ABSTRACT

Organized leisure activities constitute an important source of experience for school-age children in the Czech Republic. Based on data collected in a longitudinal study, the aim of this paper is to explore two issues. Firstly, to what extent is children's participation in extracurricular activities (EAs) influenced by individual level factors that are determined by family's social status (parental education). Our approach extends this question by asking whether and how ecological factors influence EAs participation by both the opportunity structure (i.e. the volume of school-based EA offerings and the proximity to the nearest leisure centre for children) and the type of residential environment (i.e. settlement types signifying socio-spatial dis/advantages). Secondly, it accesses whether the participation in EAs in first grade has effects on subsequent success in the first semester of fifth grade. The findings revealed that parents’ education was the main factor and the residential environment was the second one. These results suggest that not only schools but also the local community may encourage children to engage in EAs. Moreover, we found a positive effect of early participation in EAs on subsequent achievement. However, among seven types of EAs, only the effect of engagement in intellectually stimulating activities was confirmed.

摘要

有组织的休闲活动是捷克共和国学龄儿童的重要经验来源。基于纵向研究中收集的数据，本文的目的是探讨两个问题。首先，儿童参与课外活动（EAs）在多大程度上受家庭社会地位（父母教育）所决定的个人层面因素的影响。我们的方法通过询问生态因素是否以及如何通过机会结构（即基于学校的 EA 产品的数量和与最近的儿童休闲中心的接近程度）和居住环境的类型（即定居点）来影响 EA 的参与来扩展这个问题表示社会空间劣势/优势的类型）。其次，它访问一年级参加 EA 是否对五年级第一学期的后续成功有影响。调查结果显示，父母的教育是主要因素，居住环境是次要因素。这些结果表明，不仅学校，当地社区也可以鼓励儿童参与 EA。此外，我们发现早期参与 EA 对后续成就有积极影响。然而，在七种EA中，只有参与智力刺激活动的效果得到证实。这些结果表明，不仅学校，当地社区也可以鼓励儿童参与 EA。此外，我们发现早期参与 EA 对后续成就有积极影响。然而，在七种EA中，只有参与智力刺激活动的效果得到证实。这些结果表明，不仅学校，当地社区也可以鼓励儿童参与 EA。此外，我们发现早期参与 EA 对后续成就有积极影响。然而，在七种EA中，只有参与智力刺激活动的效果得到证实。