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01-03-2012 | Empirical Research | Uitgave 3/2012

Journal of Youth and Adolescence 3/2012

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

Journal of Youth and Adolescence > Uitgave 3/2012
Jennifer A. Fredricks
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Opinions reflect those of the author(s) and do not necessarily reflect those of the granting agencies.
Portions of this paper were presented at the 2011 biannual meeting of the Society for Research on Child Development.


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.

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