Extracurricular Participation Research Articles

Extracurricular participation in research and audit by medical students: Opportunities, obstacles, motivation and outcomes

Background: Medical students should learn to critically evaluate research to inform future evidence-based practice. Participation in research and audit at medical school can help develop these skills whilst prompting interest in academic pursuits.Aims: We investigate medical student attitudes and participation in extracurricular research and audit focusing on their opportunities, obstacles, motivation and outcomes.Method: A 60-item questionnaire was distributed to final-year medical students graduating from the University of Nottingham Medical School in the United Kingdom.Results: A total of 238 questionnaires were returned (response rate 75%). Of these, 86% felt research or audit experience was useful for medical students. The main driver for involvement was curriculum vitae (CV) improvement (51%). Male students and those involved in extracurricular research were more likely to agree that this experience should influence selection into training programmes (p = 0.017, p = 0.0036). Overall, 91 respondents (38%) had been involved in such activity with a mean number of projects undertaken of two (range one to four). Those interested in a surgical career were most likely to have undertaken projects (58%). Frequently cited obstacles to involvement were time constraints (74%) and a perceived lack of interest from potential supervisors (63%).Conclusions: Despite significant CV motivation, many are enthusiastic regarding extracurricular research opportunities but frustrated by obstacles faced. Our study suggests there is scope for providing further opportunities to participate in such activities at medical school.

A person-centered investigation of academic motivation and its correlates in high school

This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related correlates. Cluster analysis revealed four motivational profiles characterized by comparably high levels of all types of motivation (high quantity), high intrinsic motivation relative to introjected and external regulation (good quality), low intrinsic motivation and introjected regulation relative to external regulation (poor quality), and very low intrinsic motivation and introjected regulation relative to external regulation (low quantity with poor quality). Students in the high quantity and good quality profiles reported the strongest academic performance and greatest overall extracurricular participation, with students in different motivational profiles likely to participate in different types of activities. Students in the high quantity profile, moreover, perceived the most teacher support and school relatedness. These findings suggest that controlled forms of extrinsic motivation may not be associated with maladaptive outcomes at the high school level when coupled with high levels of intrinsic motivation.

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

Motor Ability and Weight Status are Determinants of Extra-Curricular Activity Participation in Children with Developmental Coordination Disorder

Motor Ability and Weight Status are Determinants of Extra-Curricular Activity Participation in Children with Developmental Coordination Disorder

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

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.

Extracurricular activities, positive youth development, and the role of meaningfulness of engagement

Previous research has shown that participation in extracurricular activities in high school can promote desirable outcomes, such as educational attainment and reduced problem behaviors, but little attention has been paid to relations with psychological indicators of positive youth development (PYD). Moreover, the potential importance of the degree to which young people find such engagement personally meaningful toward these relations has been overlooked. This study investigated longitudinal relations among extracurricular participation and multiple indicators of positive development in adolescence, and explored whether personal meaningfulness of these domains moderated these relations. Results showed that positive development was positively associated with participation in student leadership and volunteering, and negatively associated with participation in the creative arts. Additionally, many of the relations among extracurricular participation and positive development were moderated by activity meaningfulness, typically in the negative direction. The discussion highlights future directions for research on extracurricular participation, meaningful engagement, and PYD.

Immigrant Youth Involvement in School-Based Extracurricular Activities

ABSTRACT Extracurricular activity involvement is generally beneficial toward student progress and success. Little is known, however, about immigrant youth involvement in school-based extracurricular activities. The author examined the patterns of Latino and Asian American youth extracurricular involvement by focusing on the pertinent role of immigrant generational status. Analyses, which draw from the Educational Longitudinal Study of 2002 and logistic regression analyses, indeed reveal imperative findings. Most notably, Latino 3rd-plus generation immigrant students are more likely to participate in sports, whereas Asian American first-generation immigrant students are more likely to be involved with academic extracurricular activities. Immigrant generational status matters when examining extracurricular participation of the children of immigrants. The implications of such extracurricular involvement in the U.S. educational system are discussed more generally.

Extra-curricular participation in sports and socio-demographic factors in Spanish adolescents: The AVENA Study

The aims of this study were to identify differences between the sexes in extra-curricular participation in sports and to determine its association with body fat and socio-demographic factors in Spanish adolescents. A total of 2165 adolescents (1124 males and 1041 females) aged 13.0–18.5 years from the AVENA Study participated. Participants filled in an ad hoc questionnaire for extra-curricular participation in sports, which was the dependent variable. Independent variables were: age, percent body fat, and father's and mother's educational level and occupation. Chi-square tests and logistic regression were applied. Bivariate analysis showed for male adolescents that age and father's occupation were related to extra-curricular participation in sports. In addition, body fat and mother's education and occupation (all P < 0.05) were related to extra-curricular participation of in sports for female adolescents. Logistic regression analysis showed that the likelihood of involvement in extra-curricular participation in sports was 5.3-fold (3.86–7.38) higher for males than females. Age and father's education in both males and females were independently associated with extra-curricular participation in sports. In summary, Spanish male adolescents were shown to engage in more extra-curricular sports than females. In addition, age and father's education (in both sexes) were associated with the participation of their offspring in extra-curricular sports during adolescence.

Civic Engagement Patterns of Undocumented Mexican Students

This study examined the civic engagement of undocumented Mexican students. Civic engagement was defined as providing a social service, activism, tutoring, and functionary work. Survey data results ( n = 126) suggest that despite high feelings of rejection because of their undocumented status, part-time employment, and household responsibilities, 90% of respondents had been civically engaged. Females and students with higher academic achievement and extracurricular participation demonstrated higher civic engagement whereas older students were more likely to have participated in activism. Policy implications of undocumented Latino college student civic engagement are discussed.

“What Are You Doing After School?”

The school activities, social relationships, and leadership opportunities youth with disabilities experience outside of the classroom can make important contributions to positive adolescent development and successful transitions to adult life. Unfortunately, many high school students with disabilities are not accessing or benefiting from the rich experiences and important learning experiences offered through extracurricular clubs and activities. This article examines common challenges to extracurricular participation and outlines steps school staff can take to ensure that students with disabilities participate fully and meaningfully in these activities.

Breadth of Extracurricular Participation and Adolescent Adjustment Among African-American and European-American Youth.

We examined the linear and nonlinear relations between breadth of extracurricular participation in 11th grade and developmental outcomes at 11th grade and 1 year after high school in an economically diverse sample of African-American and European-American youth. In general, controlling for demographic factors, children's motivation, and the dependent variable measured 3 years earlier, breadth was positively associated with indicators of academic adjustment at 11th grade and at 1 year after high school. In addition, for the three academic outcomes (i.e., grades, educational expectations, and educational status) the nonlinear function was significant; at high levels of involvement the well-being of youth leveled off or declined slightly. In addition, breadth of participation at 11th grade predicted lower internalizing behavior, externalizing behavior, alcohol use, and marijuana use at 11th grade. Finally, the total number of extracurricular activities at 11th grade was associated with civic engagement 2 years later.

After the Bell

Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling outcomes is related to participation in extracurricular activities. The authors explore the SES advantage and extracurricular participation in elementary school–aged children, with a focus on noncognitive skills. The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on academic skills. Using data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–99, theauthors find that extracurricular participation explains a modest portion of the SES advantage in noncognitive and cognitive skills. In addition, the influence of extracurricular participation on both noncognitive and cognitive skills varies by children’s SES.

Following Different Pathways: Social Integration, Achievement, and the Transition to High School

This study expands research on an academic and social turning point for adolescents, the transition to high school, by analyzing how students' level of social integration into school can affect high school academic performance. Using nationally representative data, three different pathways emerged as students transition to high school, characterized by varying amounts of disruption and opportunity for new social relationships upon entering high school. Findings suggest that elements of middle school social integration, including teacher bonding, popularity, and extracurricular participation, affect academic achievement when students enter high school. However, the association between integration into school and academic performance appears to be contingent upon the pathway students follow.

Vocational education: A clean slate for disengaged students?

Students’ social psychological adjustment to school is an important determinant of achievement growth as well as school continuation and post-secondary educational attainment. Yet many students begin high school with low levels of efficacy and self-worth, and low levels of identification with and liking of school. In this study, we investigate the hypothesis that vocational education in high school provides disengaged students with an educational clean slate, leading to a recovery of engagement for at-risk students. Using propensity score models, we assess the relationship between vocational course taking and changes in effort, extracurricular participation, sense of belonging, interest in school, attitudes toward school and teachers, educational expectations, career aspirations, locus of control, and self-concept with the NELS:88 database.

Latino Language-Minority College Going: Adolescent Boys' Language Use and Girls' Social Integration

This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and native-born Latino linguistic-minority adolescents. Results suggest that home-language use positively predicts postsecondary involvement for Latino language-minority males. Alternately, social integration, either via extracurricular involvement or religious participation, predicts Latina girls' postsecondary participation, with variation in the patterns depending on girls' immigrant generational status.

