大学生课外活动与创造性人格发展研究
|
摘要
本论文就大学生课外活动对创造性人格发展的影响及其心理机制问题进行理论分析;同时,编制大学生课外活动情况等方面的调查问卷,选取了福建省某重点大学的450名大学生施测,并就其结果进行统计分析;最后,对大学生课外活动的开展与引导提出若干教育对策和建议。
全文分为四部分:第一部分,提出问题,并说明研究的基本思路、主要内容和方法。第二部分,分析大学生课外活动影响创造性人格发展的必然性和重要性,并阐述其心理机制。第三部分,用实证研究的方法,探讨大学生课外活动对创造性人格发展的影响。第四部分,结合调查研究的结果,分别从开展课外活动需要的保障措施,课外活动的结构,对大学生动机的激发与引导,课外活动的选择等方面,对大学生课外活动的开展提出教育对策和建议。
本研究的基本结论:1.课外活动在大学生创造性人格的发展中有重要的作用。2.课外活动与创造性人格之间的相关关系如下:参与活动越多、参与活动的意愿越高、对活动的评价越高,个体的创造性越高;人格的形成与课外活动存在复杂的交互作用,从总体上说,参加课外活动越多,对创造性人格的形成作用越大;但具体到不同人格特征的个体,参加不同种类的课外活动对创造性人格的影响作用不同。3.从形式上看,在各类课外活动中,学生参与最多、同时参与意愿最高的是普及类活动,竞赛类活动的参与程度最低。学生们认为,竞赛类和普及类活动在创造性的培养和开发上所起作用要显著高于参与类活动。4.从内容上看,学生参与最多的是志愿类活动,最低的是学术类活动。参加意愿最高的是志愿类活动,最低的是文体类活动。在学生看来,学术类活动对于创造力的培养和开发作用最为突出,相对而言,志愿类活动对创造性人格发展的贡献最小。
This paper theoretically analyzes the influences that college students' extra-curricular activities have on the development of creative personality, and the mental mechanism related to it. Moreover, the writer designs questionnaire of college students' extra-curricular activities, chooses 450 students in one key university in Fujian for testing and analyzing, and lastly bring forward educational suggestions for college students' extra-curricular activities.
The whole paper is divided into four chapters. Chapter One raises the problem, and states the basic idea, main content and means of the research. Chapter Two analyzes the inevitability and importance of the influences that college students' extra-curricular activities have on creative personality, and also expatiates on the mental mechanism related to it. Chapter Three discusses the influences that college students' extracurricular activities have on creative personality in the way of empirical research. Chapter Four combining the result of the research, brings forward the educational suggestions on the aspects of the protection of the extra-curricular activities, the structure of the extra-curricular activities, the encouragement and guidance of college students' creative motivation and the choice of the extra-curricular activities.
The basic conclusions are as follow:
1. Extra-curricular activities play significant role in the development of the college students' creative personality.
2. Extra-curricular activities and creative personality relate to each other: the more activities one participates in, the more willingness one has and the more praise one gives to the activities, the higher one's creativity becomes.
3. There is complicated interaction between the formation of personality and extra-curricular activities. That is to say, generally speaking, the more activities one participates in, the influences that it has on the formation of creative personality; but specifically speaking, different extra-curricular activities have different influences on the formation of creative personality.
4. Judging from the forms of the activities, in various extra-curricular activities, all-pervading activity is the one that most students would like to participate in, while the competitive activity is the one that least students would choose. The students think that competitive activity and all-pervading activity influences more on the cultivation and exploitation of creativity than participant activity.
5. Judging from the contents of the activities, voluntary activity is the one that most students participate in, while academic activity is the one that least students choose. Voluntary activity is the one that students are most willing to take part in, but the cultural activity is the one that students are least willing to choose. In the students' opinion, academic activity has the most outstanding influences on the cultivation and exploitation of creativity, and on the contrary, voluntary activity influences the least.
