Examining the Relationship Between Socialization of Secondary School Students and Their Participation in Developmental Activities

Abstract

Purpose: The purpose of this study is to examine the relationship between the socialization of high school students and their participation in extracurricular activities. Methodology: This applied study utilized a descriptive-correlational method and was categorized as a predictive study. The statistical population consisted of all secondary school students in Tehran during the 2022–2023 academic year. A sample of 384 students was selected using a simple random sampling method for the quantitative section, while theoretical saturation guided the qualitative section. Data collection tools included a questionnaire and semi-structured interviews. Data were analyzed using descriptive and inferential statistics, including the Kolmogorov-Smirnov test, Pearson correlation, and multiple regression via SPSS version 24. Findings: The results showed significant relationships between three types of socialization—gender-based (r = 0.669), family-based (r = 0.860), and class-based (r = 0.726)—and students’ participation in extracurricular activities. The adjusted coefficient of determination (R²) was 0.814, indicating that 81.4% of the variance in extracurricular participation could be explained by the dimensions of socialization. Conclusion: The findings underscore the influence of gender, family, and class dimensions of socialization on students' willingness to engage in school-based extracurricular activities. These results offer valuable insights for educational policymakers aiming to enhance student participation through targeted socialization strategies.