Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes

Engaging in extracurricular activities is known to affect both cognitive and non-cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students'...

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Detalles Bibliográficos
Autores: Palou, Arnau, Ursin, Piia af, Demanet, Jannick
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/221546
Acceso en línea:https://hdl.handle.net/2445/221546
Access Level:acceso abierto
Palabra clave:Desigualtat social
Activitats extraescolars
Social inequality
Extracurricular activities
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spelling Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomesPalou, ArnauUrsin, Piia afDemanet, JannickDesigualtat socialActivitats extraescolarsSocial inequalityExtracurricular activitiesEngaging in extracurricular activities is known to affect both cognitive and non-cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non-cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that represent different educational systems in managing student heterogeneity. Based on the study findings, the effects of extracurricular activities on academic outcomes varied with regard to measured skills and the city of study. Extracurricular activities were related to enhanced interpersonal skills in all cities studied. However, in Turku and Ghent, extracurricular activities buffered the socio-economic gradient in interpersonal skills, whereas in Barcelona, such activities increased it. Rather surprisingly, in all cities, engaging in extracurricular activities magnified the effect of socio-economic status on cognitive skills.John Wiley & Sons2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/221546Articles publicats en revistes (Sociologia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1111/ejed.12670European Journal of Education, 2024, vol. 59, num.3, p. 1-21https://doi.org/10.1111/ejed.12670(c) John Wiley & Sons, 2024http://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2215462026-05-27T06:46:51Z
dc.title.none.fl_str_mv Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
title Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
spellingShingle Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
Palou, Arnau
Desigualtat social
Activitats extraescolars
Social inequality
Extracurricular activities
title_short Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
title_full Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
title_fullStr Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
title_full_unstemmed Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
title_sort Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes
dc.creator.none.fl_str_mv Palou, Arnau
Ursin, Piia af
Demanet, Jannick
author Palou, Arnau
author_facet Palou, Arnau
Ursin, Piia af
Demanet, Jannick
author_role author
author2 Ursin, Piia af
Demanet, Jannick
author2_role author
author
dc.subject.none.fl_str_mv Desigualtat social
Activitats extraescolars
Social inequality
Extracurricular activities
topic Desigualtat social
Activitats extraescolars
Social inequality
Extracurricular activities
description Engaging in extracurricular activities is known to affect both cognitive and non-cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non-cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that represent different educational systems in managing student heterogeneity. Based on the study findings, the effects of extracurricular activities on academic outcomes varied with regard to measured skills and the city of study. Extracurricular activities were related to enhanced interpersonal skills in all cities studied. However, in Turku and Ghent, extracurricular activities buffered the socio-economic gradient in interpersonal skills, whereas in Barcelona, such activities increased it. Rather surprisingly, in all cities, engaging in extracurricular activities magnified the effect of socio-economic status on cognitive skills.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/221546
url https://hdl.handle.net/2445/221546
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1111/ejed.12670
European Journal of Education, 2024, vol. 59, num.3, p. 1-21
https://doi.org/10.1111/ejed.12670
dc.rights.none.fl_str_mv (c) John Wiley & Sons, 2024
http://creativecommons.org/licenses/by/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) John Wiley & Sons, 2024
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv John Wiley & Sons
publisher.none.fl_str_mv John Wiley & Sons
dc.source.none.fl_str_mv Articles publicats en revistes (Sociologia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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