Chinese preschoolers' extracurricular activity involvement: Child temperament and school readiness as predictors

2022 ◽  
Vol 79 ◽  
pp. 101387
Author(s):  
Lixin Ren ◽  
Xuan Li ◽  
Jianqin Yin ◽  
Charissa S.L. Cheah
Keyword(s):  
School Readiness ◽  
Child Temperament ◽  
Extracurricular Activity ◽  
Activity Involvement

Extracurricular Activity Involvement and Body Image in Youth with Obesity: The Mediating Role of Social Life

2019 ◽  
Vol 15 (7) ◽  
pp. 426-433
Author(s):  
Darcie D. Valois ◽  
Megan Lamb ◽  
Anne Bowker ◽  
Jane Rutherford ◽  
Annick Buchholz
Keyword(s):  
Body Image ◽  
Social Life ◽  
Extracurricular Activity ◽  
Activity Involvement ◽  
Mediating Role

Extracurricular activity involvement is associated with adolescent suicidality through school belongingness

2012 ◽  
Vol 7 (4) ◽  
pp. 347-356 ◽  
Author(s):  
Andrea D. Mata ◽  
Manfred H.M. van Dulmen ◽  
Katherine C. Schinka ◽  
Monica H. Swahn ◽  
Robert M. Bossarte ◽  
...  
Keyword(s):  
Extracurricular Activity ◽  
Activity Involvement ◽  
School Belongingness

scholarly journals The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Ashleigh Collins ◽  
Erin O’Connor ◽  
Sandee McClowry
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Multivariate Regression Analysis ◽  
Child Temperament ◽  
Kindergarten Students ◽  
Child Gender ◽  
School Based ◽  
Literacy Scores ◽  
Study Participants

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children’s gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children’s participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance.  Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

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