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Liem, Gregory Arief D.
Participation in Co-Curricular Activities (CCAs) has been recognised as a vital avenue for students’ holistic developments and acquisition of 21st 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. To address these limitations, this research involved a large-scale survey that garnered students’ responses in 14 schools at various secondary school levels across two time points (i.e., with an interval of 9 months). The study examined the relationship between secondary school students’ CCA participation and desired CCA academic and non-academic outcomes based on a self-determination theory (SDT) perspective. Drawing on SDT and also CCA-related conceptual frameworks like youth development and ecological system, the study was based on a substantive-methodological synergy that harnessed the robustness of structural equation modelling (i.e., path analysis) in accounting for variance of covariates and multiple factors across time points to determine the effect of respective CCA participation factors on a range of academic and non-academic outcomes. This research assessed students’ development in CCA setting in the contexts of their interaction with parents, CCA-instructors, and CCA peers. Specifically, it adopted a nuanced approach in assessing the effect of: (1) type and quantitative indicators of CCA participation, (2) quality of CCA participation (student’ motivational orientations), (3) interpersonal context of CCA participation. Of interest, it examined the role of students’ motivational orientations in mediating the relationships between students’ CCA participation and academic and non-academic outcomes. Parallel supplementary analyses were done to assess the incremental value of students’ motivation over CCA participation factors. Consistent with SDT, the findings established the mediational role of students’ CCA motivational orientation (i.e., autonomous motivation). It also highlighted the key role of students’ motivation and supportive interpersonal relationships in fostering students’ academic and non-academic development. Thus, it revealed that the quality and interpersonal context of CCA participation had a more crucial role than the CCA type and 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 optimising students’ development through CCA participation.
|Appears in Collections:||Doctor of Philosophy (Ph.D.)|
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