Capacity building through family leisure activities
Abstract
There is currently an educational trend focused on the development of human abilities, both cognitive and non-cognitive, which seeks to identify the aspects that contribute to their acquisition and consolidation. Along these lines, the aim is to find out the potential of family leisure time ascribed by adolescents for the development of learning skills. To this end, the final questionnaire was applied to 1054 students from 9 secondary schools in Murcia, and the variable family leisure skills is analysed on the basis of the results of the exploratory factor analysis which allows differentiation into three types of skills: academic, organisational and relational, observing the predominance of the last two over the first. The results show that adolescents in private-subsidised schools attribute more skills to family leisure than those in public schools. We conclude that there is a need to promote family leisure for educational purposes in order to improve creativity, attention, memory and emotional intelligence, bringing academic activities closer to a time of family enjoyment, free of tension and stress.
Downloads
References
Aaltonen S., Latvala A., Rose R. J., Kujala U. M., Kaprio J., y SilventoinenK. (2016). Leisure-time physical activity and academic performance:Cross-lagged associations from adolescence to young adulthood. Scientificreports, 6, 39215. https://doi.org/10.1038/srep39215
Alves, A. F., Gomes, C. M. A., Martins, A., y da Silva Almeida, L. (2017). Cognitive performance and academic achievement: How do family and school converge?. European Journal of Education and Psychology, 10(2), 49-56. https://doi.org/10.1016/j.ejeps.2017.07.001
Badura, P., Sigmund, E., Madarasova Geckova, A., Sigmundova, D., Sirucek, J., van Dijk, J. P., y Reijneveld, S. A. (2016). Is participation in organized leisure-time activities associated with school performance in adolescence?. PLoS One, 11(4), e0153276. https://doi.org/10.1371/journal.pone.0153276
Boukamel, O., Emery, Y., y Gieske, H. (2019). Towards an Integrative Framework of Innovation Capacity. The Innovation Journal, 24(3). https://serval.unil.ch/resource/serval:BIB_61EF194278EB.P001/REF.pdf
Chen, C., Yuan, Z., y Zhu, H. (2020). Playing, parenting and family leisure in parks: Exploring emotional geographies of families in Guangzhou Children’s Park, China. Children's Geographies, 18(4), 463-476. https://doi.org/10.1080/14733285.2019.1676879
Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Lawrence Erlbaum Associates.
Coleman, J. S. (2019). Family involvement in education. Routledge.
Costa, F. M., Pereira, A. P., y Araujo, N. (2020). The experience of family leisure. Revista da SPAGESP, 21(2), 97-110. http://pepsic.bvsalud.org/pdf/rspagesp/v21n2/v21n2a08.pdf
Fernández-Mesa, A., Alegre-Vidal, J., y Chiva-Gómez, R. (2012). Orientación emprendedora, capacidad de aprendizaje organizativo y desempeño innovador. Journal of technology management & innovation, 7(2), 157-170. http://dx.doi.org/10.4067/S0718-27242012000200013
Gallego, L., y Araque, O. (2019). Variables de influencia en la capacidad de aprendizaje. un análisis por conglomerados y componentes principales. Información tecnológica, 30(2), 257-264. http://dx.doi.org/10.4067/S0718-07642019000200257
Gomáriz Vicente, M. A., Hernández Prados, M. Á., García Sanz, M. P., y Parra Martínez, J. (2017). Tejiendo puentes entre la escuela y la familia. El papel del profesorado. Bordón. Revista de pedagogía, 69(2), 41-57. https://doi.org/10.13042/Bordon.2016.49832
González Alonso, J., y Pazmiño Santacruz, M. (2015). Cálculo e interpretación del Alfa de Cronbach para el caso de validación de la consistencia interna de un cuestionario, con dos posibles escalas tipo Likert. Revista publicando, 2(1), 62-67. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-423821
Hernández Prados, M. Á., y Álvarez Muñoz, J. S. (2019). Family leisure and academic achievement. Perception of the families. Italian journal of educational research, (23), 86-105. https://ojs.pensamultimedia.it/index.php/sird/article/view/3685
Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la Investigación. Mcgraw-HILL
Hodge, C. J., Duerden, M. D., Layland, E. K., Lacanienta, A., Goates, M. C., y Niu, X. M. (2017). The association between family leisure and family quality of life: A meta‐analysis of data from parents and adolescents. Journal of Family Theory & Review, 9(3), 328-346. https://doi.org/10.1111/jftr.12202
Hodge, C. J., Kanters, M. A., Forneris, T., Bocarro, J. N., y Sayre-McCord, R. (2017). A Family Thing: Positive Youth Development Outcomes of a Sport-Based Life Skills Program. Journal of Park & Recreation Administration, 35(1). https://doi.org/10.18666/JPRA-2017-V35-I1-6840
Kang, S., Lee, W. S., Moon, J., y Kim, W. G. (2019). The influence of leisure and travel experiences on the school enjoyment of adolescents: a panel analysis. Leisure Studies, 38(4), 548-557. https://doi.org/10.1080/02614367.2019.1586980
Keefer, K. V., Holden, R. R., y Parker, J. D. (2013). Longitudinal assessment of trait emotional intelligence: measurement invariance and construct continuity from late childhood to adolescence. Psychological assessment, 25(4), 1255. https://psycnet.apa.org/doi/10.1037/a0033903
Khoo-Lattimore, C., y Jihyun Yang, M. (2020). The constructions of family holidays in young middle-class Malaysian Chinese children. Journal of China Tourism Research, 16(1), 62-77. https://doi.org/10.1080/19388160.2018.1513884
Koehler, M. J., Greenhalgh, S. P., y Boltz, L. O. (2016). Here we are, now entertain us! A comparison of educational and non-educational board games. In Society for Information Technology & Teacher Education International Conference (pp. 567-572). Association for the Advancement of Computing in Education (AACE).
