Long-term perspectives of participating in extracurricular activities in an extreme context in Madagascar
Bibliographic record
Abstract
In recent decades, extreme development contexts (i.e., extreme poverty, refugee camps, conflicted areas, areas affected by climate change, sexual exploitation) are gaining ground, increasingly affecting youth throughout the world. It is crucial to examine how youth optimal development can be sustained in these extreme contexts. Extracurricular activities are considered a potential avenue, yet there is limited research on their impact, especially concerning long-term effects in adulthood. This collaborative study aims to explore and gain a deeper understanding of the long-term perspectives of young adults who engaged in extracurricular activities (specifically art-music and sports) during adolescence in the challenging southern region of Madagascar. Semi-structured interviews were conducted with eight participants (M=4; F=4), aged 19 to 27. The results indicate the value of these programs during their involvement, supporting basic psychological needs, acting as a protective factor against risky behaviors, providing a meaningful time investment, offering a nurturing environment for developing personal values, fostering personal growth, and focusing on education. Importantly, the programs appear to have a lasting impact, influencing participants' adult lives. They contribute to the development of enduring relationships, promote the acquisition of transferable cognitive and non-cognitive skills, facilitate the pursuit of new personal projects, and open doors to employment opportunities. Overall, the findings offer valuable insights into the significance of participating in extracurricular programs for youth in extreme contexts of development, both during and years after their involvement. Results underscore extracurricular programs as a valuable means to sustain optimal youth development over time, emphasizing their importance in challenging environments.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".