Diversity, Equity, Inclusion, and Belonging in Veterinary Education.

Interweaving diversity, equity, and inclusion (DEI) into the standards for accreditation requires veterinary schools to review their curriculum and determine what framework works best for them to implement those changes. The Competency-Based Veterinary Education framework is one that is available via the American Association of Veterinary Medical Colleges (AAVMC) to reach those standards. Five standards have DEI components versus having a single standard of DEI as previously Standards of Accreditation by the Council on Education had approved.

Time in childhood extracurricular activity and mental health of young adults with developmental disability.

BACKGROUND: People with developmental disability have higher rates of mental health problems such as anxiety, depression, psychological distress, or a limited sense of belonging to a community. Extracurricular activity can help children and adolescents build social connections beyond family, increasing social capital, which may promote mental health in the transition into adulthood. Little is known about such associations among people with developmental disability. OBJECTIVE: To examine associations of childhood extracurricular activity with mental health in young adulthood among people with and without developmental disability. METHODS: Data: Panel Study of Income Dynamics (PSID, 1968-2017), its Child Development Supplement (1997, 2002, 2007) and its Transition into Adulthood Supplement (2005-2019) (n = 2801). Time diaries measured time in activity. Outcomes were psychological distress (Kessler K6) and flourishing (Mental Health Continuum-Short Form). Adjusted linear regressions modeled associations. RESULTS: In nationally representative results, 9.6 % (95 % confidence interval, CI 7.8, 11.4) had a disability. Children without disability reported more average weekly time in group activity, 125.1 min (CI 113.2, 136.9) vs. 93.6 (CI 55.1, 132.0; not significant at conventional levels). In adjusted results, "some" group activity (0-180 weekly minutes) was associated with greater flourishing for those with developmental disability (0.89; CI 0.16, 1.61). CONCLUSIONS: Among people with developmental disability, group activity in childhood was associated with greater flourishing in young adulthood. More research is needed to understand the complex nature of activity participation for children with developmental disabilities.

The Changing Relationship Between Hobby Engagement and Substance Use in Young People: Latent Growth Modelling of the Add Health Cohort.

Cross-sectional and some longitudinal evidence suggests doing hobbies can reduce substance use, but findings have been inconsistent, and whether associations differ across adolescence remains unclear. This study included 7454 Add Health participants (50% female, 77% White, age mean=14.95 and SD = 1.56). Participants were split into three groups, according to whether they were early (aged 11-14 at baseline), mid (aged 15-16), or late (aged 17-20) adolescents at baseline. The trajectories of binge drinking, marijuana, and tobacco use were analysed in latent growth models across Waves 1-5 (1994-2018). Concurrent associations between substance use and hobby engagement were tested at Waves 1-3 separately in the three age groups. Doing hobbies more frequently was associated with lower odds of binge drinking and marijuana and tobacco use in early adolescence. Although there was initially a similar protective association in mid and late adolescence, this had reversed by Wave 3 for binge drinking and marijuana use, when participants were young adults. This change in the association could be a result of differing social contexts, changes in peer influence, or an indication that creative hobbies are particularly beneficial. It could explain previous inconsistent findings and demonstrates the importance of considering developmental differences when investigating engagement in hobbies.

The influence of parents' education anxiety on children's learning anxiety: the mediating role of parenting style and the moderating effect of extracurricular tutoring.

Introduction: This study investigates the intricate relationship between parents' education anxiety and children's learning anxiety, examining the mediating role of parenting style and the moderating effect of extracurricular tutoring. Methods: Utilizing data from the "Survey of Parents and Students in Primary and Secondary Schools," the study employs stratified sampling (n = 3,298) and various psychological scales to measure education anxiety, parenting styles, and extracurricular tutoring. Results: This study reveals that parents' education anxiety significantly influences children's learning anxiety, with a notable positive correlation (r = 0.301**). Parenting styles particularly rejection and overprotection style increase this anxiety, while emotional warmth style decreases it. Academic tutoring serves as a moderator, reducing the impact of parental anxiety on children's learning anxiety (ß = -0.033, p < 0.05). Discussion: The study underscores the importance of addressing internal family dynamics to alleviate education anxiety. It advocates for a balanced approach to tutoring, emphasizing the benefits of arts and sports activities in reducing learning anxiety. Parents should be encouraged to adopt emotionally warm parenting styles and to engage their children in a variety of extracurricular activities.

