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

Autor/in	Fredricks, Jennifer A.
Titel	Extracurricular Participation and Academic Outcomes: Testing the Over-Scheduling Hypothesis
Quelle	In: Journal of Youth and Adolescence, 41 (2012) 3, S.295-306 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9704-0
Schlagwörter	Scheduling; Extracurricular Activities; Academic Achievement; School Size; Achievement Tests; Academic Aspiration; Grade 12; Grade 10; Outcomes of Education; Longitudinal Studies; High School Students; Correlation; Student Participation; Scores; Grades (Scholastic); Expectation; Student Adjustment + Suchen Sie Ihr Suchwort? Disposition; Außerunterrichtliche Aktivität; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 12; 12. Schuljahr; Schuljahr 12; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Notenspiegel; Expectancy; Erwartung; Adjustment; