Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

Jane Murray; David Cousens

doi:10.1080/03004279.2019.1572769

Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

Research output: Contribution to Journal › Article › peer-review

Abstract

This article focuses on the beliefs of primary school children aged 7–11
years in England concerning the impact of adult-led after-school
extended provision (EP) on their development of non-cognitive skills
(NCS). In responses to a questionnaire survey and focus group
interviews, children were more positive than parents, teachers and
school governors, believing EP enabled them to acquire numerous NCS,
including most emotional intelligence competences, but excluding social
skills related to locus of control. Findings support the argument that EP
affording NCS development may enhance academic achievement,
indicating that NCS development embedded in primary curricula may
also benefit academic achievement.

Original language	English
Pages (from-to)	37-53
Number of pages	17
Journal	Education 3-13: International Journal of Primary, Elementary and Early Years Education
Volume	48
Issue number	1
Early online date	30 Jan 2019
DOIs	https://doi.org/10.1080/03004279.2019.1572769 https://doi.org/10.1080/03004279.2019.1572769
Publication status	Published - 2 Jan 2020

Bibliographical note

Jane Murray is Associate Professor and Co-Director at the Centre for Education and Research, University of Northampton, UK. She has published extensively on early childhood education and social inclusion, and is Editor of the International Journal of Early Years Education.

Keywords

Non-cognitive skills
Academic achievement
Emotional intelligence
Extra-curricular activities
Performativity

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Cite this

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title = "Primary school children{\textquoteright}s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement",

abstract = "This article focuses on the beliefs of primary school children aged 7–11years in England concerning the impact of adult-led after-schoolextended provision (EP) on their development of non-cognitive skills(NCS). In responses to a questionnaire survey and focus groupinterviews, children were more positive than parents, teachers andschool governors, believing EP enabled them to acquire numerous NCS,including most emotional intelligence competences, but excluding socialskills related to locus of control. Findings support the argument that EPaffording NCS development may enhance academic achievement,indicating that NCS development embedded in primary curricula mayalso benefit academic achievement.",

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author = "Jane Murray and David Cousens",

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AB - This article focuses on the beliefs of primary school children aged 7–11years in England concerning the impact of adult-led after-schoolextended provision (EP) on their development of non-cognitive skills(NCS). In responses to a questionnaire survey and focus groupinterviews, children were more positive than parents, teachers andschool governors, believing EP enabled them to acquire numerous NCS,including most emotional intelligence competences, but excluding socialskills related to locus of control. Findings support the argument that EPaffording NCS development may enhance academic achievement,indicating that NCS development embedded in primary curricula mayalso benefit academic achievement.

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KW - Emotional intelligence

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Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

Abstract

Bibliographical note

Keywords

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Prof Jane Murray

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Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

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Profiles

Prof Jane Murray

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