Shaping individual competitiveness: The role of discipline, parental expectations, and participation in extracurricular activities.

Purpose: This research seeks to extend previous research into student discipline and competitiveness, at the macro or national level, to the micro or individual level. The role of factors with the potential to impact individual competitiveness, namely the expectations of the mother and the father, the importance of school discipline played in primary and secondary schools, and past participation in sport and music were examined. Design/methodology/approach: Data from a sample of current university students and recent graduates representing Western (the United States) and Asian regions (South Korea and China) were analysed using multiple regressions to establish the explanatory power of independent variables in the competitiveness model, including testing for moderation effects of country of birth. Results: The study found that personal discipline is significantly associated with individual competitiveness. The importance placed on discipline in primary schools was found to predict individual competitiveness as were parents' expectations, yet with nuances in terms of maternal and paternal expectations. Surprisingly, neither participation in music nor discipline at secondary school was found to significantly associate with individual competitiveness. At the same time, the study did find moderating effects of country of birth and the number of years students played sport in predicting competitiveness. Originality/value: Guided by the Ecological Systems Theory and the notion of the Pygmalion effect, we develop a framework of factors that shape an individual's competitiveness. The results make several theoretical contributions by establishing new drivers of individual competitiveness, and as such illuminating the importance of discipline during schooling and how parental expectations drive performance. Implications for employers, educational institutions, and parents are outlined and directions for further research are offered.

The parents' internet use and children's extracurricular tutoring class participation.

The educational burden from extracurricular tutoring class has become a pressing social issue in China. This study used data from the China family panel studies (CFPS) in 2014, 2016, and 2018 to empirically analyze the impact of Internet usage on children's participation in extracurricular tutoring class. There are many factors that influence parents' decisions to enroll their children in extracurricular tutoring class. These factors include family income status, the level of importance parents place on their children's education, the marginal returns on educational investment, academic pressure, etc. However, in today's digitalized society, the widespread use of the internet will also become an important influencing factor in parents' decisions regarding educational investment. The study finds that, parents by using the Internet significantly increase the probability of enrolling their children in extracurricular tutoring class. Through mechanism regression analysis, it is concluded that internet usage has a positive influence on parents enrolling their children in extracurricular tutoring class by increasing the frequency of social interaction and raising parents' educational expectations for their children. Based on the empirical results, the following policy suggestions were proposed: 1. Schools should establish a more comprehensive after-school education service system to improve the engagement of students in compulsory education; 2. The government can enhance the accessibility and optimization of educational resources by increasing investment in education, improving the quality of in-school education, and optimizing the management and supervision of extracurricular tutoring class. This ensures that students can access high-quality educational services.

It doesn't matter if I feel obliged as long as I enjoy it: The associations between organized leisure-time activities and adolescents' mental health and wellbeing.

