TY - JOUR
T1 - Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong
AU - Ren, Lixin
AU - Zhang, Xiao
N1 - Funding Information:
This study was supported by an ECS grant from the Research Grants Council of Hong Kong [No. 28404114 & No. 17603817 ] to Xiao Zhang.
Funding Information:
This study was supported by an ECS grant from the Research Grants Council of Hong Kong [No. 28404114 & No. 17603817] to Xiao Zhang.
Publisher Copyright:
© 2019 Elsevier Ltd
PY - 2020/2
Y1 - 2020/2
N2 - Organized extracurricular activities (EAs) are an important component of the microsystem that impacts children's lives. Previous literature has primarily focused on school-aged children and youth in Western societies. This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sample of 194 Hong Kong Chinese preschoolers. The results showed that higher family socioeconomic status (SES) predicted higher levels of participation in EAs (e.g., attendance intensity and the breadth of participation). Children from higher-SES families were more likely to involve in non-academic-oriented EAs. Participation in EAs was generally associated with the growth trajectories of reading and math skills in children from less advantaged SES backgrounds, but not higher-SES children. In contrast, EA participation was not associated with children's social skills. Findings highlight the importance of examining the relationship between EA participation and children's early development in non-Western societies.
AB - Organized extracurricular activities (EAs) are an important component of the microsystem that impacts children's lives. Previous literature has primarily focused on school-aged children and youth in Western societies. This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sample of 194 Hong Kong Chinese preschoolers. The results showed that higher family socioeconomic status (SES) predicted higher levels of participation in EAs (e.g., attendance intensity and the breadth of participation). Children from higher-SES families were more likely to involve in non-academic-oriented EAs. Participation in EAs was generally associated with the growth trajectories of reading and math skills in children from less advantaged SES backgrounds, but not higher-SES children. In contrast, EA participation was not associated with children's social skills. Findings highlight the importance of examining the relationship between EA participation and children's early development in non-Western societies.
KW - Chinese preschoolers
KW - Extracurricular activities
KW - Family socioeconomic status
KW - Mathematics skills
KW - Reading skills
UR - http://www.scopus.com/inward/record.url?scp=85072860538&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2019.101267
DO - 10.1016/j.learninstruc.2019.101267
M3 - Article
AN - SCOPUS:85072860538
SN - 0959-4752
VL - 65
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101267
ER -