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The impact of co-curricular activities on youth development: A self-determination theory perspective
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Type
Article
Citation
Guo, G. Q., & Liem, G. A. D. (2023). The impact of co-curricular activities on youth development: A self-determination theory perspective. Trends in Psychology. Advance online publication. https://doi.org/10.1007/s43076-022-00249-5
Abstract
Participation in co-curricular activities (CCAs) has been recognized as a vital avenue for students’ holistic developments and acquisition of twenty-first century competencies. However, there is a lack of research in Singapore and Southeast Asia region that comprehensively and systematically assessed the effect of CCA participation on students’ development. Hence, this study was conducted to examine the relationship between secondary school students’ CCA participation predictors towards developmental outcomes based on self-determination theory (SDT) perspective. This research assessed students’ development within a CCA setting in the contexts of their interaction with parents, CCA instructors, and CCA peers. Additionally, it examined the role of students’ motivational orientations in mediating the relationships between students’ CCA participation predictors and developmental outcomes. Consistent with SDT, the findings established the mediational role of students’ CCA motivational orientation. It also highlighted the key role of students’ motivation and supportive interpersonal relationships in fostering students’ academic and non-academic development. Findings of this study also proved that the quality and interpersonal context of CCA participation had a more crucial role than the quantity of CCA participation in promoting students’ academic and non-academic development. It also attested to the value of CCA participation as an intervention and a key aspect of school curriculum that could foster students’ holistic development. Collectively, this research provides valuable insight for optimizing students’ development through CCA participation. Nonetheless, the views presented in this article are those of the authors and not necessarily of the Ministry of Education.
Publisher
Sociedade Brasileira de Psicologia
Journal
Trends in Psychology