INTRODUCTION: There is a consensus that adolescents' participation in organized leisure-time activities (OLTAs) is pro-developmental and beneficial for youth mental health. While enjoyment in OLTA is commonly regarded as positive, the role of obligation in the context of adolescents' OLTA has been scarcely researched. The present study investigated how these theoretically contradictory experiences (enjoyment and/or obligation) in OLTA participation relate to adolescents' wellbeing and incidence of psychological complaints accounting for their possible co-occurrence. METHODS: A nationally representative sample of 14,128 eleven-fifteen-year-old adolescents (49.7% girls) drawn from the Czech 2021/2022 Health Behaviour in School-aged Children cross-sectional study was used. A series of multivariate regression analyses assessed how perceptions of obligation and enjoyment in OLTA related to wellbeing and occurrence of psychological complaints. A person-centered approach derived groups of respondents on the basis of their perceptions of obligation and enjoyment. RESULTS: Regression analyses, controlled for sociodemographic and family environment factors, and dimensions of OLTA participation, indicated that adolescents enjoying their OLTA displayed more favourable mental wellbeing reports. In contrast, perceptions of obligation were only weakly associated with more frequent psychological complaints and not at all with wellbeing, unless adolescents also reported the lack of enjoyment. CONCLUSIONS: Enjoyment in OLTA plays a pivotal role in the association between OLTA participation and mental health, whereas the role of obligation is far less pronounced. In fact, if adolescents do not enjoy their participation, but feel obliged to participate, their self-assessed mental wellbeing is comparable to their peers not participating in OLTA at all.

Factors impeding university students' participation in English extracurricular activities: Time constraints and personal obstacles.

The incorporation of extracurricular activities (ECAs) that focus on the English language is of utmost importance in higher education as it serves to improve students' interpersonal abilities and proficiency in language. The objective of this study is to ascertain the primary variables that serve as deterrents to the active engagement of university students in these activities. The results highlight notable barriers, including limited time availability and individual issues such as diminished self-assurance in social engagements and restricted competency in the English language. The findings of this study have significant significance for individuals learning a new language and organizers of English language immersion programmes. The research provides valuable insights into the creation of immersive environments that effectively facilitate language acquisition, experiential learning, and enhanced social interactions among students.

An analysis of the role of college students' core self-evaluation in the relationship between extracurricular physical exercise and academic stress.

Objective: To explore the role of college students' core self-evaluation in the association between extracurricular physical exercise and academic stress, and to provide a reference and basis for effectively alleviating current college students' academic stress. Methods: A stratified cluster random sampling method was used to conduct an online survey using the China College Student Mental Health Screening Scale, the Core Self-Esteem Scale, and a self-developed questionnaire for 1,249 college students from 8 junior colleges in Jiangsu Province, China, in January 2023, and analyses were conducted using bivariate correlation and mediation effect tests. Results: More than half of the students were worried about lagging behind other students in their studies and worrying about exams, as well as more than half of the students had <2 h of extracurricular physical exercise per week in terms of academic stress. Significant correlations were found between extracurricular physical exercise time and core self-evaluation (r = 0.225, p < 0.01), academic stress (r = -0.317, p < 0.01), and between core self-evaluation and academic stress (r =-0.371, p < 0.01). Extracurricular physical exercise had a negative predictive effect on academic stress (effect = -0.306, 95%CI: -0.361~-0.251) and partially through the mediating path of core self-evaluation, (effect = -0.067, 95%CI: -0.091~-0.046), with a mediating effect of 21.9%. Among them, the mediating effect of core self-evaluation was highest in "worrying about lagging behind other students in their studies" and "worrying about exams", which accounted for 24.4% and 24.3% respectively. Conclusion: Currently, college students have different degrees of academic stress; extracurricular physical exercise can reduce academic stress through direct effects, and also through the indirect effect of improving the level of core self-evaluation, and active extracurricular physical exercise has become an important way to promote students' physical and mental health.

Is it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?

Biosocial factors play a crucial role in the physical-motor development (PMD) of children during the preschool age. The present study aims to identify physical-motor profiles throughout preschool age (3-6 years) and explore associations between profiles and selected biosocial factors such as age, sex, prematurity, weight, height, BMI, and participation in extracurricular physical activities. Data from 412 typically developing children (46.6% girls and 53.4% boys), aged 35-71 months (M = 51.21, SD = 10.47) was collected using the Psychomotor Activities Checklist and specifically the scale of Psycho-Motor Aspects. Cluster analysis made it possible to define four different childhood PMD profiles. High PMD; High PMD except left laterality; medium-low PMD; and low PMD. High PMD profile includes older children, with anthropometric measurements closer to the WHO recommendations, fewer preterm children, and greater participation in extracurricular physical activities. Low PMD profile includes younger children, with weight slightly above and height slightly below the WHO recommendations and low participation in extracurricular physical activities. This study allows us to identify specific trends that may be decisive for the motor development of children throughout preschool age, highlighting selected biological variables and participation in extracurricular physical activities.

