Teri-Lisa Griffiths and Jill Dickinson Department of Law & Criminology Extra-curricular activities: what is the impact on students' motivations, aspirations and self-efficacy? Teri-Lisa Griffiths and Jill Dickinson Department of Law & Criminology Themes HKC branding Teri-Lisa Table Alex slide Acknowledgements: D&S LTA Student Experience Fund

Background & Rationale Lawyer In London Disciplinary Context Literature gap importance of extra-curricular activities (ECAs) no existing measure of impact Funding Department of Law & Criminology Learning & Teaching Research Cluster D&S Student Experience Project

Key points Definitions: Initial research findings ECAs (Thompson et al, 2013) Self-efficacy (Bandura, 1997) Initial research findings small-scale focus groups (Dickinson & Griffiths 2017) Extra-curricular activities being 'Transforming experiences' for students? (Pajares, 1996) Preliminary research findings significant link between ECAs and higher self-efficacy not assume causal effect

Aims & Objectives Need to discover stronger link between involvement in ECAs and self-efficacy over time Expanded to obtain: representative sample; & time 1 & time 2 data

Participant Population Sheffield Hallam University students all levels all courses both campuses ECA involvement not a pre-requisite Challenges of engaging students...

Involvement of Student Researchers Team of 6 Tasks: Disseminate survey Input data Recruitment for focus groups Lead focus groups Data analysis Developmental opportunities

Senior Student Researcher Kamile Bagdanaviciute Psychology Why I became involved in the project Wanted to gain work experience in the research area To improve my employability skills How I got involved in the project Lead the student research team Increased the awareness of the project Helped to promote and run focus groups Extra-curricular activities I did during university Went to Shodokan Aikido dojo Volunteered for Sheffield On a Plate Went to Salsa and Lindy Hop classes Part-time work at UK Bungee Club Muay Thai Boxing Senior Student Researcher Kamile Bagdanaviciute Psychology

Bessie Oxley Why I Got Involved Interested in the scientific research process. Gain experience in a different type of work environment to my current part time job. Develop skills associated with research projects (Organization, problem solving & Time management). Interested in research as a potential future career path. How I have Been Involved in The Project Recruitment of participants to take complete the questionnaires. Inputting data from Questionnaires. Promoting, participating in and helping to run focus groups. Sending reminder emails for second time completion of the questionnaires. Attending and supporting the lead researchers in the faculty Conference. A Bit About Me In 2nd year Psychology at SHU. Work part-time in Sheffield. Keen interest in neuroscience and research. How I have developed with the project so far Confirmation of all my aims for involvement in the project. Learnt more about self-efficacy. Improved my own self-efficacy. Met new people. Opened up doors to other opportunities.

Zoe Rodgers Criminology Why I became involved in the project To gain experience of the research process Help make decisions about further study/career How I got involved in the project Data collection Data inputting Promoting focus group sessions/research project Sending emails for 2nd response Supporting conference presentation About me Currently a 2nd year Criminology student Crim pal leader for 1st year Criminology students During my 1st year I acted as a Course Rep for the Criminology department Student Researcher Zoe Rodgers Criminology

STUDENT RESEARCHER ALEX BREDICE Psychology graduate ABOUT ME 1st class honors psychology graduate Hoping to go on to study a clinical psychology master’s degree Worked as a mentor for L4 psychology students in my 2nd year STUDENT RESEARCHER ALEX BREDICE Psychology graduate WHY I BECAME A STUDENT RESEARCHER FOR THE PROJECT To further enhance my research methods and processes experiences To increase my research confidence To enhance highly relevant skills for my master’s degree and future career HOW I HAVE BEEN INVOLVED IN THE PROJECT Data collection Helping to run focus groups Data input Data analysis (thematic analysis) Getting involved with today's conference

Preliminary findings so far... Time 1: approximately 300 Time 2: tbc, ongoing Themes emerging: Minimising experiences Exploring options 'Spectrum' of ECAs Values Barriers (we'll come back to this!)

Over to you! How can we all encourage students to engage with extra-curricular activities? types of ECAs promotion barriers for students barriers for you

Teri-Lisa Griffiths Jill Dickinson teri-lisa.griffiths@shu.ac.uk @TerilisaCareers Jill Dickinson jill.dickinson@shu.ac.uk @Jill_Dickinson1 #facfor18