In the 21st century, new trends in socio-economic development pose new challenges to the education system.  The issue of developing the so-called "transformative agency", understood as the ability to proactively influence a person on the surrounding social environment, including the creation of new communities and forms of interaction in various spheres of public life, is  highly relevant  (Udehn, 2002; Sorokin, Froumin, 2022). Agency can be understood as an umbrella concept combining such constructs as subjectivity, autonomy, independence, initiative, self-determination, self-regulation, and proactivity. Proactive behavior underlying agency is a useful characteristic in the context of social transformations (Sorokin, Froumin, 2022). Agency allows the subject to regard stress or a difficult situation as an incentive to self-development and helps the individual "accept the challenge of fate" by making relatively free choices and taking responsibility for the events (Schwarzer, 2001).

Academic literature suggests that extracurricular activities (ECA) have a high potential in terms of the formation and development of relevant personal qualities and behavioral patterns. Participation of schoolchildren in ECA contributes to the formation of perseverance, independence, cognitive motivation, self-confidence, creativity, and social activity of children and youth (Farkas, 2003; Fletcher, Nickerson, Wright 2003; Baker, 2008). There are two main reasons underlying the importance of ECA for the agency issues. Firstly, it is an initiative choice of programs and a relatively high degree of freedom choice and action, in comparison with a basic school curriculum (Lareau, Weininger, 2008). Secondly, it is the content features of ECA, which are characterized by an emphasis on the creation of educational products, including projects, which allows the student to develop and show the "agent potential" to a greater extent.

Against the well-researched studies on the effects of ECA for various aspects of individual development, the study of the contribution of ECA to the formation and development of the ability to engage in proactive action is limited (Carbonaro, Maloney, 2019). The factors and conditions for the formation of this ability, including the influence of the family and the peculiarities of parental participation in the education of schoolchildren have not been sufficiently explored. Questions about the agency of children in the field of education and the role of parents in its formation are still on the periphery of both the discourse about agency and mainstream education research.

As a result of the covid-19 pandemic, the role and responsibility of students and their families in the educational process have increased (Kalil, Mayer, Shah, 2020; Weaver, Swank, 2021).  New and unique conditions have emerged for the manifestation of independence (agency) and, therefore, for their study and analysis. In these conditions, the study of the issues of agency in children engaged in extracurricular activities, in conjunction with strategies reflecting the participation of parents in education, are of particular relevance.

Research questions:

- How did the interaction of schoolchildren with their parents change during the pandemic?

- What was the proportion of families in which rules were developed to adapt to new conditions? How did this proportion differ from families that applied different strategies of interaction between children and parents?  If new rules were worked out, what were their sources?

- What is the proportion of students in families with different strategies of interaction with parents, who created collectives, groups on the Internet on issues related to education, or other topics in quarantine?

- What difficulties did students from families with different parental strategies face and what prospects did they see for themselves in the new situation? Which strategies proved to be the most successful in terms of effective adaptation to changed conditions, assessed through the child's perception of new opportunities and challenges?

Data were obtained from the results of a survey of students (N=16 666) and their parents (N=19 431) on the transition to a remote form of education during self-isolation. It was conducted in May 2020 by the Pinsky Centre of General and Extracurricular Education of the HSE Institute of Education together with the federal operator of extracurricular activities navigators "Inlearno". The sample includes representatives from all federal districts. The level of Internet penetration in Russia is high and relatively homogeneous with more than 80% of the population covered. Taking into account the large sample size, the survey results can be considered representative for Russia. The questionnaire included 22 questions, covering such issues as the development of rules in the family that help to adapt to quarantine conditions and their sources and the child's social-agent activity assessed through such an indicator as the creation of collectives, groups on the Internet dedicated to issues related to education, or other topics. The emphasis on online communities and groups is associated with the increased relevance of digital forms of communication in remote conditions. The questionnaire also assessed the respondents' effects of extracurricular classes in new conditions and changes in interest and desire to engage in extracurricular activities. To assess the changes in the nature of respondents' interaction with parents and strategies of parental participation in children's education during the quarantine, a corresponding question was included in the questionnaire evaluating various options for joint actions and their dynamics. To analyze the data, our study used one of the techniques within the so-called "bottom-up methodological approach" (data-driven approach), which is called latent profile analysis (LPA; Grigoryev, van de Vijver, 2017). LPA is an exploratory technique that allows using the maximum likelihood method to establish an internal latent structure in the sample, determining the observed nature of the responses, and classifying the study participants based on certain initially implicit characteristics. LPA does not have the disadvantages inherent in cluster analysis, which could solve a similar task of grouping respondents, since the composition and number of clusters (profiles) does not depend on the selected partitioning criteria, and the evaluated models can be selected based on special quality indicators. In our case, LPA allowed us to group the respondents regarding the answers to the question about changes in the nature of interaction with parents due to self-isolation during the pandemic.

The nature of children’s interaction with parents underwent various changes in the conditions of the pandemic and the transfer of education to a distance format. As a result, the LPA divided the respondents into five categories, namely "weakly involved parenting" (12%); "controlling parenting” (10.4%); "total engagement" (48.2%); "support for individual project activities" (4.3%); and "complex increased involvement" (25.1%). The study showed that the strategies of children's interaction with parents on education issues and their changes during the pandemic demonstrate a significant relationship with the manifestations of proactive behavior (agency) in children. The strategy focused on the joint activities of children and parents is associated with cooperative forms of agency. The provision of freedom to children along with facilitating support is associated with autonomous agency. We are much more likely to observe the development of rules that help to structure life, adapt to new conditions, and continue education in quarantine in those families where parents were maximally involved in interaction with children, and especially in cases when various forms of joint activities became more frequent. More often than others, such students created collectives on the Internet, demonstrating a strategy of cooperative agency activity together with their parents. The least likely to show such activities were children who were experiencing parental control to the maximum extent. It was also found that the complete lack of interaction with parents, as well as the manifestation of strict control by parents, did not contribute to the formation of proactive behavior and successful adaptation in crisis conditions. Finally, the third important conclusion of this study is that discussing with parents the prospects of participating in educational projects and research is of key importance both from the point of view of proactive behavior and expanding opportunities in new, albeit stressful conditions.

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