Anna Imre, 2019 Budapest, Szent László u. 14.

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The study examines the possibilities of extracurricular learning, drawing on the interpretive framework of lifelong learning and student participation, using the characteristics and differences of three learning environments – classroom, extracurricular and out-of-school – through students’ perspectives. The analysis builds primarily on data collected by online questionnaire among primary school pupils, but also presents national data and trends for the primary education level and period concerned for comparability. The experience of the analysis points to differences in student participation and some of the characteristics of the learning environments, and their lasting coexistence and importance in the lives of students in the light of daily time use and student evaluation.

  • 1

    Cefai, C., Bartolo, P. A., Cavioni, V. & Downea, P. (2018) Strenghtening Social and Emotional Education as a Core Curricular Area across the EU. A Review of the International Evidence. Analytical Report. European Union.

  • 2

    Covay, E. & Carbnaro, W. (2010) After the Bell: Participation in Extracurricular Activities, Classroom Behaviour and Academic Achievement. Sociology of Education, Vol. 83. No. 1. pp. 3–22.

  • 3

    Eccles, J. (2005) The Present and Future of Research on Activity Settings as Developmental Contexts. In: Mahoney et al. (eds) Organized Activities as Conexts of Development. Extracurricular Activities, After-school and Community Programs. New Jersey, Psychology Press, Lawrence Earlbaum Associates, Inc. pp. 353–371.

  • 4

    Feldman, A, F. & Matjasko, J. L. (2005) The Role of School-based Extracurricular Activities in Adolescent Development: A Comparative Review and Future Directions. Review of Educational Research, Vol. 75. No. 2. pp. 159–210.

  • 5

    Finn, J. (1989) Withdrawing from School. Review of Educational Research, Vol. 59. No. 1. pp. 123–147.

  • 6

    Halász G. (2009) Tanulás, tanuláskutatás és oktatáspolitika. Pedagógusképzés, Vol. 7. No. 2–3. pp. 7–36.

  • 7

    Huang, D. (2013) Building Resiliency for American At-Risk Youth During Afterschool Hours: The Importance of Dosage and Implementation Quality on Youth Outcomes. In: J. Eccarius, E. Klieme, L. Stecher & J. Woods (eds) Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Timre Educational Research. Opladen, Berlin, Toronto, Verlag Barbara Budrich, Barbara Budrich Publishers. pp. 147–174.

  • 8

    Imre A. (2015, ed.) Eredményesség és társadalmi beágyazottság. Budapest, Oktatáskutató és Fejlesztő Intézet.

  • 9

    Józsa K., D. Molnár É. & Zsolnai A. (2020) Az iskola affektív és szociális jelenségvilágának kutatása. Magyar Tudomány, Vol. 181. No. 1. pp. 47–55.

  • 10

    LLLP (2019) 21st Century Learning Environments. LLLP position paper. [Letöltve: 2020. 07. 26.]

  • 11

    Mahoney J. L., Larson R. W., Eccles, J. S. & Lord, H. (2005) Organized Activities as Developmentel Contexts for Children and Adolescents. In: Mahoney et al. (eds) Organized Activities as Conexts of Development. Extrecurricular Activities, After-school and Community Programs. Lawrence Earlbaum Associates, Inc. pp. 5–22.

  • 12

    Miller, B. (2003) Critical Hours.Afterschol Programs and Educational Success. Nellie Mae Educational Foundation. pp. 1–125.

  • 13

    OECD (2015) Skills for Social Progress. The Power of Social and Emotional Learning. [Letöltve: 2020. 07. 26.]

  • 14

    Skinner, E. & Pitzer, J. R. (2013) Development Dynamics of Student Engagement, Coping and Everyday Resilience. In: Christenson et al. (eds) Handbook of Research on Student Engagement. Springer. pp. 21–44.

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Subscription Information Gold Open Access

Language Hungarian
Size B5
Year of
2020 Volume 29
per Year
per Year
Founder Eötvös Loránd Tudományegyetem
H-1053 Budapest, Hungary Egyetem tér 1-3.
Publisher Akadémiai Kiadó
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Chief Executive Officer, Akadémiai Kiadó
ISSN 1216-3384 (Print)
ISSN 1419-8827 (Online)

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