Scholarlink

<p>As structured practices beyond formal classrooms, extracurricular activities play a critical role in supporting students’ holistic development. Open-mindedness, as a key dimension of socio-emotional competencies, is increasingly recognized as an important educational outcome within school systems. However, limited attention has been paid to the heterogeneity of Chinese students’ extracurricular participation patterns and how these patterns relate to open-mindedness, particularly its dimensions of tolerance, curiosity, and creativity. Drawing on the Positive Youth Development (PYD) framework, this study examines patterns of extracurricular participation among Chinese secondary school students and their associations with open-mindedness. Using data from 6,366 students from the 2023 OECD Survey on Social and Emotional Skills (SSES) in China, latent profile analysis identified four extracurricular participation profiles: Low Overall Participation (60.9%), Moderate and Balanced Participation (11.9%), Low Expressive-High Artistic/Foreign Language Participation (20.1%), and High Comprehensive Participation (7.1%). Multinomial logistic regression indicates that younger students and those from higher socioeconomic backgrounds are more likely to belong to more active participation profiles. Analysis of variance reveals a clear gradient across profiles: students in the High Comprehensive Participation profile demonstrate the highest levels of open-mindedness-related competencies, followed by those in the Moderate and Balanced and Low Expressive-High Artistic/Foreign Language profiles, which do not differ significantly from each other, while those in the Low Overall Participation profile score the lowest. These findings highlight the heterogeneity of students’ extracurricular engagement and underscore the educational value of participation breadth and intensity in fostering open-mindedness. The study offers implications for school-based extracurricular provision, equity in access, and student development in secondary education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Beyond the Classroom: Latent Profiles of Extracurricular Participation and Open-mindedness among Chinese Students

  • 期刊论文

  • 发表日期：

    2026年7月11日

查看全文
  • Pu Zhang,
  • Xuanwei Ma

摘要

As structured practices beyond formal classrooms, extracurricular activities play a critical role in supporting students’ holistic development. Open-mindedness, as a key dimension of socio-emotional competencies, is increasingly recognized as an important educational outcome within school systems. However, limited attention has been paid to the heterogeneity of Chinese students’ extracurricular participation patterns and how these patterns relate to open-mindedness, particularly its dimensions of tolerance, curiosity, and creativity. Drawing on the Positive Youth Development (PYD) framework, this study examines patterns of extracurricular participation among Chinese secondary school students and their associations with open-mindedness. Using data from 6,366 students from the 2023 OECD Survey on Social and Emotional Skills (SSES) in China, latent profile analysis identified four extracurricular participation profiles: Low Overall Participation (60.9%), Moderate and Balanced Participation (11.9%), Low Expressive-High Artistic/Foreign Language Participation (20.1%), and High Comprehensive Participation (7.1%). Multinomial logistic regression indicates that younger students and those from higher socioeconomic backgrounds are more likely to belong to more active participation profiles. Analysis of variance reveals a clear gradient across profiles: students in the High Comprehensive Participation profile demonstrate the highest levels of open-mindedness-related competencies, followed by those in the Moderate and Balanced and Low Expressive-High Artistic/Foreign Language profiles, which do not differ significantly from each other, while those in the Low Overall Participation profile score the lowest. These findings highlight the heterogeneity of students’ extracurricular engagement and underscore the educational value of participation breadth and intensity in fostering open-mindedness. The study offers implications for school-based extracurricular provision, equity in access, and student development in secondary education.