Analyzing the Factors Influencing Extracurricular Education in Arts and Physical Education for Elementary School Students

Objectives This study aims to analyze the factors influencing elementary students' participation in extracurricular activities, focusing on household factors, in order to provide a detailed understanding of their involvement in such activities and to suggest directions for future research. Methods The research method utilized the first-year data from the 2020 Seoul Student Panel Study. Independent variables were categorized into parents' socioeconomic background, educational background, educational perceptions, educational values and support types, and psychological characteristics, and a multiple regression analysis was conducted. Results First, the number of children does not affect whether elementary students participate in extracurricular activities, but it has a negative impact on the cost and time spent on such activities. Second, participation in extracurricular activities is significantly influenced by parents' educational background, with the mother's education level having a stronger impact than the father's. Third, higher satisfaction with school is negatively associated with extracurricular costs, and higher perceptions of educational equality tend to decrease participation in extracurricular activities, as well as the costs and time involved. Fourth, the later children are allowed to use digital devices, the less their parents spend on extracurricular activities, and the less time they spend in them. Finally, while factors influencing extracurricular activities show a pattern similar to that observed in existing research on academic tutoring, monthly household income does not significantly affect participation in extracurricular activities, and living in the three affluent districts of Gangnam has a significant impact on the cost of extracurricular activities. Conclusions The factors influencing participation in private education for arts and physical education appear similar to those for academic subjects, yet they also exhibit distinct participation factors. This underscores the need for a careful policy approach that takes into account the developmental stages of elementary school students and the caregiving system.