Martín Quintana, J. C., Alemán Falcón, J., Calcines Piñero, M. A., y Izquierdo Clemente, D. (2018). Analysis of family shared leisure time in early childhood and their relation with parental competencies. Early Child Development and Care, 188(11), 1580-1592. https://doi.org/10.1080/03004430.2018.1499097
McCormick, M. P., Weissman, A. K., Weiland, C., Hsueh, J., Sachs, J., y Snow, C. (2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year. Developmental psychology, 56(4), 710. https://psycnet.apa.org/doi/10.1037/dev0000891
Merelas, T., y Caballo, M. B. (2018). Enfoques feministas sobre los tiempos de ocio de las mujeres. En A. Madariaga, y A. Ponce de León, Ocio y participación social en entornos comunitarios (101-117). Universidad de La Rioja.
Melton, K. K. (2017). Family activity model: Crossroads of activity environment and family interactions in family leisure. Leisure Sciences, 39(5), 457-473. https://doi.org/10.1080/01490400.2017.1333056
Melton, K. K., y Ellis, G. D. (2019). Measurement of time involvement in family activities: Alternative scaling procedures for the family leisure activity profile. Leisure Sciences, 41(6), 535-541. https://doi.org/10.1080/01490400.2018.1458669
Melton, K. K., Hodge, C. J., y Duerden, M. D. (2020). Ecology of family experiences: Contextualizing family leisure for human development & family relations. Journal of Leisure Research, 1-20. https://doi.org/10.1080/00222216.2020.1802374
O'Neill, T., Mandak, K., y Wilkinson, K. M. (2017, September). Family leisure as a context to support augmentative and alternative communication intervention for young children with complex communication needs. Seminars in speech and language, 38 (4), 313- 320. https://doi.org/10.1055/s-0037-1604278
Park, H., y Lee, K. S. (2020). The association of family structure with health behavior, mental health, and perceived academic achievement among adolescents: a 2018 Korean nationally representative survey. BMC public health,20(1), 1-10. https://doi.org/10.1186/s12889-020-08655-z
Pomfret, G., y Varley, P. (2019). Families at leisure outdoors: well-being through adventure. Leisure studies, 38(4), 494-508. https://doi.org/10.1080/02614367.2019.1600574
Pongrac, J., Mohorić, T., y Anić, P. (2019). Gender and national differences in emotional intelligence and empathy: Comparison of Croatian and Portuguese samples. Horizons of Psychology, 28, 19-27. https://doi.org/10.20419/2019.28.497
Sanz Arazuri, E., Saenz De Jubera Ocon, M., y Cano, R. (2018). Attitudes of parents and children towards shared family leisure. Pedagogía Social, (32), 53-64. https://doi.org/10.7179/PSRI2018.32.05
Shannon, C. S. (2017). Family leisure and leisure service provision: Making the case for including perspectives from practice. Leisure Sciences, 39(5), 426-435. https://doi.org/10.1080/01490400.2017.1333054
Townsend, J. A., Van Puymbroeck, M., y Zabriskie, R. B. (2017). The core and balance model of family leisure functioning: A systematic review. Leisure Sciences, 39(5), 436-456. https://doi.org/10.1080/01490400.2017.1333057
Trussell, D. E., Jeanes, R., y Such, E. (2017). Revisiting family leisure research and critical reflections on the future of family-centered scholarship. Leisure Sciences, 39(5), 385-399. https://doi.org/10.1080/01490400.2017.1333059
Varela, L. y Maroñas, A. (2019). El ocio familiar del alumnado de educación secundaria obligatoria en Galicia. Bordón. Revista de pedagogía, 71(4), 135-150. https://doi.org/10.13042/Bordon.2019.68380
Zhou, L., Shen, H., Wu, M. Y., Wall, G., y Shen, X. (2019). Benefits of visiting heritage museums: Chinese parents’ perspectives. International Journal of Heritage Studies, 25(6), 565-581. https://doi.org/10.1080/13527258.2018.1428667
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