COHORT AND GENDER DIFFERENCES IN EXTRACURRICULAR PARTICIPATION: THE RELATIONSHIP BETWEEN ACTIVITIES, MATH ACHIEVEMENT, AND COLLEGE EXPECTATIONS

Using data from the National Education Longitudinal Study of 1988 and the Educational Longitudinal Study of 2002, I analyze the association that students' extracurricular activities have with two academic outcomes: mathematics achievement test scores and college expectations. I consider changes between cohorts and gender differences within each cohort. While prior achievement and expectations have the strongest associations with the dependent variables, relationships do appear between extracurricular participation and the dependent variables. There is only one cohort difference in the association between activities and math achievement test scores; computer use was positively associated with students' scores in the 1990s, but had no association with students' scores in the 2000s. School-sponsored activities were associated with higher scores for all students, while television-watching and hanging out with friends were negatively associated with them. School activities were positively associated with the college expectations of students in both cohorts, while spending time hanging out with friends was negatively associated with expectations, especially for students in the later cohort. There were a few gender differences in the association between activities and math scores, but no gender differences in the association between activities and college expectations. The findings indicate that many of the same activities are relevant for math achievement and college expectations in the two time periods.

“A Woman's World”: The University of California, Berkeley, During the Second World War

The fairer sex takes over and the campus becomes a woman's world. They step in and fill the shoes of the departing men and they reveal a wealth of undiscovered ability. The fate of the A.S.U.C. [Associated Students of the University of California] and its activities rests in their hands and they assume the responsibility of their new tasks with sincerity and confidence. —Blue and Gold, University of California, Berkeley, 1943During World War II, female students at the University of California, Berkeley—then the most populous undergraduate campus in American higher education—made significant advances in collegiate life. In growing numbers, women enrolled in male-dominated academic programs, including mathematics, chemistry, and engineering, as they prepared for home-front employment in fields traditionally closed to them. Women also effectively opposed gendered restrictions on extracurricular participation, filling for the first time such influential campus leadership positions as the presidency of Berkeley's student government and editorship of the university's student newspaper. Female students at Berkeley also furthered activist causes during the war years, with the University Young Women's Christian Association (YWCA) serving as one of the most popular outlets for their political engagement. Historically rooted in a mission of Christian fellowship, by the 1940s the University YWCA held progressive positions on many of the nation's central social, political, and economic issues. Throughout the war years, women dedicated to promoting civil liberties, racial equality, and international understanding led the organization in its response to two of the most egregious civil rights violations in U.S. history: racial segregation and Japanese internment.

Gender Variation in Extracurricular Activity Participation and Perceived Life Chances in Trinidad and Tobago Adolescents

Participation in extracurricular activities has surfaced as an important context for adolescent development and may be a fruitful avenue for fostering future attitudes, a concept shown to predict adolescent behaviors. In this study of youth from Trinidad and Tobago, we examined gender differences in activity participation and perceived life chances in 1,385 adolescents (59% male). Trinidadian adolescents were highly active, on average, participating in three activities. More males were involved in athletic and organized groups, whereas more females participated in artistic and religious activities. Artistic and athletic activity participation predicted positive perceived life chances, even after controlling for academic achievement. Artistic activities were especially beneficial for predicting future attitudes for males compared to females.

Extracurricular activity and parental involvement predict positive outcomes in elementary school children

The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well‐being and academic competence in elementary school children. Seventy‐two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with extracurricular activity participation, successfully predicted children’s well‐being and academic competence. Follow‐up analyses were conducted to establish differences between children who participate in low versus high numbers of activities. Results are discussed in terms of how extracurricular activities and parental involvement in activities impact upon positive outcomes in childhood.

Religious Involvement and Educational Outcomes: The Role of Social Capital and Extracurricular Participation

Previous research has observed that religious participation is positively related to a wide variety of adolescent outcomes, including academic achievement, but relatively little is known about why this is the case. We focus on a group of related potential explanations for why religious involvement improves educational outcomes. We examine whether religious participation enhances academic outcomes among teens by the way in which it shapes their social ties, or social capital, focusing on both intergenerational relationships and on relationships with peers. We also examine the potential intervening role of extracurricular participation. Using structural equation models to analyze data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the potential role of social capital and extracurricular participation in mediating the relationship between religious participation and academic achievement, dropping out of high school, and attachment to school. We find that religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation. These intervening variables account for a small part of the influence of adolescent religious participation on the educational outcomes in this study.