A comparison of the parental values of children's extracurricular music learning in Guilin, China and in Tampa, United States.

Many parents enroll their children in extracurricular music activities. However, cultural differences may contribute to parents' different values that ultimately influence their behaviors and attitudes. This cross-cultural study aimed to compare the value parents have on their children's private music education by examining four cases in Guilin, Guangxi (China) and Tampa, Florida (United States). Two main research questions guided this study: (1) How do parents in Guilin and Tampa perceive and value their children's music learning? (2) Does the value parents hold for their children's extracurricular music activities differ across different cultural contexts? If so, how do parents' values and perceptions of their children's involvement in extracurricular music activities differ between the contexts of Guilin and Tampa? We purposefully selected participants from two regions based on these criteria: (a) the participants included a single-child family and a two-child family in each of the two regions; (b) children's age ranged from 5 to 12 years and lived with their biological parents (c) children were currently taking music lessons after school. We interviewed both children and parents during the data collection. The key findings reveal that parental values transcend two cultural contexts, specifically in (1) motivations for music learning, (2) expectations of music learning, (3) utilizing personal background, and (4) strategies for success. The findings suggest that several factors, such as children's autonomy, musical joy, pursuit of musical career, "beauty development" and achievements, may have contributed to parents' values. The implication for parents, psychologists, and policymakers is to understand the diverse needs and values within different cultural backgrounds, to promote the children's development, to design curricula, and to use effective teaching methods in music education. In conclusion, both Guilin's and Tampa's parents' values varied due to cultural differences, which further influenced their behaviors, attitudes and perceptions toward their children's musical experiences.

Enhancing application and long-term retention of clinical knowledge using an extracurricular non-credit course.

BACKGROUND AND PURPOSE: Curricular overload in doctor of pharmacy (PharmD) programs is necessitating innovative approaches to support student learning. The purpose of this study was to describe the design, delivery, and assessment of a non-credit extracurricular course that reinforced foundational concepts through the application of learning in case-based activities. EDUCATIONAL ACTIVITY AND SETTING: A 14-week extracurricular course, designed using principles of spaced repetition and interleaving in the context of case-based exercises, was offered to third-year PharmD students. Content focused on Top 300 and over-the-counter medications, brown bag sessions/drug utilization review, and medication therapy management. Short-term course effectiveness was assessed through post-course focus groups. Longitudinal effectiveness was assessed nine months post-course using an online survey. Qualitative data were analyzed using a content analysis process with overarching themes identified. Clinical interventions identified in the post-course survey were analyzed descriptively. FINDINGS: Twenty-four students completed the course and all assessments. Focus group themes were: (1) making connections to prior learning; (2) moving beyond memorizing facts; and (3) benefit from a low-stakes course. Students identified 162 course-linked clinical interventions during advanced pharmacy practice experiences (APPEs) in 16 different settings. SUMMARY: Student learning can be enhanced through integration of evidence-based teaching strategies both within and across the curriculum. This can be accomplished not only through introduction of an extracurricular course but through modification of existing courses. Providing additional opportunities for reinforcing core clinical knowledge and applying clinical decision-making in a low-stakes environment was well-received by students and helped them make clinical interventions during APPEs.

The development and training effect of innovative undergraduate dental talents training project: A 6-year retrospective study.