全文分为四部分:第一部分,提出问题,并说明研究的基本思路、主要内容和方法。第二部分,分析大学生课外活动影响创造性人格发展的必然性和重要性,并阐述其心理机制。第三部分,用实证研究的方法,探讨大学生课外活动对创造性人格发展的影响。第四部分,结合调查研究的结果,分别从开展课外活动需要的保障措施,课外活动的结构,对大学生动机的激发与引导,课外活动的选择等方面,对大学生课外活动的开展提出教育对策和建议。
本研究的基本结论:1.课外活动在大学生创造性人格的发展中有重要的作用。2.课外活动与创造性人格之间的相关关系如下:参与活动越多、参与活动的意愿越高、对活动的评价越高,个体的创造性越高;人格的形成与课外活动存在复杂的交互作用,从总体上说,参加课外活动越多,对创造性人格的形成作用越大;但具体到不同人格特征的个体,参加不同种类的课外活动对创造性人格的影响作用不同。3.从形式上看,在各类课外活动中,学生参与最多、同时参与意愿最高的是普及类活动,竞赛类活动的参与程度最低。学生们认为,竞赛类和普及类活动在创造性的培养和开发上所起作用要显著高于参与类活动。4.从内容上看,学生参与最多的是志愿类活动,最低的是学术类活动。参加意愿最高的是志愿类活动,最低的是文体类活动。在学生看来,学术类活动对于创造力的培养和开发作用最为突出,相对而言,志愿类活动对创造性人格发展的贡献最小。
This paper theoretically analyzes the influences that college students' extra-curricular activities have on the development of creative personality, and the mental mechanism related to it. Moreover, the writer designs questionnaire of college students' extra-curricular activities, chooses 450 students in one key university in Fujian for testing and analyzing, and lastly bring forward educational suggestions for college students' extra-curricular activities.
The whole paper is divided into four chapters. Chapter One raises the problem, and states the basic idea, main content and means of the research. Chapter Two analyzes the inevitability and importance of the influences that college students' extra-curricular activities have on creative personality, and also expatiates on the mental mechanism related to it. Chapter Three discusses the influences that college students' extracurricular activities have on creative personality in the way of empirical research. Chapter Four combining the result of the research, brings forward the educational suggestions on the aspects of the protection of the extra-curricular activities, the structure of the extra-curricular activities, the encouragement and guidance of college students' creative motivation and the choice of the extra-curricular activities.
The basic conclusions are as follow:
1. Extra-curricular activities play significant role in the development of the college students' creative personality.
2. Extra-curricular activities and creative personality relate to each other: the more activities one participates in, the more willingness one has and the more praise one gives to the activities, the higher one's creativity becomes.
3. There is complicated interaction between the formation of personality and extra-curricular activities. That is to say, generally speaking, the more activities one participates in, the influences that it has on the formation of creative personality; but specifically speaking, different extra-curricular activities have different influences on the formation of creative personality.
4. Judging from the forms of the activities, in various extra-curricular activities, all-pervading activity is the one that most students would like to participate in, while the competitive activity is the one that least students would choose. The students think that competitive activity and all-pervading activity influences more on the cultivation and exploitation of creativity than participant activity.
5. Judging from the contents of the activities, voluntary activity is the one that most students participate in, while academic activity is the one that least students choose. Voluntary activity is the one that students are most willing to take part in, but the cultural activity is the one that students are least willing to choose. In the students' opinion, academic activity has the most outstanding influences on the cultivation and exploitation of creativity, and on the contrary, voluntary activity influences the least.
引文
[1]林金辉.高等学校创造教育的理论研究[M].厦门:厦门大学出版社,2007.62-69.
[2]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001(3):83-90.
[3]林金辉.高等学校创造教育的理论研究[M].厦门:厦门大学出版社,2007:62-69.
[1]艾曼贝尔(T.M.Amabile).创造性社会心理学[M].上海:上海社会科学院出版社,1987,(6):77-93.
[1]徐展,张庆林.关于创造性的研究述评[J].心理学动态,2001.(9):36-40.
[2]林金辉.高等学校创造教育的理论研究[M].厦门:厦门大学出版社,2007:126-146.
[3]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001,(3):83-90.
[1]武欣,张厚粲.创造力研究的新进展[J].北京师范大学学报,1997,(1):13-18.
[1]师玮玮.动机激发类型、动机调节方式与创造力的关系[D].山东:山东师范大学硕士论文,2006.5-7.
