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/44897 |
| Acceso en línea: | http://hdl.handle.net/10201/44897 |
| Access Level: | acceso abierto |
| Palabra clave: | Gender differences Self concept Academic performance Extracurricular activities Diferencias de género Autoconcepto Rendimiento académico Actividades extraescolares |
| Sumario: | The aim of this study was to examine the impact of the type of self-concept (academic and general) and extracurricular activities on academic performance among primary school students (N = 1708), and to determine the differences of this relationship in terms of gender. We used a cluster sampling stratified into two stages and gave standardized achievement tests and ad-hoc instrument designed for academic and general self-concept and extracurricular activities. The results showed that respondents who engaged in academic extracurricular activities such as language and computer performed better in all academic subjects. Those who took music and sports also scored better in some subjects. In conclusion, we should highlight the differences regarding the relationship between self-concept and school activity, and the different patterns in boys and girls that future research should tackle. |
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