Extracurricular Activities of School Students: Functions, Parental Strategies, and Expected Outcomes

Kseniya Pavlenko, Katerina Polivanova, Aleksandra Bochaver and Elizaveta Sivak
Additional contact information
Katerina Polivanova: http://www.hse.ru/en/staff/kpolivanova

Voprosy obrazovaniya / Educational Studies Moscow, 2019, issue 2, 241-261

Abstract: Kseniya Pavlenko - Candidate of Sciences in Sociology, Analyst, Center for Modern Childhood Studies, Institute of Education, National Research University Higher School of Economics. E-mail: kpavlenko@hse.ruKaterina Polivanova - Doctor of Sciences in Psychology, Professor, Scientific Advisor of the Center for Modern Childhood Studies, Institute of Education, National Research University Higher School of Economics. E-mail: kpolivanova@hse.ruAlexandra Bochaver - Candidate of Sciences in Psychology, Research Fellow, Center for Modern Childhood Studies, Institute of Education, National Research University Higher School of Economics. E-mail: abochaver@hse.ruElizaveta Sivak - Director of the Center for Modern Childhood Studies, Institute of Education, National Research University Higher School of Economics. E-mail: esivak@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.A questionnaire survey (N= 6,648) and semi-structured interviews with parents of school students in a Russian megalopolis were carried out to analyze how families perceive the functions of extracurricular activities (ECAs), what choice strategies they follow, and what outcomes they expect. The study is premised on the assumption that ECAs for school students are not homogeneous in terms of their mission and expected outcomes. Empirical data is used to examine the compensatory and enriching functions of ECAs. The compensatory function is about closing gaps in school education through providing subject-specific classes. Enriching ECAs engage students beyond the school curriculum, contributing to diversity of the learning environment. Interview analysis allows identifying two major strategies followed by families when choosing enriching ECAs, depending on which type of skills they seek to cultivate in their children, soft (meta-subject competencies) or hard (specific knowledge shaped institutionally).

Keywords: schools; extracurricular activities; family; student engagement in extracurricular activities; compensatory function of extracurricular activities; enriching function of extracurricular activities (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://vo.hse.ru/data/2019/06/21/1488487671/10%20Pavlenko.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nos:voprob:2019:i:2:p:241-261

Access Statistics for this article

More articles in Voprosy obrazovaniya / Educational Studies Moscow from National Research University Higher School of Economics
Bibliographic data for series maintained by Marta Morozova ().