Background: The purpose of this research was the qualitative survey of effective factors on students' participation in Extracurricular sports activities. Method: The research methodology was qualitative, the kind of phenomenology with targeted sampling gathered through in-depth interviews with 16 students from Allameh Tabataba’ i University of Tehran, Iran. The number of students in this university (research population) was about 18, 000 in the academic year 2016-17. All interviews were carefully recorded, and then the analysis of the text of the interview was carried out by Smith’ s method. Results: Findings from the interviews with students was extracted in three main themes, including: Students' enthusiasm for sports activities, motivational factors of sports participation, and barriers to sports participation. 30 sub-themes are also included. Conclusions: Based on the results of this study, it is recommended that authorities and managers of Extracurricular sports activities of universities pave the way for the development of Extracurricular sports activities for students by removing barriers to sports participation and improving the factors of motivation and enthusiasm for sports.

The aim of this study was to compare of the students' scores in high schools with Extracurricular activities and no Extracurricular activities in the Matson Evaluation of Social Skills and its components. Descriptive method in the Causal-comparative type is used. 346 participants were selected by using cluster sampling method from the statistical population of Shahre Kord students, which divided into two groups of "with Extracurricular activities" and "no Extracurricular activities". To collect data, the scale of Matson Evaluation of Social Skills (Matson, 1983) with 0.86 reliability coefficient and acceptable differential validity was used. The descriptive and inferential statistics based on SPSS-19 software were used to analysis the data. r- Test used to compare the difference between two means, levene's test used to check the equality of variances. The results showed that there is a significant difference between the students who have Extracurricular activities and the students who have no Extracurricular activities in the mean of total scale and its components including suitable social skills, antisocial behavior, aggressive and impulsive behavior, pride and selfish, and the relationship and interaction with peers.

This study has investigated the relations between academic achievement and three after-school homework, Extracurricular activities and television viewing. Intelligence, achievement motivation, number of siblings, kind of school (private & public) were control variables and sex of students and their mother"s education were moderator variables. The sample included 121 grade 10 from mathematics-physics section. The subjects completed questions concerning their after-school activities and answered to the Hermans Achievement Motivation Questionniare and the Raven Intelligence Test. The students" final grades on mathematics were considered as dependent variable. Results revealed the significant effects of intelligence as a controling variable and mother"s education as a moderator variable: With controlling intelligence there was no relationship between academic achievement and after-school activities. Without consideration of this variable the amount of finished homework contributed significantly to the prediction of academic achievement. There was a meaningful curvilinear relationship between out of school Extracurricular activities and academic achievement. Generally more amount of finished homework and out of school Extracurricular activities were associated with better grades.

The purpose of this paper was to investigate the relationship of conscientiousness and job satisfaction with the organizational loafing of physical education teachers in performing Extracurricular sports activities in schools. The research method was a descriptive survey and in this regard, the Minnesota Job Satisfaction Standard questionnaire (2009), Sims and Nicole (2014), and the Ghorbanizade Conscientiousness questionnaire (1395) were used. The statistical sample included physical education teachers at Kashan, which was considered as 69. T-test, ANOVA, Pearson correlation and multiple regression (stepwise approach) were used. The most important findings of the research showed that the level of loafing and conscientiousness of teachers was favorable, but the level of job satisfaction was moderate. There was no significant difference between male and female teachers in terms of social loafing, conscientiousness and job satisfaction. In addition, according to the type of employment (formal and contractual), there was no significant difference between the loafing, conscientiousness and satisfaction. As a result, the promotion of career development’,opportunities and increased job satisfaction, leads to the participation of more and more physical education teachers in sports supplements activities.

