Download Free The Relationship Between Involvement In Extracurricular Activities And School Performance Total Grade Level Score Behavior And Attitude Toward School Book in PDF and EPUB Free Download. You can read online The Relationship Between Involvement In Extracurricular Activities And School Performance Total Grade Level Score Behavior And Attitude Toward School and write the review.

The purpose of this case study was to examine whether involvement in the extracurricular activities offered at Good school Shepherd Lutheran School in Menifee, California, had a positive influence on three variables: students' academic performance, (reading, math, and overall grade level knowledge), behavior in school, and general attitude toward school. Students in elementary grades K-6 who were involved in extracurricular activities were compared to students who were not involved according to these three variables. Academic performance was measured using the state ITBS test, behavior was measured by teachers' report card entries, and attitude was measured by a researcher modified attitude scale across a two-year time frame. The researcher found differences in growth in academics and behavior, but no differences were found in attitude towards school. The researcher found that involvement in extracurricular activities did not have a significant effect on the variables. The differences were not consistent for either group and they were small. In reading, students not involved scored higher than involved in almost all grades and involved students only improved in behavior by a fraction of a point over not involved. The researcher found nothing significant enough to give credit to a positive influence of extracurricular involvement.
Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.
The after-school activity context has grown in importance over the past 30yrs as major demographic change (i.e.dual-career families & latchkey children) has swept the country. This bk looks at the influences of after-school activities on child & adol.dev
Abstract: Schools are responsible for providing a well-rounded education for its students. One method in accomplishing this goal is to provide extracurricular activities. Memphis City Schools, therefore, supports school extracurricular activities on the elementary level that place the highest priority on academic achievement and character development. A developing body of research suggests that there are benefits for students who participate in extracurricular activities. Past research suggests that parents' involvement contributes to children's affective experience of extracurricular participation. In the present study, The Determination of Parental Support of Extracurricular Activities Scale (DPSEA), adopted from the Parental Involvement Activities Scale (PIAS), was designed to solicit the degree of parental support involvement in their child's participation in extracurricular activities. Participants in this study were 355 third to fifth grade students (N =355). Several important results were found in this study: (1) Student perceptions of involvement in extracurricular activities indicated that overall 3 rd, 4 th, and 5 th grade students exhibited positive responses in regards to their perceptions about extracurricular activities; (2) Parental perceptions of involvement in extracurricular activities indicated that overall parents of 3 rd, 4 th, and 5 th grade students significantly supported the participation of their children in extracurricular activities; (3) Specifically, 3 rd and 5 th and 4 th and 5 th grade parents accounted for significant differences between their positive and negative attitude with regards to participation of their children in extracurricular activities; and (4) Although relationships between intermediate students' degree of participation and types of extracurricular activities were found not to be significant, there was a mostly positive correlation between parental support and students' degree, number, and types of participation in extracurricular activities. Relationships between intermediate students' degree, number, and types of participation in extracurricular activities and the perceived degree of parental support for student participation in extracurricular activities were examined Results of the present study suggest that parents play a key role in their children's experience in participating in extracurricular activities.
School-aged children in the U.S. and other Western nations spend almost half of their waking hours in leisure activities. For some, out-of-school time is perceived as inconsequential or even counterproductive to the health and well-being of young persons. Recently, however, there has been a growing recognition that--along with family, peers, and school--the organized activities in which some youth participate during these hours are important contexts of emotional, social, and civic development. They provide opportunities for young persons to learn and develop competencies that are largely neglected by schools. At the same time, communities and national governments are now channeling considerable resources into creating organized activities for young people's out-of-school time. This volume brings together a multidisciplinary, international group of experts to provide conceptual, empirical, and policy-relevant advances in research on children's and adolescents' participation in the developmental contexts represented by extracurricular activities, and after-school and community programs. Organized Activities as Contexts of Development provides a handbook-like coverage of research in this new emerging field. It considers a broad developmental time-span from middle childhood through early adulthood, providing information on how motivation, participation, and developmental experiences change as youth get older. The contents cover one of the most salient topics in child and adolescent research, education, and social policy, placing consistent emphasis on developmental aspects and implications of organized activity participation for young persons. Representing contributors from several fields of study--psychology, criminal justice, leisure science, sociology, human development, education, prevention, and public policy--the book is designed to appeal to students and scholars in all these areas. Additionally, the volume is written to be of interest to professionals who administer programs and develop policy on youth.
There are many opportunities for students to participate in nonacademic activities. These activities can include: sports, clubs, private lessons, and religious activities. Participation in these activities enriches students' lives by encouraging social skills. Yet, if students are involved in activities requiring many hours of participation, does it affect their academic performance? Knowing the answer to this question, parents and teachers can help their students develop better time management skills. Research has produced conflicting results on this issue. Many studies emphasize the benefits of extracurricular activities and homework, while others focus on the negative consequences of each. There is research suggesting a positive relationship exists between the two. Yet, according to the critics, too much involvement in extracurricular activities takes away from time that could be spent studying or completing homework. Overscheduled children may not have as much time to complete homework assignments, leading to a decline in academic achievement. The researchers acknowledged the positive benefits of extracurricular involvement and were interested in the relationship between students' extracurricular activities and homework performance. To determine the relationship between extracurricular involvement and homework performance, the researchers conducted a four-week study in two elementary schools. Data was collected in two third grade classes. At the beginning of the study, the researchers sent home a survey with students for a parent or guardian to complete. The data received from the survey provided the researchers with each student's weekly time commitment to extracurricular activities. Additionally, the researchers examined students' homework performance over a four-week period. Each week, two to three homework assignments assessed students' knowledge of content being taught in the classroom. For the first two weeks, math homework scores were recorded, and the second two weeks, language arts homework scores were recorded. The researchers analyzed their data using a Pearson correlation test. No significant correlation was found between the number of hours spent in extracurricular activities and math homework performance. Yet, results revealed a significant negative relationship between the number of hours spent in extracurricular activities and language arts homework performance. However, this correlation went a different direction than the researchers hypothesized. A positive correlation between extracurricular involvement and homework performance was not found. These findings led to the rejection of the researchers' proposed hypothesis. Appended to this document are the following: (1) Appendix A: Knox County Approval Letter; (2) Appendix B: Parent Permission Letter Form 1; (3) Appendix C: Parent Permission Letter Form 2; (4) Appendix D: Extracurricular Involvement Survey; and (5) Appendix E: Student Homework Performance Record. (Contains 2 tables and 1 figure.