Extracurricular activities as a way to foster development for youth living in an extreme context: a basic psychological needs perspective in Madagascar
Bibliographic record
Abstract
Numerous studies have highlighted the links between involvement in extracurricular activities and positive outcomes for youth. Nevertheless, studies documenting those links have been conducted primarily in the global North. Little is known about the effect of participating in extracurricular activities for youth developing in extreme contexts (i.e. extreme poverty, refugee camps, conflicted areas, areas affected by climate changes, sexual exploitation or child soldiers). This research is testing if the participation in extracurricular activities of youth (N=96; Mage= 15.07) developing in an extreme context had an effect over time on their psychological well-being as well as the satisfaction and frustration of their basic psychological needs (autonomy, competence and relatedness). Youth were recruited through a partnership with a local NGO in southern Madagascar, which offers art and sports activities. A control group was recruited in a neighboring public school. Participants had never participated in NGO’s extracurricular activities before entering the study. Four data collection sessions were carried out over a span of 16 months. 96 participants engaged throughout the four data collection sessions. Mixed factorial Analyses of Variance were employed to test the objective. Results show that participation in extracurricular activities for youth developing in an extreme context had positive effects on the satisfaction of the need for autonomy (p=.037) and on the frustration of the basic psychological needs overall (p=.019). Also, the study results show that there was a protective effect of participating in extracurricular activities against the decrease of the needs' satisfaction as this reduction was observed in the control group (p=.038) and not in the youth involved in extracurricular activities. Participation in art, music and sport extracurricular activities seems to have positive outcomes for youth living in an extreme context of development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".