[1]李杨清.课外活动对学生能力的培养[D].云南:云南师范大学硕士论文,2006.2-5.
[2]吴玉琦.课程与教材(上册)[M].北京:人民教育出版社,1988.86.
[1]李兴东.“活动课程”在我国的演变及其比较[J].教育实践与研究,2004,(5):15-20.
[1]Herbert W Marsh;Sabina Kleitman.Extra-curricular School Activities:The Good,the Bad,and the Nonliear.Harvard Educational Review;Winter 2002;72,4;ProQuest Education Journals.
[1]Andrew Guest;Barbara Schneider.Adolescents' Extracurricular Participation in Context:The Mediating Effects of Schools,Communities,and Identity.Sociology of Education;Apt 2003;76,2;ProQuest Education Journals.89.
[1]张剑。郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003,(2):37-40.
[1]张文新,谷传华.创造力发展心理学[M].安徽教育出版社,2004.344-353.
[2]张剑,郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003,(2):37-40.
[1]林金辉.高等学校创造教育的理论研究(M].厦门:厦门大学出版社,2007.
[2]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001,(3):83-90.
[3]徐展,张庆林.关于创造性的研究述评[J].心理学动态,2001.(9):36-40.
[4]武欣,张厚粲.创造力研究的新进展[J].北京师范大学学报,1997.(1):13-18.
[5]师玮玮.动机激发类型、动机调节方式与创造力的关系[D].山东大学硕士论文,2006.
[6]吴玉琦.课程与教材(上册)[M].北京:人民教育出版社,1988.86.
[7]李兴东.“活动课程”在我国的演变及其比较[71].教育实践与研究.2004.(5)
[8]张剑、郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003.(2):37-40.
[9]张文新,谷传华,创造力发展心理学[M].安徽教育出版社,2004.(12).
[10]王准.开创燕山大学学生科技活动的新局面[J].教学研究,2000.(1):5-7.
[11]张永宁,杜金亮.创造性人格培养机制探析[J].石油大学学报(社会科学版),2005.(3):102-104.
[12]贾黎斋.大学生创造力的培养途径探析[J].华北水利水电学院学报(社科版),2004.(3):90-92.
[13]宗秋荣.创造教育的若干理论与实践问题--访中国发明协会中小学创造驾御研究会常务副会长张武升博士[J].教育研究,1999.(8):16-19.
[14]李传新.阿玛布丽创造教育思想及其启示[J].外国教育研究,1997.(4):15-17.
[15]于淼,罗玲玲.创造动机问题研究的回顾与前瞻[J].理论前沿,2004.(9):47-48.
[16]蓝根莲.学生创造动机的激发与培养[J].中国教育学刊,2001.(3):32-34.
[17]辛涛.创造力开发研究的历史演进与未来走向[J].清华大学教育研究,2000.(1):59-62.
[17]张永宁,杜金亮.创造力研究与创造性人才培养综述[J].石油大学学报(社会科 学版),2002.(6):92-95.
[18]林崇德.创造性人才·创造性教育·创造性学习[J].中国教育学刊,2000.(1):5-8.
[19]蔡华俭,符起俊,桑标,许静.创造性的公众观的调查研究(1)--关于高创造性的特征[J].心理科学,2001.(1):46-49.
[20]王俊龙,裴作富.大学生创造性心理品质的培养[J].吉林教育科学·高教研究,2001.(3):3.
[21]杨治良,蔡华俭,符起俊.大学生创造性隐观的调查研究--关于高创造性者的特征[J].心理科学,2001.(6):641-645.
[22]赵小和.大学生创造成就心理的管理与引导[C].人才素质与教学研究.江苏高教,1996年科教兴国专辑.
[23]张彩千,郑波.大学生科技创新活动的特征、现状和实施管理探析[J].和田师范专科学校学报(汉文综合版),2005.(1):86-88.
[24]邹海贵,常立农.大学生科技创新活动的内涵、特征及价值探析[M].南华大学学报(社会科学版),2002.(4):13-15.
[25]林金辉.大学生的创造动机与人生价值观教育[J].邢台职业技术学院学报,1999.(1):35-29.
[26]叶泽滨.教育与创造基本关系探究[J].教育理论与实践,2004.(10):15-16.