INTRODUCTION: To summarize the development of Innovative Undergraduate Dental Talents Training Project (IUDTTP) and investigate the training effect of this extracurricular dental basic research education activity from 2015 to 2020 to obtain educational implications. MATERIALS AND METHODS: The Guanghua School of Stomatology established the IUDTTP in 2015. The authors recorded the development process and analysed the participation situation, training effect, academic performance and overall satisfaction during 2015-2020 through documental analysis, questionnaire and quiz. The t-test, chi-square test and ANOVA were used to test the difference. RESULTS: The educational goal, education module and assessment system of IUDTTP evolved and developed every year. A total of 336 students and 79 mentors attended the IUDTTP from 2015 to 2020, with the participation rate increasing from 45.1% to 73.5%. The participants exhibited favourable basic research abilities, manifesting as the increase of funded projects and published papers and satisfying quiz scores. Almost all students (94.94%) admitted their satisfaction with the IUDTTP. Moreover, the attended students surpassed the non-participants in terms of GPA, the number of acquired scholarships and outstanding graduates (p < .05). Likewise, the enrolment rate of postgraduate participants was significantly higher than non-participants. CONCLUSIONS: To date, the training effect indicated that the IUDTTP has fulfilled the education aim. It brought positive effects on promoting research interest, cultivating research capacities and enhancing academic performance. The potential deficiencies of extracurricular educational activities, including inflexibility in schedule and insufficiency in systematisms, may be remedied by more systematic educational settings in the future.

The role of group memberships and school identification on student well-being.

There are widespread concerns about a decline in young people's mental health. One promising direction to address this issue involves group memberships and social identity processes. Despite progress, there are several issues in current theory and research including (1) whether the number of groups to which an individual belongs is related to more positive well-being, (2) better understanding the relationship between group memberships and social identification processes and (3) the need for more comprehensive longitudinal methods. The goal of this study was to address these issues using a three-wave longitudinal design (n = 1331) conducted with high-school students. Both the number and importance (an indicator of social identification) of student extracurricular activities (ECA) were assessed as predictors of six well-being outcomes. Importantly, we also assessed whether identification with the school as the context in which the ECAs were situated mediated this association. Results show that, generally, the number of group memberships had no direct effect on well-being, however, there was a consistent mediation via school identification. When considering number and importance of one model (comprising a subsample) importance emerged as the key predictor. Such findings advance understanding of the social identity and well-being relationship and have practical implications.

Searching for desirable bodies: How recruiters value physically exertive extracurricular activities for graduate hiring at elite professional firms in China.

The field of research in evaluating and applying Bourdieu's theories has seen growing interests in studying how the formation and effect of cultural capital vary in different contexts and fields. While existing studies have increasingly focussed on evaluating the role of cultural capital in creating educational inequalities in the Chinese context, little is known about how activities and taste are valued in the Chinese labour market. Drawing on semi-structured interviews with 73 recruiters in elite professional firms in China, this article presents a study on how recruiters interpret physically exertive extracurricular activities (ECAs) for graduate hiring. It shows that these ECAs were valorised for assessing individual qualities and competences in job interviews, while other cultural activities, leisure or tastes carried little value. The notion of the body appeared central to this valorisation, conferring symbolic value onto physical exertive ECAs. The value of these activities was twofold, serving to convey candidates' possession of physical and embodied capital, which resonated to the normative dimension of elite professional firms. Recruiters thus used these activities to seek new professional bodies consumable for demanding professional work and resonating with the normative discourses of professionalism. This study provides more nuanced understandings of cultural capital in a non-Western context and the role of ECAs in elite hiring. It also contributes to the development of physical and embodied capital by integrating perspective that links the body with labour process and professional control.

