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01-03-2012 | Empirical Research

Extracurricular Participation and Academic Outcomes: Testing the Over-Scheduling Hypothesis

Auteur: Jennifer A. Fredricks

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2012

Abstract

There is a growing concern that some youth are overscheduled in extracurricular activities, and that this increasing involvement has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002), a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels. Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant. At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling hypothesis are discussed.

vorige artikel Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community

volgende artikel A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

This is the mean total number of activities for the full range of activities (0–24). The mean number of activities is slightly lower for the 10-activity cap measure (M = 2.55, SD = 2.34).

Figure 1 presents the means by breadth of participation at 10th grade for youth who had average grade point average at 10th grade, had parents with average levels of education, and had families with average income.

Figure 2 presents the means by intensity of participation at 10th grade for youth who had average grade point average at 10th grade, had parents with average levels of education, and had families with average income.

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Titel: Extracurricular Participation and Academic Outcomes: Testing the Over-Scheduling Hypothesis
Auteur: Jennifer A. Fredricks
Publicatiedatum: 01-03-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 3/2012
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-011-9704-0

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