ArticleJournal of Intelligence2025
The Impact of Extracurricular Activities on Pre-Service Teacher Professional Development: A Structural Equation Modeling Study.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Reflection at Night: Exploring University Students' Cognitions Regarding Nighttime Destination Authenticity.Behavioral sciences (Basel, Switzerland) · 2026Article
- Digital Learning Competence and Learning Performance Among Chinese Higher Vocational College Students: A Dual-Path Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2026Article
- How Does Teacher Certification Promote Student Achievement in Science, Reading, and Math? A Chain-Mediated Model of Teachers' Sense of Efficacy and Pedagogical Innovation.Journal of Intelligence · 2025Article
- Heterogeneous treatment effect of private tutoring on personality traits from the perspective of individual, family, and school factors among Chinese children.Frontiers in psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher-student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal-informal learning contexts. A psychometrically robust instrument ("Scale on the Contribution of Extracurricular Activities to Professional Development") was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach's α = 0.91-0.93; CR = 0.816-0.912; AVE = 0.521-0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.