The aim of this study was to compare the quality of Extracurricular activities implemented in high schools in Qom based on nine elements of Klein. The research method is descriptive-survey and applied in terms of purpose. The study population includes principals, educators and junior high school students who were selected as a sample using simple random stratified sampling method, and 140, 119 and 401 people were selected respectively according to Morgan table. The data collection tool was a researcher-made questionnaire. The form and content validities of the questionnaire were calculated by experts in the relevant field, and the reliability was calculated using Cronbach's alpha coefficient to be 0.97. Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U test were used to analyze the data. The research findings showed: (1) from the point of view of the managers of Extracurricular activities implemented are in an unfavorable situation in the dimensions of "goals and educational materials". (2) From the educators' point of view, the Extracurricular activities implemented are in an unfavorable situation in the "learning time" dimension. (3) From the students' point of view, the Extracurricular activities implemented are in an unfavorable situation in the dimensions of objectives, content, educational materials, learning activities, implementation strategies, evaluation, grouping, time and space

This study conducted a comparative analysis of Extracurricular activities within the educational systems of Iran, Finland, and Malaysia, using George Bereday's model. The selection of these countries was based on the idea that “different social systems lead to different educational outcomes.” To gather primary and secondary data, data was sourced from reputable international database, including UNESCO and the Ministries of Education of the selected countries. Face validity was employed to ensure data accuracy, while intra-subject agreement was used to assess reliability. The findings revealed significant similarities among Finland, Malaysia, and Iran in their objectives, comprehensive student development focus, and diversity of activities offered. However, notable differences were observed regarding the defined roles and training for teachers, the voluntary nature of participation in activities, and the involvement of other organizations and clubs. Malaysia and Finland prioritize educational equity and provide a wide range of free in-school programs. In contrast, various sports, clubs, and artistic programs in those nations are typically available at specific times or in specialized centers outside of school hours. On the other hand, Iran mainly implements its programs during school hours and places less emphasis on program evaluation compared to Malaysia and Finland, where rigorous evaluations are standard practice. Based on these findings, it is recommended that education policymakers focus on enhancing the role of coaches, increasing the flexibility and diversity of programs, providing support for program implementation, and strengthening oversight in the evaluation of Extracurricular activities.

The present study aims to explain the elements of Extracurricular curriculum with emphasis Environmental education for second-year elementary school students The research method is practical. Accordingly, by studying and reviewing the documents Curriculum of Extracurricular activities in some countries a model for curriculum mined and validated by specialists and teachers of the second elementary school The statistical population of this study includes all curriculum specialists and teachers of the second elementary school of Miandoab city (35 specialists and 445 teachers). all the curriculum specialists of the curriculum selected by using Morgan 210 teacher table with simple random sampling. Data collected by a researcher-made questionnaire. Then for Data analysis descriptive statistical methods (frequency, frequency percentage) and inferential statistics (Chi-square test) were used. Research results showed more than 90% of the curriculum specialists and teachers have been confirmed goals, content, teaching-learning and evaluation strategies in the above model(P >. 05).

The purpose of the present study is to design and validate a model of Extracurricular activities in the field of primary education at Teacher Training University. The research method is mixed including qualitative research method (Grounded Theory) that was used to identify Extracurricular principles and quantitative method which was used for validation. The statistical population, corpus, sample size and sampling method in the qualitative section include: (1) transformation document,All the provisions related to teacher training and Extracurricular transformation document (society is equal to the research sample). (2) Teacher Training University documents,three purposeful documents and (3) comments of the key readers. To this aim, 12 people were selected by purposive sampling method. And in the quantitative part of the group of experts,14 people were purposefully selected. The data collection tools involved the qualitative section including checklists and semi-structured interviews. The methods employed for analyzing data included open coding, axial coding and selective coding. For content validity, Glaser and Strauss evaluation criteria were used and for increasing the reliability, self-assessment was performed by researchers. A researcher-made questionnaire was used in the accreditation section. The content validity of the questionnaire was confirmed by the tutor and consultants and the reliability coefficient was 0. 91 by Cronbach's alphabet method. The obtained quantitative data were analyzed by using descriptive and non-parametric statistics. The findings showed that the Extracurricular activities of Teacher Training University have 18 characteristics. After extracting the principles, the dimensions of the Extracurricular activities were designed based on Acker's view, and the experts approved the model to a high degree. Based on the results, it was suggested to integrate formal curricula and Extracurricular activities in primary education,and part of the design and implementation of activities should be entrusted to student-teachers.