uni-leipzig-open-access/json/a000370
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We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small. <\/jats:p>","DOI":"10.1024\/1010-0652\/a000370","type":"journal-article","created":{"date-parts":[[2023,9,8]],"date-time":"2023-09-08T05:09:31Z","timestamp":1694149771000},"source":"Crossref","is-referenced-by-count":0,"title":["Are adolescents more socially integrated in all-day schools than in\u00a0half-day schools?&#x0D;"],"prefix":"10.1024","author":[{"ORCID":"http:\/\/orcid.org\/0009-0008-4902-1968","authenticated-orcid":true,"given":"Julia","family":"K\u00fcnstler-Sment","sequence":"first","affiliation":[{"name":"Institute for Educational Quality Improvement (IQB), Berlin, Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-3044-6620","authenticated-orcid":true,"given":"Aleksander","family":"Kocaj","sequence":"additional","affiliation":[{"name":"Institute for Educational Quality Improvement (IQB), Berlin, Germany"},{"name":"Centre for International Student Assessment, Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0001-6814-6901","authenticated-orcid":true,"given":"Georg","family":"Lorenz","sequence":"additional","affiliation":[{"name":"Education Department, University of Potsdam, Germany"},{"name":"Department of Sociology, Leipzig University, Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0001-7081-6505","authenticated-orcid":true,"given":"Malte","family":"Jansen","sequence":"additional","affiliation":[{"name":"Institute for Educational Quality Improvement (IQB), Berlin, Germany"},{"name":"Centre for International Student Assessment, Germany"}]}],"member":"101","published-online":{"date-parts":[[2023,9,8]]},"reference":[{"key":"c1","unstructured":"Arnoldt, B. 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Himelboim (Hrsg.), Analyzing Social Media Networks with NodeXL (Second\n Edition) (S. 31\u201351).\n Morgan Kaufmann. https:\/\/doi.org\/10.1016\/B978-0-12-817756-3.00003-0","DOI":"10.1016\/B978-0-12-817756-3.00003-0"},{"key":"c30","doi-asserted-by":"publisher","DOI":"10.1007\/s11618-011-0238-8"},{"key":"c31","volume-title":"Peer-Netzwerke und Freundschaften in Ganztagsschulen: Auswirkungen der Ganztagsschule auf die Entwicklung sozialer und emotionaler Kompetenzen von Jugendlichen","author":"Kanevski R.","year":"2011"},{"key":"c32","doi-asserted-by":"publisher","unstructured":"Karweit, N. (1983). Extracurricular activities\n and friendship selection. In \n J. L. Epstein & \n N. 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