Children’s Out–of–School Experiences and Associated Behavioral Outcomes in Addis Ababa: The Mediating Role of Family and Community Engagements
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Date
2025-06
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Addis Ababa, Ethiopia
Abstract
Out-of-school experiences refer to the practices and activities in which children engage during
their out-of-school time. The main purpose of this study was to examine the out-of-school
experiences of children in Addis Ababa and the associated behavioral outcomes, as well as the
mediating role of parents, and the community. The study employed a convergent parallel mixed
methods design. Child participants (n = 460) from primary schools were selected using simple
random sampling and were asked to complete a questionnaire with assistance of data gatherers.
Interview respondents/parents and observation settings were selected using purposive sampling.
The tools used for data collection included Likert-type three-point scale questionnaires,
interviews, and observation check-lists. The questionnaire contained items that measure out-of school experiences, family engagement, community engagement, and behavioral outcomes.
Quantitative data analysis was conducted using SPSS 25, while path analysis in structural
equation modelling was performed using AMOS software. Qualitative data analysis involved a
case-by-case thematic analysis approach. The findings revealed that a great deal of number of
children spend a considerable amount of time engaged with screens, watching TV and playing
mobile games. This excessive screen time confines their social interaction and negatively
impacts their self-regulation. According to the findings of this study, unmonitored out-of-school
experiences have a detrimental effect on behavioral outcomes, including social competence, self regulation, and academic performance. Overall, the results of the study indicate that out-of school experiences significantly influence children's behavioral outcomes. Family engagement
was found to mediate the relationship between out-of-school experiences and behavioral
outcomes. While neighborhood engagement was found to be correlated with the variables under
investigation, its influence on behavioral outcomes was not statistically significant, despite the
finding that interview responses indicated as community engagement plays a crucial role. As per
the findings, it is recommended that COSEs should be monitored. Empowering children to plan
their outside school activities is helpful to make positive experiences as part of their daily
practices. Screen time must be monitored with goodwill of children and parental guidance or
support.
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Keywords
Out-of-school experience, screen time, mediation, family engagement, community engagement, self-regulation, social competence, academic achievement