kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.3.08OVGTLZkvmolur-69Research ArticleСтатьиРодительские стратегии и агентность детей, занимающихся дополнительным образованием в условиях пандемииParental Strategies and Agency of Children Engaged in Extracurricular Activities during the Pandemichttps://orcid.org/0000-0001-7251-3938ГошинМихаил Е.GoshinMikhail

Москва

Moscow

m.goshin@mail.ruhttps://orcid.org/0000-0003-4511-7942ГригорьевДмитрий С.GrigoryevDmitry

Москва

Moscow

dgrigoryev@hse.ruhttps://orcid.org/0000-0003-3910-2090СорокинПавел С.SorokinPavel

Москва

Moscow

psorokin@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияHSE UniversityRussian Federation202329092025183116134Copyright © Гошин М.Е., Григорьев Д.С., Сорокин П.С., 20252025Гошин М.Е., Григорьев Д.С., Сорокин П.С.Goshin M., Grigoryev D., Sorokin P.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/69

Статья посвящена изучению взаимосвязей стратегий родительского участия в образовании и проявлений способности к проактивному поведению (агентности) у школьников, позволяющему, как показывают результаты исследования, более успешно адаптироваться к изменяющимся внешним условиям. Источником данных для проведения исследования стал интернет-опрос обучающихся по программам дополнительного образования, проведённый в  период перехода на дистанционный режим работы, связанного с пандемией COVID-19. С  целью углубленного понимания различий между респондентами по вопросу об изменениях характера взаимодействия с родителями был применён анализ латентных профилей. Установлено, что совместная деятельность детей и родителей может быть связана с формированием особого типа агентности, которую предложено называть «кооперативной агентностью», в то время как предоставление родителями детям свободы, с оказанием фасилитирующей поддержки, связано с иными поведенческими характеристиками ребенка – «автономной агентностью». При этом отсутствие взаимодействия с родителями, как и проявление родителями жёсткого контроля, не способствует успешной адаптации к условиям кризиса, в том числе через проактивное поведение ребенка. Также показано, что обсуждение с родителями перспектив участия в учебных проектах и исследованиях имеет решающее значение и с точки зрения формирования проактивного поведения, и для восприятия ребенком его возможностей в новых условиях.

The study explores the relationship between the strategies of parental involvement in education and the ability of schoolchildren to proactive behavior (agency), which allows them to adapt more successfully to changing external conditions. The data was obtained through the Internet survey of students engaged in extracurricular activities about the transition to remote formats of education during the pandemic and lockdown. The latent profile analysis was applied to better understand the differences between respondents in terms of changes in interaction with parents. The results showed that the joint activity of children and parents may be associated with the shaping of the so-called ‘cooperative agency’, whereas the strategy (related to giving more freedom to children, along with the facilitation support) is associated with other behavioral characteristics, which might be called ‘autonomous agency.’ We also found that the lack of interaction with parents, as well as strict control by parents, do not contribute to successful adaptation to the crisis conditions, which might be due to the lack of support of a child’s proactive behavior. It is also shown that the practice of discussing with parents the prospects of participation in educational and research projects is crucial both for shaping proactive behavior and also for expanding the perceived opportunities in crisis periods.

