Merging survey and administrative data, the paper aims at exploring the relationship between university students’ involvement in extra-curricular and out-of-class activities and two aspects of their academic performance: the regularity of their study career and their academic achievement. It also deals with the uneven participation in these activities according to students’ characteristics. The results of a set of multivariate analyses show that while students’ involvement in out-of-class activities with peers is associated with study regularity but not with academic achievement, students’ communication with faculty is related both to regularity and grades. A second set of analyses identifies the characteristics that favour or hinder students’ involvement in out-of-class activities. It also points out students’ characteristics that are not related to it, showing that three sets of out-of-class activities that are associated with study regularity and, at least partially, with academic achievement are largely open to students’ participation irrespectively of their individual traits.
University Student Participation in Out-of-Class Activities: Consequences for Study Career and Academic Achievement / Anzivino, M; Rostan, M. - 10:(2017), pp. 185-216.
University Student Participation in Out-of-Class Activities: Consequences for Study Career and Academic Achievement.
Anzivino, M;Rostan, M
2017
Abstract
Merging survey and administrative data, the paper aims at exploring the relationship between university students’ involvement in extra-curricular and out-of-class activities and two aspects of their academic performance: the regularity of their study career and their academic achievement. It also deals with the uneven participation in these activities according to students’ characteristics. The results of a set of multivariate analyses show that while students’ involvement in out-of-class activities with peers is associated with study regularity but not with academic achievement, students’ communication with faculty is related both to regularity and grades. A second set of analyses identifies the characteristics that favour or hinder students’ involvement in out-of-class activities. It also points out students’ characteristics that are not related to it, showing that three sets of out-of-class activities that are associated with study regularity and, at least partially, with academic achievement are largely open to students’ participation irrespectively of their individual traits.Pubblicazioni consigliate
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