[27]杨万华,李彦斌.积极开展课外科技活动提国大学生科技创新能力[J].华北电力大学学报(社会科学版》,2000增刊:89-90.
[29]郭韶升,张炜,张素华,叶征宇.大学生课外学术科技创新活动的理论和实践[J].华北工学院学报(社科版),2002.(4):60-62.
[30]迟蕾,张彦晓,巩天祥,周林.大学科技创新探密--第五届“挑战杯”参赛选手的问卷调查[J].南京理工大学学报(哲学社会科学版),1998.(3):114-116.
[31]刘伟.吉尔福特关于创造性才能研究的理论和方法[J].北京师范大学学报(社会科学版),1999.(5):41-48.
[32]罗家国.大学生科技创新素质及其培养[J].南方冶金学院学报,2001.(6):88-90.
[33]邹红梅,李俊儒,杜文曦.中外大学生课外活动比较研究[J].东华理工学院学 报(社会科学版>,2004.(9):98-100.
[34]卢标,程小虎,黄方淼.试论高校群体活动的”育人”特点和方法[J].湖北体育科技,1996.(1):77-79.
[35]郝爱芬,张世兴.如何培养大学生的创新意识[J].河南科技,2007.(8):8-9.
[36]林崇德.培养和造就高素质的创造性人才[J].北京师范大学学报(社会科学版),1999.(1):5-13.
[37]杨振杰.课外活动与教育整体观[J].中外健康文摘,2007.(4):775-776.
[38]李扬清.课外活动对学生能力的培养[D].云南师范大学硕士论文,2006.
[39]伍安春,尕峰.国外大学生课外活动对我国开展素质教育的启示[J].重庆工学院学报,2006.(5):174-176.
[40]赵刚,朱红根,刘小春.高校大学生参与课外活动的长效激励机制探析[J].江西农业大学学报(社会科学版),2007.(6):154-156.
[41]景新华,姜星莉.当前高校大学课外活动的特点及引导[J].青年探索,1996.(4):35-37.
[42]黄伟中.大学生创新素质培养的研究与实践[J].教育探索,2000.(5):16-17.
[43]丁振源.创新型大学生的环境特征研究[D].汕头大学硕士论文.2006.6.
[44]焦满金.营造以学术科技活动为主的校园文化氛围[J].甘肃教育学院学报,2002.(18):134-135.
[45]敬枫称.以实践活动为载体提升校园文化育人品质[J].中国高等教育.2007.(15):47-48.
[46]马广将.大学生科技活动与校园文化建设[J].广西青年干部学院学报,1999.(6):31-33.
[47]江易华.高校校园文化的回顾与前瞻[J].教育探索,2002.(5):105-107.
[48]王向阳.21世纪高校大学生校园文化建设的新理念和新实践[J].现代教育科学.2002.(7):62-75.
[49]Herbert W Marsh;Sabina Kleitman.Extracurricular school activities:The good,the bad,and the nonlinear.Harvard Educational Review;Winter 2002;72,4;ProQuest Education Journals.p.464.
[50]Kelly P.Troutman,Mikaela J.Dufur.From High School Jocksto College Grads Assessing the Long-Term Effects of High School Sport Participation on Females' Educational Attainment Youth & Society.Volume 38 Number 4.June 2007443-462.2007 Sage Publications.
[51]Beckett A Broh.Linking extracurricular programming to academic achievement:Who benefits an...Sociology of Education;Jan 2002;75,1;ProQuest Education Journals.p.69
[52]Amy F Feldman;Jennifer L Matjasko.The Role of School-Based Extracurricular Activities in Adolescent Development.Review of Educational Research;Summer 2005;75,2;ProQuest Education Journals.
[2]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001(3):83-90.
[3]林金辉.高等学校创造教育的理论研究[M].厦门:厦门大学出版社,2007:62-69.
[1]艾曼贝尔(T.M.Amabile).创造性社会心理学[M].上海:上海社会科学院出版社,1987,(6):77-93.
[1]徐展,张庆林.关于创造性的研究述评[J].心理学动态,2001.(9):36-40.
[2]林金辉.高等学校创造教育的理论研究[M].厦门:厦门大学出版社,2007:126-146.