агентностьучастие родителей в образованиидополнительное образованиепандемия COVID-19родительские стратегииagencyparental participation in educationextracurricular activitiesCovid-19 pandemicparental strategiesReferencesАсмолов, А. Г. Дополнительное образование как зона ближайшего развития образования в России: от традиционной педагогики к логике развития // Внешкольник. – 1997. – № 9. – С. 7–15.Abebe, T. (2019). Reconceptualising children’s agency as continuum and interdependence. Social Sciences, 8(3), 81. https://doi.org/10.3390/socsci8030081Буйлова, Л. Н. Сущность и специфика дополнительного образования детей в современной системе образования Российской Федерации // Мир науки, культуры, образования. – 2011. – № 6(31). – С. 130–134.Akogul, S., & Erisoglu, M. (2017). An approach for determining the number of clusters in a modelbased cluster analysis. Entropy, 19(9), 452. https://doi.org/10.3390/e19090452Гущина, Т. Н. Особенности социально-педагогического сопровождения детей с применением средств дистанционного обучения в организации дополнительного образования // Инновации в образовании. – 2021. – № 8. – С. 100–110.Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. H. (2003). Parental support and pressure and children’s extracurricular activities: Relationships with amount of involvement and affective experience of participation. Journal of Applied Developmental Psychology, 24(2), 241–257. https://doi.org/10.1016/S0193-3973(03)00046-7Собкин, В. С., Калашникова, Е. А. Отношение к дополнительному образованию учащихся основной и старшей школы: социально-психологические аспекты // Национальный психологический журнал. – 2018. – Т. 11. – № 1. – С. 63–76. – DOI:10.11621/npj.2018.0106Ashbourne, D. (2013). Education, beliefs, and experiences: examining the role of parents in children’s extracurricular activity participation [Master’s thesis, University of British Columbia]. UBC Theses and Dissertations Collections. https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0074122Сорокин, П. С. «Трансформирующая агентность» как предмет социологического анализа: современные дискуссии и роль образования // Вестник Российского университета дружбы народов. Серия: Социология. – 2021. – Т. 21. – № 1. – С. 124–138. – DOI:10.22363/2313-2272-2021-21-1-124-138Ashbourne, D., & Andres, L. (2015). Athletics, music, languages, and leadership: how parents influence the extracurricular activities of their children. Canadian Journal of Education, 38(2), 1–34.Сорокин, П. С., Попова, Т. А. Классические и современные подходы к исследованию солидарности: проблемы и перспективы в условиях деструктурации // Вестник Российского университета дружбы народов. Серия: Социология. – 2021. – Т. 21. – № 3. – С. 457–468. – DOI:10.22363/2313-2272-2021-21-3-457-468Asmolov, A. G. (1997). Extracurricular activities as a zone of the nearest development of education in Russia: From traditional pedagogy to pedagogy of development. Vneshkolnik, 9, 6–8.Старченкова, Е. С. Ресурсы проактивного совладающего поведения // Вестник Санкт-Петербургского университета. Серия 12. Психология. Социология. Педагогика. – 2012. – № 1. – С. 51–61.Builova, L. N. (2011). Essence and specificity of additional education of children in a modern education system of the Russian Federation. Mir nauki, kul'tury, obrazovaniya - The World of Science, Culture, 6(31), 130–134.Abebe, T. Reconceptualising children’s agency as continuum and interdependence // Social Sciences. – 2019. – Vol. 8. – No. 3. – P. 81. – DOI:10.3390/socsci8030081Carbonaro, W., & Maloney, E. (2019). Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection? Socius, 5. https://doi.org/10.1177/2378023119845496Akogul, S., Erisoglu, M. An approach for determining the number of clusters in a model-based cluster analysis // Entropy. – 2017. – Vol. 19. – No. 9. – Р. 452. – DOI:10.3390/e19090452Cavazzoni, F., Fiorini, A., & Veronese, G. (2023). Well-being and Life Satisfaction in Children Living in Contexts of Political Violence: A Narrative Literature Review. Child Youth Care Forum, 52, 1–24. https://doi.org/10.1007/s10566-022-09678-wAnderson, J. C., Funk, J. B., Elliott, R., & Smith, P. H. Parental support and pressure and children’s extracurricular activities: Relationships with amount of involvement and affective experience of participation // Journal of Applied Developmental Psychology. – 2003. – Vol. 24 – No. 2. – Р. 241–257. DOI:10.1016/S0193-3973(03)00046-7Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N. P., Sharma, S. K., Upadhyay, N. (2020) Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211. https://doi.org/10.1016/j.ijinfomgt.2020.102211Ashbourne, D. Education, beliefs, and experiences: examining the role of parents in children’s extracurricular activity participation. – Canada: University of British Columbia, Vancouver, 2013. – https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0074122Epstein, J. L. (2007). Connections count: improving family and community involvement in secondary schools. Principal Leadership, 8(2), 16–22.Ashbourne, D., & Andres, L. Athletics, music, languages, and leadership: how parents influence the extracurricular activities of their children // Canadian Journal of Education. – 2015. – Vol. 38. – No. 2. – Р. 1–34.Farkas, R. (2003). Effects of traditional versus learning-styles instructional methods on middle school students. The Journal of Educational Research, 97(1), 42–51. https://doi.org/10.1080/00220670309596627Carbonaro, B., Maloney, E. Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection? // Socius. – 2019. – Vol. 5. – DOI:10.1177/2378023119845496Fletcher, A. C., Nickerson, P., & Wright, K. L. (2003). Structured leisure activities in middle childhood: Links to well-being. Journal of Community Psychology, 31(6), 641–659. https://doi.org/10.1002/jcop.10075Cavazzoni, F., Fiorini, A., & Veronese, G. Well-being and life satisfaction in children living in contexts of political violence: a narrative literature review // Child Youth Care Forum. – 2023. – Vol. 52. – P. 1–24. – DOI: 10.1007/s10566-022-09678-wGoodall, J., & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. London: Department of Education.Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N. P., Sharma, S. K., Upadhyay, N. Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life // International Journal of Information Management. – 2020. – Vol. 55. – 102211. – DOI:10.1016/j.ijinfomgt.2020.102211Goshin, М., Dubrov, D., Kosaretsky, S., Grigoryev, D. (2021). The strategies of parental involvement in adolescents’ education and extracurricular activities. Journal of Youth and Adolescence, 50(5), 906–920. https://doi.org/10.1007/s10964-021-01399-yEpstein, J. L. Connections count: improving family and community involvement in secondary schools // Principal Leadership. – 2007. – Vol. 8. – No. 2. – P. 16–22.Grigoryev, D., & van de Vijver, F. (2017). Acculturation profiles of Russian-speaking immigrants in Belgium and their socio-economic adaptation. Journal of Multilingual and Multicultural Development, 38(9), 797–814. https://doi.org/10.1080/01434632.2016.1268145Farkas, R. Effects of traditional versus learning-styles instructional methods on middle school students // The Journal of Educational Research. – 2003. – Vol. 97. – No. 1. – P. 42–51. – DOI:10.1080/00220670309596627Guest, A., & Schneider, B. (2003). Adolescents’ extracurricular participation in context: the mediating effects of schools, communities, and identity. Sociology of Education, 76(2), 89–109. https://doi.org/10.2307/3090271Fletcher, A. C., Nickerson, P., & Wright, K. L. Structured leisure activities in middle childhood: Links to well-being // Journal of Community Psychology. – 2003. – Vol. 31. – No. 6. – P. 641– 659. – DOI:10.1002/jcop.10075Gushchina, T. N. (2021). Features of social and pedagogical support of children with the use of distance learning tools in the organization of additional education. Innovatsii v obrazovanii – Innovations in Education, 8, 100–110.Goodall, J., Vorhaus, J. Review of Best Practice in Parental Engagement. – London: Department of Education, 2011.Ilari, B., Cho, E., Li, J., & Bautista, A. (2021). Perceptions of Parenting, Parent-Child Activities and Children’s Extracurricular Activities in Times of COVID-19. Journal of Child and Family Studies, 31, 409–420. https://doi.org/10.1007/s10826-021-02171-3Goshin, М., Dubrov, D., Kosaretsky, S., Grigoryev, D. The strategies of parental involvement in adolescents’ education and extracurricular activities // Journal of Youth and Adolescence. – 2021. – Vol. 50. – P. 906–920. – DOI:10.1007/s10964-021-01399-yKalil, A., Mayer, S., & Shah, R. (October 5, 2020). Impact of the COVID-19 crisis on family dynamics in economically vulnerable households. University of Chicago, Becker Friedman Institute for Economics Working Paper No. 2020-143. http://dx.doi.org/10.2139/ssrn.3706339Grigoryev, D., van de Vijver, F. Acculturation profiles of Russian-speaking immigrants in Belgium and their socio-economic adaptation // Journal of Multilingual and Multicultural Development. – 2017. – Vol. 38. – No. 9. – P. 797–814. – DOI:10.1080/01434632.2016.1268145Lareau, A., & Weininger, E. B. (2008). Class and the transition to adulthood. In A. Lareau & D. Conley (Eds.), Social class: How does it work (pp. 118–151). New York: The Russell Sage Foundations.Guest, A., & Schneider, B. Adolescents’ extracurricular participation in context: the mediating effects of schools, communities, and identity // Sociology of Education. – 2003. – Vol. 76. – No. 2. – P. 89–109. – DOI:10.2307/3090271Obradović, J., Sulik, M. J., & Shaffer, A. (2021). Learning