The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Leandro S Almeida - One of the best experts on this subject based on the ideXlab platform.
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the relation of career adaptability to work experience Extracurricular Activities and work transition in portuguese graduate students
Journal of Vocational Behavior, 2015Co-Authors: Silvia Monteiro, Leandro S AlmeidaAbstract:Abstract This study analyzed the psychometric properties and the factor structure of the Career Adapt-Abilities Scale (CAAS)—Portugal HE Form with 406 graduate students and explored the relationship between career adaptability, work experience, Extracurricular Activities and work transition. The analysis allows us to conclude that CAAS can be a valid and useful measurement for assessing career adaptability in Portuguese graduates. The differential analysis evidenced that participants with student worker status and with work experiences reported displayed higher scores on the subscales of control and curiosity, respectively. No statistical differences emerged regarding experience of Extracurricular Activities. Also, participants who referred to anticipating difficulties in work transition scored significantly lower on the subscales of control than did their peers who do not anticipate difficulties in such transitions. The obtained results support the importance of considering practical experiences and fostering career adaptability during higher education studies as a way to help graduates manage the transition to professional contexts.
Stephen T Russell - One of the best experts on this subject based on the ideXlab platform.
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an initial investigation of sexual minority youth involvement in school based Extracurricular Activities
Journal of Research on Adolescence, 2013Co-Authors: Russell B Toomey, Stephen T RussellAbstract:Sexual minority youth are at risk for negative school-based experiences and poor academic outcomes. Yet, little is known about their experiences in positive school-based contexts. Using the National Longitudinal Study of Adolescent Health (1,214 sexual minority and 11,427 heterosexual participants), this study compared participation rates in, predictors of, and outcomes associated with three types of school-based Extracurricular Activities - sports, arts, and school clubs - by sexual orientation and gender. Findings revealed several significant sexual orientation and gender differences in participation rates in school-based sports, clubs, and arts Activities. Further, findings suggested that the outcomes associated with Extracurricular activity involvement do not differ by sexual orientation and gender; however, predictors of participation in these domains varied across groups.
Silvia Monteiro - One of the best experts on this subject based on the ideXlab platform.
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the relation of career adaptability to work experience Extracurricular Activities and work transition in portuguese graduate students
Journal of Vocational Behavior, 2015Co-Authors: Silvia Monteiro, Leandro S AlmeidaAbstract:Abstract This study analyzed the psychometric properties and the factor structure of the Career Adapt-Abilities Scale (CAAS)—Portugal HE Form with 406 graduate students and explored the relationship between career adaptability, work experience, Extracurricular Activities and work transition. The analysis allows us to conclude that CAAS can be a valid and useful measurement for assessing career adaptability in Portuguese graduates. The differential analysis evidenced that participants with student worker status and with work experiences reported displayed higher scores on the subscales of control and curiosity, respectively. No statistical differences emerged regarding experience of Extracurricular Activities. Also, participants who referred to anticipating difficulties in work transition scored significantly lower on the subscales of control than did their peers who do not anticipate difficulties in such transitions. The obtained results support the importance of considering practical experiences and fostering career adaptability during higher education studies as a way to help graduates manage the transition to professional contexts.
Robert B. Cairns - One of the best experts on this subject based on the ideXlab platform.
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Do Extracurricular Activities Protect against Early School Dropout
Developmental psychology, 1997Co-Authors: Joseph L. Mahoney, Robert B. CairnsAbstract:This study examined the relation between involvement in school-based Extracurricular Activities and early school dropout. Longitudinal assessments were completed for 392 adolescents (206 girls, 186 boys) who were initially interviewed during 7th grade and followed up annually to 12th grade. A person-oriented cluster analysis based on Interpersonal Competence Scale ratings from teachers in middle schools (i.e., 7th-8th grades) identified configurations of boys and girls who differed in social-academic competence. Early school dropout was defined as failure to complete the 11th grade. Findings indicate that the school dropout rate among at-risk students was markedly lower for students who had earlier participated in Extracurricular Activities compared with those who did not participate (p < .001). However, Extracurricular involvement was only modestly related to early school dropout among students who had been judged to be competent or highly competent during middle school.
Ralph B Mcneal - One of the best experts on this subject based on the ideXlab platform.
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participation in high school Extracurricular Activities investigating school effects
Social Science Quarterly, 1999Co-Authors: Ralph B McnealAbstract:This research conceptualizes the high school context as one which provides an opportunity structure for students. Within this theoretical framework, I examine how the school affects student participation in high school Extracurricular Activities. This research uses the High School and Beyond database and analyzes school structural and contextual effects on student participation in Extracurricular Activities in general and athletics in specific, using hierarchical linear modeling procedures. Findings indicate that a complex set of structural factors (size and pupil/teacher ratio) and contextual characteristics (general school climate, mean socioeconomic status of the student body, and percentage of students from single-parent households) impinge upon student participation. Furthermore, there are subtle differences between school attributes that affect involvement in general and those affecting participation in athletics. School structure and context are significant determinants of student participation in Extracurricular Activities, effectively altering student access to sources of human, cultural, and social capital.
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high school Extracurricular Activities closed structures and stratifying patterns of participation
Journal of Educational Research, 1998Co-Authors: Ralph B McnealAbstract:Abstract Much existing research documents the benefits gained by students when they participate in high school Extracurricular Activities (Camp, 1990; Eidsmore, 1964; Haensly, Lupkowski, & Edlind, 1986; Holland & Andre, 1987; McNeal, 1995; Yarworth & Gauthier, 1978). However, we know little about the patterns of participation (i.e., who is more likely to participate in which Activities?). A finding in this research was that Extracurricular Activities are not equitably participated in by various subgroups of the high school population. To some degree, members of various racial and ethnic minority groups have greater likelihood(s) of participating in all types of Extracurricular Activities studied (athletics, cheerleading, fine arts, academic organizations, newspaper/yearbook, student government/service organizations, and vocational Activities). Girls have an increased likelihood of participating in all the Activities except athletics, which are dominated by boys. Finally, evidence also supports the hypothe...
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Extracurricular Activities and high school dropouts
Sociology Of Education, 1995Co-Authors: Ralph B McnealAbstract:Previous research on high school dropouts has typically examined the relationship between a student's attributes and dropping out, but research on the more "voluntary" or behavioral attributes associated with dropping out of high school has been limited. The findings presented here indicate that participation in certain Extracurricular Activities (athletics andfine arts) significantly reduces a student's likelihood of dropping out, whereas participation in academic or vocational clubs has no effect. When all Activities are examined simultaneously, only athletic participation remains significantly related to dropping out. Furthermore, participation in athletics and in fine arts serve as key intervening variables in the dropout process, magnifying the direct relationships between race, gender, academic ability, and dropping out. These findings persist even after crucial "dropout" forces (such as race, socioeconomic status, and gender) and "pullout forces" (such as employment) are controlled.
