[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588319-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588319-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","students-motivations-and-options-to-participate-in-extracurricular-activities-organized-by-the-school","Students' Motivations and Options to Participate in Extracurricular Activities Organized by the School","","The study investigates students' motivations and expectations regarding participation in extracurricular activities organized by educational institutions. Research includes 702 Romanian secondary and high school students. Quantitative data are collected via Google Forms and analyzed using SPSS. Results indicate intrinsic motivation is most important, with no significant differences by residence environment, gender, or education cycle. Participation frequency relates positively to students' expectations, and school offerings exceed actual student participation in skills-based activities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/students-motivations-and-options-to-participate-in-extracurricular-activities-organized-by-the-school/588319/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/students-motivations-and-options-to-participate-in-extracurricular-activities-organized-by-the-school/588319.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about students and extracurricular activities?","Question",{"text":63,"@type":64},"The study investigates students' motivations and expectations about participating in extracurricular activities organized by schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which motivations are identified as most relevant in participants' responses?",{"text":68,"@type":64},"Intrinsic motivation is reported as the most important, while secondary results highlight interests connected to new contexts for applying knowledge and to self-knowledge (especially among different education cycles).",{"name":70,"@type":61,"acceptedAnswer":71},"How are school offerings and student participation related?",{"text":72,"@type":64},"A positive relationship is found between the frequency of school organizing extracurricular activities and the frequency with which students participate. In skills-involving activities, the school's offer statistically exceeds student participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588319,1792209171,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","STUDENTS' MOTIVATIONS AND OPTIONS TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES ORGANIZED BY THE  \nSCHOOL  \nAna FÂNTÂNĂ, Dorin OPRIŞ  \nAbstract: The study investigates students' motivations and expectations regarding participation in extracurricular activities organized by educational institutions. The research was attended by 702 secondary school (61.1%) and high school (38.9%) students from Romania. Quantitative data were collected using a Google Forms and analyzed using the SPSS program. The results show that for the respondents the most important motivation is intrinsic, the opportunity to get to know their colleagues better, for which there are no statistically significant differences depending on the residence environment, the gender of the students and the education cycle. The next two choices indicate the interest of the secondary school students to capitalize in new contexts the accumulated knowledge, respectively self-knowledge, in the case of high school students. The data show a positive relationship, with a medium to strong value, in terms of the frequency with which the school organizes extracurricular activities, respectively the frequency with which the students participate in them. The offer of schools coincides with the respondents' expectations for excursions or hikes, charitable actions and religious activities, with significant differences between different categories of respondents. In extracurricular activities, which involve pedagogical, scientific, artistic skills, the school's offer statistically significantly exceeds the participation of students.  \nKey words: motivation; learning; non-formal education; urban-rural environment; secondary school; high school  \n1. Introduction  \nThe contribution of non-formal educational contexts to the development of students' personality is currently recognized for the potential they have in completing and supporting formal education (Boncu & Ceobanu, 2013; Kravchenko & Nygård, 2022), especially by offering activities that contribute to the development of participants' inclinations and skills, to increase confidence in themselves and others (Muntean, 2009), to the efficient and qualitative organization of leisure time, to the enrichment of social experience and to the exchange of opinions or ideas (Griffiths et al., 2021) .  \nExtracurricular activities take into account the scientific, social, artistic, sports goals, which leads to avery wide range of activities that can be carried out under the guidance of teachers, outside the school program (Bryzhak et al., 2024) . Research shows their importance in the development of social skills (prosocial and group sports activities), organizational skills (disciplinary activities or those organized by the school), communication or creativity skills (artistic activities), so the school's interest in organizing them should be a priority (Barber et al., 2001; Bodovski et al., 2017) .  \nOne of the most important challenges in carrying out extracurricular activities is to find a balance between the offer of the school and the real possibilities of achieving them, dependent both on the preference and aptitudes of the students (Yeo et al., 2023), as well as their available temporal resources and the financial support from the parents (Décarpentrie et al., 2024).  \n2. Theoretical framework  \nNumerous research provide data on the goals pursued, the type of actions, the frequency and the persons involved in the organization of extracurricular activities (Eccles et al., 2003; Ruvalcaba et al.,  \n2017) . The need to organize such activities is also underlined by the effects they have on the student's personality formation: development of creativity, increased motivation for learning, active participation in the learning process (Farb & Matjasko, 2012) . The main role, according to the students, is that of opening new opportunities for knowledge, development and learning, with all the difficulties that this process entails (Fântână & Opriş","cbCaierZklSMqBgz","https://ap.wps.com/l/cbCaierZklSMqBgz","pdf",311724,11,"English","# Introduction\n## Extracurricular activities as non-formal educational contexts\n## Key challenges in balancing school offers and student possibilities\n# Theoretical framework\n## Goals, organization, and impacts on personality formation\n## Types of motivations and links to activity categories","[{\"question\":\"What does the study examine about students and extracurricular activities?\",\"answer\":\"The study investigates students' motivations and expectations about participating in extracurricular activities organized by schools.\"},{\"question\":\"Which motivations are identified as most relevant in participants' responses?\",\"answer\":\"Intrinsic motivation is reported as the most important, while secondary results highlight interests connected to new contexts for applying knowledge and to self-knowledge (especially among different education cycles).\"},{\"question\":\"How are school offerings and student participation related?\",\"answer\":\"A positive relationship is found between the frequency of school organizing extracurricular activities and the frequency with which students participate. In skills-involving activities, the school's offer statistically exceeds student participation.\"}]","Students' Motivations and Options to Participate in Extracurricular Activities Organized by the School | PDF",1792065006,28]