[3]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001,(3):83-90.
[1]武欣,张厚粲.创造力研究的新进展[J].北京师范大学学报,1997,(1):13-18.
[1]师玮玮.动机激发类型、动机调节方式与创造力的关系[D].山东:山东师范大学硕士论文,2006.5-7.
[1]李杨清.课外活动对学生能力的培养[D].云南:云南师范大学硕士论文,2006.2-5.
[2]吴玉琦.课程与教材(上册)[M].北京:人民教育出版社,1988.86.
[1]李兴东.“活动课程”在我国的演变及其比较[J].教育实践与研究,2004,(5):15-20.
[1]Herbert W Marsh;Sabina Kleitman.Extra-curricular School Activities:The Good,the Bad,and the Nonliear.Harvard Educational Review;Winter 2002;72,4;ProQuest Education Journals.
[1]Andrew Guest;Barbara Schneider.Adolescents' Extracurricular Participation in Context:The Mediating Effects of Schools,Communities,and Identity.Sociology of Education;Apt 2003;76,2;ProQuest Education Journals.89.
[1]张剑。郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003,(2):37-40.
[1]张文新,谷传华.创造力发展心理学[M].安徽教育出版社,2004.344-353.
[2]张剑,郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003,(2):37-40.
[1]林金辉.高等学校创造教育的理论研究(M].厦门:厦门大学出版社,2007.
[2]刘伟.当代心理学关于创造性才能研究的回顾与前瞻[J].南京师大学报(社会科学版),2001,(3):83-90.
[3]徐展,张庆林.关于创造性的研究述评[J].心理学动态,2001.(9):36-40.
[4]武欣,张厚粲.创造力研究的新进展[J].北京师范大学学报,1997.(1):13-18.
[5]师玮玮.动机激发类型、动机调节方式与创造力的关系[D].山东大学硕士论文,2006.
[6]吴玉琦.课程与教材(上册)[M].北京:人民教育出版社,1988.86.
[7]李兴东.“活动课程”在我国的演变及其比较[71].教育实践与研究.2004.(5)
[8]张剑、郭德俊.创造性与环境因素关系的社会心理学理论[J].心理科学,2003.(2):37-40.
[9]张文新,谷传华,创造力发展心理学[M].安徽教育出版社,2004.(12).
[10]王准.开创燕山大学学生科技活动的新局面[J].教学研究,2000.(1):5-7.
[11]张永宁,杜金亮.创造性人格培养机制探析[J].石油大学学报(社会科学版),2005.(3):102-104.
[12]贾黎斋.大学生创造力的培养途径探析[J].华北水利水电学院学报(社科版),2004.(3):90-92.
[13]宗秋荣.创造教育的若干理论与实践问题--访中国发明协会中小学创造驾御研究会常务副会长张武升博士[J].教育研究,1999.(8):16-19.
[14]李传新.阿玛布丽创造教育思想及其启示[J].外国教育研究,1997.(4):15-17.
[15]于淼,罗玲玲.创造动机问题研究的回顾与前瞻[J].理论前沿,2004.(9):47-48.
[16]蓝根莲.学生创造动机的激发与培养[J].中国教育学刊,2001.(3):32-34.
[17]辛涛.创造力开发研究的历史演进与未来走向[J].清华大学教育研究,2000.(1):59-62.
[17]张永宁,杜金亮.创造力研究与创造性人才培养综述[J].石油大学学报(社会科 学版),2002.(6):92-95.
[18]林崇德.创造性人才·创造性教育·创造性学习[J].中国教育学刊,2000.(1):5-8.
[19]蔡华俭,符起俊,桑标,许静.创造性的公众观的调查研究(1)--关于高创造性的特征[J].心理科学,2001.(1):46-49.
[20]王俊龙,裴作富.大学生创造性心理品质的培养[J].吉林教育科学·高教研究,2001.(3):3.
[21]杨治良,蔡华俭,符起俊.大学生创造性隐观的调查研究--关于高创造性者的特征[J].心理科学,2001.(6):641-645.
[22]赵小和.大学生创造成就心理的管理与引导[C].人才素质与教学研究.江苏高教,1996年科教兴国专辑.
