Associations between Extracurricular Activity and Self-Regulation: A Longitudinal Study from 5 to 10 Years of Age
Associations between Extracurricular Activity and Self-Regulation: A Longitudinal Study from 5 to 10 Years of Age
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课外活动与自我调节之间的关联：5 至 10 岁的纵向研究
DOI：
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发表时间：
2015
影响因子：
2.7
通讯作者：
L. Pagani
中科院分区：
文献类型：
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作者：
Gene L. Piché;C. Fitzpatrick;L. Pagani
目的.促进青年健康可能会受益于提高学术成就和体育活动。本研究探讨了幼儿园儿童的自我调节技能和行为如何预测参与结构化和非结构化的物理和非物理课外活动在四年级。作为第二个目标，本研究还探讨了如何幼儿园儿童参与课外活动预测课堂参与，自我调节的反射，由四年级。设计使用前瞻性纵向数据进行次要分析。设置.魁北克儿童发展纵向研究，加拿大魁北克。科目参与者是从1997年至1998年出生于加拿大魁北克的2694名分层样本中随机选择的。参与者被列入，如果他们有完整的数据，教师评价的儿童自我调节的课堂参与和家长的体育参与评级（n = 935）。措施教师通过课堂参与度的测量报告了儿童的自我调节技能。家长提供了儿童参加课外活动的报告。分析.进行普通最小二乘回归。结果幼儿园参与结构化体育活动的频率较高与四年级的课堂参与相关（β = 0.061，95%置信区间[CI]：0.017，0.104）。更好的幼儿园课堂参与预测更频繁地参与四年级的结构化体育活动（β = .799，95% CI：.405，1.192）和团队运动（β = .408，95% CI：.207，.608）。结论结果表明，从幼儿园到四年级的身体活动和自我调节的相互关系。这表明，自我调节的强大学习技能和参与监督体育活动或运动队的机会可能有助于儿童在青春期发展健康的性格和行为。
Purpose. Health promotion in youth is likely to benefit from enhancing academic achievement and physical activity. The present study examines how kindergarten childhood self-regulation skills and behaviors predict involvement in both structured and unstructured physical and nonphysical extracurricular activities in the fourth grade. As a second objective this study also investigated how kindergarten childhood participation in extracurricular activities predicts classroom engagement, reflective of self-regulation, by the fourth grade. Design. Secondary analyses were conducted using prospective-longitudinal data. Setting. The Quebec Longitudinal Study of Child Development, Quebec, Canada. Subjects. Participants were randomly selected at birth from a stratified sample of 2694 born in Québec, Canada, between 1997 and 1998. Participants were included if they had complete data on teacher ratings of child self-regulation as measured by classroom engagement and parent ratings of sports participation (n = 935). Measures. Teachers reported self-regulation skills in children through a measure of classroom engagement. Parents provided reports of child participation extracurricular activities. Analysis. Ordinary least-squares regressions were conducted. Results. A higher-frequency kindergarten involvement with structured physical activities was associated with fourth-grade classroom engagement (β = .061, 95% confidence interval [CI]: .017, .104). Better kindergarten classroom engagement predicted more frequent participation in fourth-grade structured physical activities (β = .799, 95% CI: .405, 1.192) and team sports (β = .408, 95% CI: .207, .608). Conclusion. Results suggest mutual relations between physical activity and self-regulation from kindergarten to grade four. This suggests strong learning skills indicative of self-regulation and opportunities to participate in supervised physical activities or sports teams may help children develop healthy dispositions and behaviors in emerging adolescence.
影响因子：
6.6
作者：
Best, John R.
通讯作者：
Best, John R.
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
5.5
作者：
Gordon-Larsen, P;Nelson, MC;Popkin, BM
通讯作者：
Popkin, BM