Contextos de aprendizagem profissional de professores-treinadores de voleibol escolar / Professional learning contexts of school volleyball teacher-coaches / Contextos de aprendizaje profesional de los profesores-entrenadores de voleibol escolar

RESUMO O estudo identificou os contextos de aprendizagem profissional mais valorizados por 52 professores-treinadores de voleibol escolar. Para a coleta de dados foram utilizados um questionário sociodemográfico e a Escala de Contextos de Aprendizagem de Treinadores. Os dados foram analisados no software SPSS, versão 20.0, adotando o nível de significância de 95% (p<0,05). Enquanto que o grupo de professores-treinadores mais jovens apresentou baixa valorização do contexto formal, o grupo de professores-treinadores mais experientes valorizou todos os contextos de aprendizagem. Conclui-se que a existência de perfis distintos, ressaltam o caráter individual do processo de aprender e a necessidade de considera-los na implementação das ações de formação continuada destes profissionais.

ABSTRACT The study identified the professional learning contexts most valued by school volleyball 52 teacher-coaches. A sociodemographic questionnaire and the Coaches Learning Context Scale were used for data collection. Data were analyzed using SPSS, version 20.0, adopting a significance level of 95% (p<0.05). While the younger teacher-trainers showed low appreciation of the formal context, the more experienced teacher-trainers valued all learning contexts. It is concluded that the existence of different profiles emphasizes the individual nature of the learning process and the need to consider them in implementing continuing education actions for these professionals.

RESUMEN El estudio identificó los contextos de aprendizaje profesional más valorados por 52 entrenadores-profesores de voleibol escolar. Para la recolección de datos, se utilizó un cuestionario sociodemográfico y la Escala de Contextos de Aprendizaje. Los datos fueron analizados el software SPSS, versión 20.0, adoptando un nivel de significación del 95% (p<0,05). Mientras que el grupo de profesores-entrenadores más jóvenes mostraron poca apreciación del contexto formal, el grupo de profesores-entrenadores más experimentados valoró todos los contextos de aprendizaje. Se concluye que la existencia de diferentes perfiles enfatiza el carácter individual del proceso de aprendizaje y la necesidad de considerarlos en la implementación de acciones de educación continua para estos profesionales.

Seeing the invisible: extracurricular learning processes and learning outcome as experienced by student volunteers accompanying persons in a socially vulnerable situation to healthcare appointments-an ethnographic study.

Becoming a healthcare professional is a complex process, where learning occurs in various ways. This study explores an extracurricular learning approach, called the Social Health Bridge-Building Programme, designed to address health inequities. Student volunteers accompany persons in a socially vulnerable situation to healthcare appointments. Operating outside the realms of health education, the programme intends to provide an alternative road to training healthcare students to become capable of engaging with diverse populations, and reducing barriers to healthcare access. Based on an ethnographic fieldwork, using interviews and participant observation ("walking along") as methods, the aim of the study was to explore the learning processes and learning outcomes associated with bridge-building, as experienced by students. Our findings show that this extracurricular learning complemented the formal curriculum, and bridged the gap from theoretical knowledge to practice and to real persons, preparing students for their future roles. The particular positioning of walking alongside or sitting beside persons made the invisible visible, enabling student volunteers to see the variety of persons in need of bridge-building, ways of living in a socially vulnerable situation, inequity in health, and see the persons, beyond initial impression, fostering a deeper understanding and empathy among the students. Learning outcomes included communicational, relational, and observations skills, and a more comprehensive grasp of the healthcare system's complexity. We conclude that a non-governmental organization, independent of the healthcare system, may have found a novel way of providing extracurricular learning about health inequity to students. Demonstrating how the Social Health Bridge-Building Programme complements formal curricula, the concept could be applicable in other settings.