[23]张彩千,郑波.大学生科技创新活动的特征、现状和实施管理探析[J].和田师范专科学校学报(汉文综合版),2005.(1):86-88.
[24]邹海贵,常立农.大学生科技创新活动的内涵、特征及价值探析[M].南华大学学报(社会科学版),2002.(4):13-15.
[25]林金辉.大学生的创造动机与人生价值观教育[J].邢台职业技术学院学报,1999.(1):35-29.
[26]叶泽滨.教育与创造基本关系探究[J].教育理论与实践,2004.(10):15-16.
[27]杨万华,李彦斌.积极开展课外科技活动提国大学生科技创新能力[J].华北电力大学学报(社会科学版》,2000增刊:89-90.
[29]郭韶升,张炜,张素华,叶征宇.大学生课外学术科技创新活动的理论和实践[J].华北工学院学报(社科版),2002.(4):60-62.
[30]迟蕾,张彦晓,巩天祥,周林.大学科技创新探密--第五届“挑战杯”参赛选手的问卷调查[J].南京理工大学学报(哲学社会科学版),1998.(3):114-116.
[31]刘伟.吉尔福特关于创造性才能研究的理论和方法[J].北京师范大学学报(社会科学版),1999.(5):41-48.
[32]罗家国.大学生科技创新素质及其培养[J].南方冶金学院学报,2001.(6):88-90.
[33]邹红梅,李俊儒,杜文曦.中外大学生课外活动比较研究[J].东华理工学院学 报(社会科学版>,2004.(9):98-100.
[34]卢标,程小虎,黄方淼.试论高校群体活动的”育人”特点和方法[J].湖北体育科技,1996.(1):77-79.
[35]郝爱芬,张世兴.如何培养大学生的创新意识[J].河南科技,2007.(8):8-9.
[36]林崇德.培养和造就高素质的创造性人才[J].北京师范大学学报(社会科学版),1999.(1):5-13.
[37]杨振杰.课外活动与教育整体观[J].中外健康文摘,2007.(4):775-776.
[38]李扬清.课外活动对学生能力的培养[D].云南师范大学硕士论文,2006.
[39]伍安春,尕峰.国外大学生课外活动对我国开展素质教育的启示[J].重庆工学院学报,2006.(5):174-176.
[40]赵刚,朱红根,刘小春.高校大学生参与课外活动的长效激励机制探析[J].江西农业大学学报(社会科学版),2007.(6):154-156.
[41]景新华,姜星莉.当前高校大学课外活动的特点及引导[J].青年探索,1996.(4):35-37.
[42]黄伟中.大学生创新素质培养的研究与实践[J].教育探索,2000.(5):16-17.
[43]丁振源.创新型大学生的环境特征研究[D].汕头大学硕士论文.2006.6.
[44]焦满金.营造以学术科技活动为主的校园文化氛围[J].甘肃教育学院学报,2002.(18):134-135.
[45]敬枫称.以实践活动为载体提升校园文化育人品质[J].中国高等教育.2007.(15):47-48.
[46]马广将.大学生科技活动与校园文化建设[J].广西青年干部学院学报,1999.(6):31-33.
[47]江易华.高校校园文化的回顾与前瞻[J].教育探索,2002.(5):105-107.
[48]王向阳.21世纪高校大学生校园文化建设的新理念和新实践[J].现代教育科学.2002.(7):62-75.
[49]Herbert W Marsh;Sabina Kleitman.Extracurricular school activities:The good,the bad,and the nonlinear.Harvard Educational Review;Winter 2002;72,4;ProQuest Education Journals.p.464.
[50]Kelly P.Troutman,Mikaela J.Dufur.From High School Jocksto College Grads Assessing the Long-Term Effects of High School Sport Participation on Females' Educational Attainment Youth & Society.Volume 38 Number 4.June 2007443-462.2007 Sage Publications.
[51]Beckett A Broh.Linking extracurricular programming to academic achievement:Who benefits an...Sociology of Education;Jan 2002;75,1;ProQuest Education Journals.p.69
[52]Amy F Feldman;Jennifer L Matjasko.The Role of School-Based Extracurricular Activities in Adolescent Development.Review of Educational Research;Summer 2005;75,2;ProQuest Education Journals.