Page 85 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 85
local community support in students' self-concept development ...
Academic achievement forms part of one of the 5Cs: competence, and
self-concept forms part of another: confidence, and they are both results
from positive interactions between the strengths of the individual (such
as school engagement (Chase, Hilliard, Geldof, Warren, & Lerner, 2014))
and ecological assets or contexts (such as social networks (local commu-
nity) and institutions (school)). In order for students to be successful, they
need strong support from their families, neighbourhoods and schools. As
seen from the model, a student’s academic success and positive self-con-
cept is a product of many factors, both individual and contextual (Chase et
al., 2014). According to the positive youth development perspective, there
are strengths that exist in the ecology of youth, that is, there are resourc-
es in the families, school, neighbourhood and the local community that
can support the actualisation of adolescents’ change in more positive direc-
tions. These contextual resources are called ecological developmental as-
sets (Benson, Scales, Hamilton, & Semsa, 2006). One important contextual
asset is community-based activities as a source of positive experience and
positive self-concept development (Li, Bebiroglu, Phelps, & Lerner, 2009).
Participation in high-quality, after-school activities is an influential con-
textual asset for promoting positive youth outcomes (a positive self-concept
and academic achievement as well) (Eccles & Gootman, 2002). When there
are positive programmes in the community in which youth can participate,
these programmes play an important role in promoting positive outcomes
(Eccles & Gootman, 2002; Kiely Mueller et al., 2011). After-school activities
constitute a significant portion of the time that many young people spend
away from the family and school setting that can function as a protective
factor. Participation in community, after-school activities can also impact
on youth achievement within the school setting (Zaff, Moore, Papillo, &
Williams, 2003). For instance, participation in a variety of extracurricular
activities is linked to higher school engagement, lower risk behaviours and
positive academic outcomes (Fredrics & Eccles, 2005).
Unfortunately, not all students are equally involved in such activities,
for example students who come from a home without as many resources are
frequently left out. The community can come forward in addressing these
issues by providing cost-free activities for youth. Taking part in high-qual-
ity, community-based activities results in several positive outcomes, such
as goal-setting skills related to self-concept development (Larson, 2000;
Simpink, Vest, & Becnel, 2010). In addition to promoting positive outcomes
and self-concept-related outcomes, participating in community-based,
85
Academic achievement forms part of one of the 5Cs: competence, and
self-concept forms part of another: confidence, and they are both results
from positive interactions between the strengths of the individual (such
as school engagement (Chase, Hilliard, Geldof, Warren, & Lerner, 2014))
and ecological assets or contexts (such as social networks (local commu-
nity) and institutions (school)). In order for students to be successful, they
need strong support from their families, neighbourhoods and schools. As
seen from the model, a student’s academic success and positive self-con-
cept is a product of many factors, both individual and contextual (Chase et
al., 2014). According to the positive youth development perspective, there
are strengths that exist in the ecology of youth, that is, there are resourc-
es in the families, school, neighbourhood and the local community that
can support the actualisation of adolescents’ change in more positive direc-
tions. These contextual resources are called ecological developmental as-
sets (Benson, Scales, Hamilton, & Semsa, 2006). One important contextual
asset is community-based activities as a source of positive experience and
positive self-concept development (Li, Bebiroglu, Phelps, & Lerner, 2009).
Participation in high-quality, after-school activities is an influential con-
textual asset for promoting positive youth outcomes (a positive self-concept
and academic achievement as well) (Eccles & Gootman, 2002). When there
are positive programmes in the community in which youth can participate,
these programmes play an important role in promoting positive outcomes
(Eccles & Gootman, 2002; Kiely Mueller et al., 2011). After-school activities
constitute a significant portion of the time that many young people spend
away from the family and school setting that can function as a protective
factor. Participation in community, after-school activities can also impact
on youth achievement within the school setting (Zaff, Moore, Papillo, &
Williams, 2003). For instance, participation in a variety of extracurricular
activities is linked to higher school engagement, lower risk behaviours and
positive academic outcomes (Fredrics & Eccles, 2005).
Unfortunately, not all students are equally involved in such activities,
for example students who come from a home without as many resources are
frequently left out. The community can come forward in addressing these
issues by providing cost-free activities for youth. Taking part in high-qual-
ity, community-based activities results in several positive outcomes, such
as goal-setting skills related to self-concept development (Larson, 2000;
Simpink, Vest, & Becnel, 2010). In addition to promoting positive outcomes
and self-concept-related outcomes, participating in community-based,
85
