Northampton Electronic Collection of Theses and Research

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

Murray, J. and Cousens, D. (2020) Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 48(1), pp. 37-53. 0300-4279.

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Information
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.
Additional Information:
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.
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300
Creators:
Murray, J. and Cousens, D.
Faculties, Divisions and Institutes:
Faculties > Faculty of Education & Humanities > Early Years
Faculties > Faculty of Education & Humanities > Initial Teacher Education
Date:
2 January 2020
Date Type:
Publication
Page Range:
pp. 37-53
Journal or Publication Title:
Education 3-13: International Journal of Primary, Elementary and Early Years Education
Volume:
48
Number:
1
Number of Pages:
17
Language:
English
DOI:
10.1080/03004279.2019.1572769
ISSN:
0300-4279
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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