to let go: Parental over-engagement predicts poorer self-regulation in kindergartners. Journal of Family Psychology, 35(8), 1160–1170. https://doi.org/10.1037/fam0000838Ilari, B., Cho, E., Li, J., & Bautista, A. Perceptions of Parenting, Parent-Child Activities and Children’s Extracurricular Activities in Times of COVID-19 // Journal of Child and Family Studies. – 2021. – Vol. 31. – P. 409–420. – DOI:10.1007/s10826-021-02171-3Oswell, D. (2013). The agency of children: From family to global human rights. Cambridge: Cambridge University Press.Kalil, A., Mayer, S., Shah, R. Impact of the COVID-19 crisis on family dynamics in economically vulnerable households // Becker Friedman Institute for Economics Working Paper No. 2020- 143, University of Chicago. – October 2020. – DOI:10.2139/ssrn.3706339Schwarzer, R. (2001). Stress, resources, and proactive coping. Applied Psychology: An International Review, 50(3), 400–407.Lareau, A., Weininger, E. B. Class and the transition to adulthood / A. Lareau & D. Conley (Eds.) // Social class: How does it work. – New York: The Russell Sage Foundation, 2008. – P. 118–151.Sobkin, V. S., & Kalashnikova E. A. (2018). Аttitude to supplementary education in students of the secondary and high school: social and psychological aspects. Natsional'nyy psikhologicheskiy zhurnal – National Psychological Journal, 11(1), 63–67. https://doi.org/10.11621/npj.2018.0106Obradović, J., Sulik, M. J., Shaffer, A. Learning to let go: Parental over-engagement predicts poorer self-regulation in kindergartners // Journal of Family Psychology. – 2021. – Vol. 35. – No. 8. – P. 1160–1170. – DOI:10.1037/fam0000838Sorokin, P. S. (2021). “Transformative agency” as an object of sociological analysis: Contemporary discussions and the role of education. Vestnik RUDN. Seriya: Sotsiologiya – RUDN Journal of Sociology, 21(1), 124–138. https://doi.org/10.22363/2313-2272-2021-21-1-124-138Oswell, D. The agency of children: From family to global human rights. – Cambridge: Cambridge University Press, 2013.Sorokin, P. S., & Froumin, I. (2022). ‘Utility’ of education and the role of transformative agency: Policy challenges and agendas. Policy Futures in Education, 20(2), 201–214. https://doi.org/10.1177/14782103211032080Schwarzer, R. Stress, resources, and proactive coping // Applied Psychology: An International Review. – 2001. – Vol. 50. – No. 3. – P. 400–407.Sorokin, P. S., & Popova, T. A. (2021). Classical and contemporary approaches to the study of solidarity: Challenges and perspectives under destructuration. Vestnik RUDN. Seriya: Sotsiologiya – RUDN Journal of Sociology, 21(3), 457–468. https://doi.org/10.22363/2313-2272- 2021-21-3-457-468Sorokin, P. S., Froumin, I. ‘Utility’ of education and the role of transformative agency: Policy challenges and agendas // Policy Futures in Education. – 2022. – Vol. 20. – No. 2. – P. 201–214. – DOI:10.1177/14782103211032080Starchenkova, E. S. (2012). Рsychological resources of proactive coping behavior. Vestnik SPbGU. Seriya 12. Psikhologiya. Sotsiologiya. Pedagogika – Vestnik of St. Petersburg University. Series 12. Psychology. Sociology. Education, 1, 51–61.Udehn, L. The changing face of methodological individualism // Annual Review of Sociology. – 2002. – Vol. 28. – No. 1. – P. 479–507. – DOI:10.1146/annurev.soc.28.110601.140938Udehn, L. (2002). The changing face of methodological individualism. Annual Review of Sociology, 28(1), 479–507. https://doi.org/10.1146/annurev.soc.28.110601.140938Victor, B., Fischer, E. F., Cooil, B., Vergara, A., Mukolo, A., Blevins, M. Frustrated freedom: The effects of agency and wealth on well-being in rural Mozambique // World Development. – 2013. – Vol. 47. – P. 30–41. – DOI:10.1016/j.worlddev.2013.02.005Victor, B., Fischer, E. F., Cooil, B., Vergara, A., Mukolo, A., & Blevins, M. (2013). Frustrated freedom: The effects of agency and wealth on well-being in rural Mozambique. World Development, 47, 30–41. https://doi.org/10.1016/j.worlddev.2013.02.005Weaver, J. L., Swank, J. M. Parents’ Lived Experiences With the COVID-19 Pandemic // The Family Journal: Counseling and Therapy for Couples and Families. – 2021. – Vol. 29. – No. 2. – P. 136– 142. – DOI:10.1177/1066480720969194Weaver, J. L., & Swank, J. M. (2021). Parents’ Lived Experiences With the COVID-19 Pandemic. The Family Journal, 29(2), 136–142. https://doi.org/10.1177/1066480720969194Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., Daniel, J. R. Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A crosscountry comparison // Frontiers in Psychology. – 2020. – Vol. 11. – 592670 –DOI:10.3389/fpsyg.2020.592670.Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in psychology, 11, 592670, https://doi.org/10.3389/fpsyg.2020.592670

The authors declare that there are no conflicts of interest present.