Literaturnachweis - Detailanzeige
Autor/inn/en | Ashbourne, Dianne; Andres, Lesley |
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Titel | Athletics, Music, Languages, and Leadership: How Parents Influence the Extracurricular Activities of Their Children |
Quelle | In: Canadian Journal of Education, 38 (2015) 2, (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1918-5979 |
Schlagwörter | Athletics; Music Education; Second Language Learning; Leadership; Extracurricular Activities; Educational Attainment; Parent Background; Predictor Variables; Student Participation; Second Language Programs; Mixed Methods Research; Semi Structured Interviews; Foreign Countries; Parenting Styles; French; Questionnaires; Parent Attitudes; Longitudinal Studies; High School Students; Canada Leichtathletik; Musikerziehung; Zweitsprachenerwerb; Führung; Führungsposition; Außerunterrichtliche Aktivität; Bildungsabschluss; Bildungsgut; Elternhaus; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Französisch; Fragebogen; Elternverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kanada |
Abstract | In this study, we explore the impact that parents have on the participation of their children in extracurricular activities (ECAs) in a sample of Canadian parents with children between the ages of four and 17. Employing a concurrent, nested, mixed methods strategy, we use the insights gained through semi-structured interviews with parents to inform the creation of four regression models with which we investigate four types of activities (athletics, music, languages, and leadership). Our findings reveal that, depending on the type of activity, ECA participation by children varies by parental education. Values and experiences held by parents with the lowest educational attainment were stronger predictors of participation in specialized music programs, and those of parents with advanced degrees were stronger predictors of participation by their children in specialized language programs. We conclude by discussing the equity implications of our study for Canadian children. (As Provided). |
Anmerkungen | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |