{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/19721"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/19721","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Cognitive Engagement Across Academic and Extracurricular Activities","abstract":"As young people move from middle childhood through adolescence, school disengagement tends to increase, placing some adolescents at risk of drop out (Archambault et al., 2022; Widlund et al., 2021). Youth engagement involves active participation both inside and outside of school settings, including involvement in extracurricular activities (Fredricks et al., 2019; Vandell & Simpkins, 2024; Wong et al., 2024). Cognitive engagement is considered one element of broader engagement that involves an investment in learning and seeking to understand and apply the efforts necessary for success (Skinner & Raine, 2022). It is linked to positive outcomes for youth, such as learning and skill development (Skinner & Raine, 2022; Vandell & Simpkins, 2024). Despite the apparent developmental benefits of cognitive engagement in both school and extracurricular contexts, and extensive literature on school and extracurricular engagement, limited literature exists on how cognitive engagement in one context may contribute to cognitive engagement in the other. The purpose of this study was to explore high school aged youth’s perceptions and experiences of their cognitive engagement in extracurricular and school contexts, what experiences may foster cognitive engagement within and across each context, and what differences may exist. Eleven youth (ages 14 to 17; 5 female, 6 male), recruited from community youth organizations across Canada, participated in interviews about their school and extracurricular engagement. Youth identified themselves as highly engaged in either school, extracurricular, or both contexts. Thematic analysis (Brooks et al., 2015; King & Brooks, 2017) and inductive coding were used to analyze data. Youth perceived cognitive engagement as paying attention and participating, completing tasks, going beyond expectations, exerting effort, and being goal-focused. Youth described experiencing cognitive engagement in contexts where they had meaningful goals, supportive relationships, autonomy, and could form clear connections between what they were actively learning and their lives. Findings suggest that youth leaders and educators could foster youth’s cognitive engagement by integrating youth goals into programming, providing diverse types of support and guidance, allowing more choice and control, and providing opportunities for individual enjoyment.","abstract_html":"As young people move from middle childhood through adolescence, school disengagement tends to increase, placing some adolescents at risk of drop out (Archambault et al., 2022; Widlund et al., 2021). Youth engagement involves active participation both inside and outside of school settings, including involvement in extracurricular activities (Fredricks et al., 2019; Vandell & Simpkins, 2024; Wong et al., 2024). Cognitive engagement is considered one element of broader engagement that involves an investment in learning and seeking to understand and apply the efforts necessary for success (Skinner & Raine, 2022). It is linked to positive outcomes for youth, such as learning and skill development (Skinner & Raine, 2022; Vandell & Simpkins, 2024). Despite the apparent developmental benefits of cognitive engagement in both school and extracurricular contexts, and extensive literature on school and extracurricular engagement, limited literature exists on how cognitive engagement in one context may contribute to cognitive engagement in the other. The purpose of this study was to explore high school aged youth’s perceptions and experiences of their cognitive engagement in extracurricular and school contexts, what experiences may foster cognitive engagement within and across each context, and what differences may exist. Eleven youth (ages 14 to 17; 5 female, 6 male), recruited from community youth organizations across Canada, participated in interviews about their school and extracurricular engagement. Youth identified themselves as highly engaged in either school, extracurricular, or both contexts. Thematic analysis (Brooks et al., 2015; King & Brooks, 2017) and inductive coding were used to analyze data. Youth perceived cognitive engagement as paying attention and participating, completing tasks, going beyond expectations, exerting effort, and being goal-focused. Youth described experiencing cognitive engagement in contexts where they had meaningful goals, supportive relationships, autonomy, and could form clear connections between what they were actively learning and their lives. Findings suggest that youth leaders and educators could foster youth’s cognitive engagement by integrating youth goals into programming, providing diverse types of support and guidance, allowing more choice and control, and providing opportunities for individual enjoyment.","abstract_has_math":false,"creators":["Savage, Erika"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Master","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":["Ramey, Heather"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T01:23:14Z","subjects":["HUMANITIES and RELIGION::Aesthetic subjects::Music","INTERDISCIPLINARY RESEARCH AREAS::Sports","SOCIAL SCIENCES::Social sciences::Psychology::Cognitive science","SOCIAL SCIENCES::Social sciences::Social work::Youth research","INTERDISCIPLINARY RESEARCH AREAS::Children"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10464/19721","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ramey, Heather"]},{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["Savage, Erika"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-10-02T18:08:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-02T18:08:30Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Brock University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["HUMANITIES and RELIGION::Aesthetic subjects::Music","INTERDISCIPLINARY RESEARCH AREAS::Sports","SOCIAL SCIENCES::Social sciences::Psychology::Cognitive science","SOCIAL SCIENCES::Social sciences::Social work::Youth research","INTERDISCIPLINARY RESEARCH AREAS::Children"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10464/19721"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As young people move from middle childhood through adolescence, school disengagement tends to increase, placing some adolescents at risk of drop out (Archambault et al., 2022; Widlund et al., 2021). Youth engagement involves active participation both inside and outside of school settings, including involvement in extracurricular activities (Fredricks et al., 2019; Vandell & Simpkins, 2024; Wong et al., 2024). Cognitive engagement is considered one element of broader engagement that involves an investment in learning and seeking to understand and apply the efforts necessary for success (Skinner & Raine, 2022). It is linked to positive outcomes for youth, such as learning and skill development (Skinner & Raine, 2022; Vandell & Simpkins, 2024). Despite the apparent developmental benefits of cognitive engagement in both school and extracurricular contexts, and extensive literature on school and extracurricular engagement, limited literature exists on how cognitive engagement in one context may contribute to cognitive engagement in the other. The purpose of this study was to explore high school aged youth’s perceptions and experiences of their cognitive engagement in extracurricular and school contexts, what experiences may foster cognitive engagement within and across each context, and what differences may exist. Eleven youth (ages 14 to 17; 5 female, 6 male), recruited from community youth organizations across Canada, participated in interviews about their school and extracurricular engagement. Youth identified themselves as highly engaged in either school, extracurricular, or both contexts. Thematic analysis (Brooks et al., 2015; King & Brooks, 2017) and inductive coding were used to analyze data. Youth perceived cognitive engagement as paying attention and participating, completing tasks, going beyond expectations, exerting effort, and being goal-focused. Youth described experiencing cognitive engagement in contexts where they had meaningful goals, supportive relationships, autonomy, and could form clear connections between what they were actively learning and their lives. Findings suggest that youth leaders and educators could foster youth’s cognitive engagement by integrating youth goals into programming, providing diverse types of support and guidance, allowing more choice and control, and providing opportunities for individual enjoyment."]},{"key":"dc:title","label":"Title","values":["Cognitive Engagement Across Academic and Extracurricular Activities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ramey, Heather"],"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["Savage, Erika"],"dc:date.accessioned":["2025-10-02T18:08:30Z"],"dc:date.available":["2025-10-02T18:08:30Z"],"dc:date.issued":["2025"],"dc:description.abstract":["As young people move from middle childhood through adolescence, school disengagement tends to increase, placing some adolescents at risk of drop out (Archambault et al., 2022; Widlund et al., 2021). Youth engagement involves active participation both inside and outside of school settings, including involvement in extracurricular activities (Fredricks et al., 2019; Vandell & Simpkins, 2024; Wong et al., 2024). Cognitive engagement is considered one element of broader engagement that involves an investment in learning and seeking to understand and apply the efforts necessary for success (Skinner & Raine, 2022). It is linked to positive outcomes for youth, such as learning and skill development (Skinner & Raine, 2022; Vandell & Simpkins, 2024). Despite the apparent developmental benefits of cognitive engagement in both school and extracurricular contexts, and extensive literature on school and extracurricular engagement, limited literature exists on how cognitive engagement in one context may contribute to cognitive engagement in the other. The purpose of this study was to explore high school aged youth’s perceptions and experiences of their cognitive engagement in extracurricular and school contexts, what experiences may foster cognitive engagement within and across each context, and what differences may exist. Eleven youth (ages 14 to 17; 5 female, 6 male), recruited from community youth organizations across Canada, participated in interviews about their school and extracurricular engagement. Youth identified themselves as highly engaged in either school, extracurricular, or both contexts. Thematic analysis (Brooks et al., 2015; King & Brooks, 2017) and inductive coding were used to analyze data. Youth perceived cognitive engagement as paying attention and participating, completing tasks, going beyond expectations, exerting effort, and being goal-focused. Youth described experiencing cognitive engagement in contexts where they had meaningful goals, supportive relationships, autonomy, and could form clear connections between what they were actively learning and their lives. Findings suggest that youth leaders and educators could foster youth’s cognitive engagement by integrating youth goals into programming, providing diverse types of support and guidance, allowing more choice and control, and providing opportunities for individual enjoyment."],"dc:identifier.uri":["https://hdl.handle.net/10464/19721"],"dc:language.iso":["eng"],"dc:publisher":["Brock University"],"dc:subject":["HUMANITIES and RELIGION::Aesthetic subjects::Music","INTERDISCIPLINARY RESEARCH AREAS::Sports","SOCIAL SCIENCES::Social sciences::Psychology::Cognitive science","SOCIAL SCIENCES::Social sciences::Social work::Youth research","INTERDISCIPLINARY RESEARCH AREAS::Children"],"dc:title":["Cognitive Engagement Across Academic and Extracurricular Activities"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Master"],"thesis:degree_name":["M.A. Child and Youth Studies"]},"updated_at":"2026-07-24T01:23:14Z"}