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Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator
Ren, Lixin1,2; Hu, Bi Ying3; Wu, Huiping4,5; Zhang, Xiao6; Davis, Alexandra N.7; Hsiao, Yu Yu7
2022-04-01
Source PublicationEarly Childhood Research Quarterly
ISSN0885-2006
Volume59Pages:134-147
Abstract

Participation in organized extracurricular activities (EAs) is becoming increasingly prevalent among young children in China and worldwide. As an important microsystem of child development, EA involvement is likely to interact with other microsystems in relation to child outcomes. The current study focused on the interaction between EA participation and the quality of preschool education, specifically the quality of teacher–child interactions, in relation to children's academic readiness. This study included 443 Chinese preschoolers (M = 5.08 years) from 49 preschool classrooms. Parents reported children's EA participation. Preschool teacher–child interactions were assessed using the Classroom Assessment Scoring System. Children's academic readiness was measured using one-on-one tasks. The results showed that although EA participation was not related to child academic readiness, the quality of preschool teacher–child interactions (i.e., emotional support and instructional support) moderated the association between EA participation and children's academic readiness (the slope variance reduction was between 12.7% and 17.5%). Specifically, the significant associations found suggest that EA participation could have a small compensatory effect on academic readiness for children experiencing very low emotional support in preschool; however, EA participation had a small negative association with academic readiness when children were already exposed to high emotional or instructional support in preschool. The findings highlight that EA involvement may not always produce beneficial outcomes in young children and that exposing children to high-quality classroom interactions in preschool is a key to fostering positive development.

KeywordChinese Children Extracurricular Activity Preschooler School Readiness Teacher–child Interaction
DOI10.1016/j.ecresq.2021.11.006
URLView the original
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Researchpsychology, Developmental
WOS IDWOS:000820080400006
Scopus ID2-s2.0-85121972841
Fulltext Access
FWCI2.5842705
Citation statistics
Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorWu, Huiping
Affiliation1.Faculty of Education, East China Normal University, China
2.ECNU Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, China
3.Faculty of Education, University of Macau, China
4.College of Mathematics and Statistics, Fujian Normal University,
5.Center for Applied Mathematics of Fujian Province, Fujian Normal University,
6.Faculty of Education, The University of Hong Kong,
7.Individual, Family and Community Education Department, University of New Mexico, United States
First Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Ren, Lixin,Hu, Bi Ying,Wu, Huiping,et al. Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator[J]. Early Childhood Research Quarterly,2022,59:134-147.
APA Ren, Lixin,Hu, Bi Ying,Wu, Huiping,Zhang, Xiao,Davis, Alexandra N.,&Hsiao, Yu Yu.(2022).Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator.Early Childhood Research Quarterly,59,134-147.
MLA Ren, Lixin,et al."Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator".Early Childhood Research Quarterly 59(2022):134-147.
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