UBUIngenio: extracurricular enrichment programme for the improvement of high ability students' creative thinking

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

Antecedentes: Los estudiantes con alta capacidad requieren estrategias educativas efectivas. Este estudio presenta y evalúa un programa de enriquecimiento curricular diseñado para mejorar la creatividad. El programa se basa en un marco de competencias y se implemen tó utilizando variaciones de estrategias de aprendizaje basado en proyectos (ABP). Método: Un diseño cuasi-experimental comparó dos intervenciones utilizando grupos pretest y postest. La primera intervención consistió en una unidad de ABP de 12 semanas centrada en el diseño de un videojuego utilizando programación basada en bloques mediante Scratch. La segunda intervención, también de 12 semanas de duración, consistió en tres proyectos independientes de diseño vectorial y programación de un robot basado en Arduino. En ambas intervencio nes se utilizaron estrategias para el desarrollo del pensamiento creativo. La muestra incluía estudiantes con altas capacidades de entre 8 y 12 años. Resultados: Ambas intervenciones aumentaron significativamente la creatividad, sin diferencias estadísticas entre ellas. Esto sugiere que ambos tipos de intervenciones de ABP mejoraron efectivamente la creatividad de los participantes. Conclusiones: Este estudio sugiere que los programas de enriquecimiento curricular basados en ABP son efectivos para fomentar la creatividad entre los estudiantes con altas capacidades.

The organization of sleep-wake patterns around daily schedules in college students.

Time is a zero-sum game, and consequently, sleep is often sacrificed for waking activities. For college students, daily activities, comprised of scheduled classes, work, study, social and other extracurricular events, are major contributors to insufficient and poor-quality sleep. We investigated the impact of daily schedules on sleep-wake timing in 223 undergraduate students (age: 18-27 years, 37% females) from a United States (U.S.) university, monitored for approximately 30 days. Sleep-wake timing and daily recorded activities (attendance at academic, studying, exercise-based and/or extracurricular activities) were captured by a twice-daily internet-based diary. Wrist-worn actigraphy was conducted to confirm sleep-wake timing. Linear mixed models were used to quantify associations between daily schedule and sleep-wake timing at between-person and within-person levels. Later schedule start time predicted later sleep onset (between and within: p<.001), longer sleep duration on the previous night (within: p<.001), and later wake time (between and within: p<.001). Later schedule end time predicted later sleep onset (between: p<.05, within: p<.001) and shorter sleep duration that night (within: p<.001). For every 1 hour that recorded activities extended beyond 10pm, sleep onset was delayed by 15 minutes at the within-person level and 45 minutes at the between-person level, and sleep duration was shortened by 5 and 23 minutes, respectively. Increased daily documented total activity time predicted earlier wake (between and within: p<.001), later sleep onset that night (within: p<.05), and shorter sleep duration (within: p<.001). These results indicate that daily schedules are an important factor in shaping sleep timing and duration in college students.

Behavioral regulation and approaches to learning: Moderators of the association between extracurricular involvement and academic readiness.

Participation in organized extracurricular activities (EAs) has become increasingly common among preschool-aged children. Prior studies have shown inconsistent findings on the association between young children's involvement in EAs and their subsequent developmental outcomes. Moving beyond examining the main effects of EA participation, this study focused on whether children's behavioral regulation and approaches to learning-two important domain-general skills closely linked to learning-would moderate the association between EA participation and academic readiness. Participants included 317 Chinese preschoolers residing in Shanghai. The breadth of EA participation positively predicted children's early math skills, but only for those demonstrating relatively lower behavioral regulation or less positive approaches to learning. The findings provide support for the compensatory hypothesis that participation in EAs is more beneficial for children at greater developmental risk. Unexpectedly, the intensity of EA participation negatively predicted receptive vocabulary beyond certain thresholds among children with relatively poor behavioral regulation or approaches to learning (B = -2.272, p = .032, effect size (ES) = 0.423), but this relationship was not significant for children with better learning behaviors (B = 0.111, p = .712, ES = 0.021). According to the findings, children with worse behavioral regulation and approaches to learning were actually more vulnerable to the negative effects of intensive participation in EAs (B = -15.698, p = .022, ES = 1.797). EA participation did not predict children's Chinese word reading (ps > 0.05). The findings revealed a complex pattern of relationships between preschoolers' EA participation and academic readiness and have highlighted the importance of considering child characteristics when examining the developmental effects of EA involvement.