Campus

Gainesville

Publication date

1-15-2021

Publisher

International Journal of Social Sciences and Educational Studies

Book or Journal Information

doi: 10.23918/ijsses.v7i4p122

Keywords

Extracurricular Activities, Participation, Academic Achievement, School Connectedness, Post-Secondary Education

Abstract

Participation in supervised school-sanctioned extracurricular activities (EA) can benefit students through supportive adult role models, positive school associations and connectedness, and sense of purpose. Evidence regarding the benefits of participating in EA is abundant, and students who participate generally show higher levels of academic achievement, a more positive level of socialization, fewer behavioural incidents, a stronger sense of identity with their school, and will be more likely to continue with a post-secondary education. This study sought to examine relationships between participation in EA and academic achievement, intention to pursue post-secondary education, school climate and connectedness, peer and adult social support, cultural acceptance, and future for employment. A survey was administered to 162 high school seniors. Results indicated that there were several significant relationships between the variables and data suggest that students benefitted in a variety of ways from participation in EA.

Author Biography

Jason Hanline is a graduate of the College of Education at the University of North Georgia and a public school teacher. Joshua A. Cuevas is a professor and educational psychologist in the College of Education at the University of North Georgia, USA. His research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, and memory.

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An examination of the motivation factors of participation in extracurricular activities and their effect on academic achievement and the intention to pursue post-secondary education.

Participation in supervised school-sanctioned extracurricular activities (EA) can benefit students through supportive adult role models, positive school associations and connectedness, and sense of purpose. Evidence regarding the benefits of participating in EA is abundant, and students who participate generally show higher levels of academic achievement, a more positive level of socialization, fewer behavioural incidents, a stronger sense of identity with their school, and will be more likely to continue with a post-secondary education. This study sought to examine relationships between participation in EA and academic achievement, intention to pursue post-secondary education, school climate and connectedness, peer and adult social support, cultural acceptance, and future for employment. A survey was administered to 162 high school seniors. Results indicated that there were several significant relationships between the variables and data suggest that students benefitted in a variety of ways from participation in EA.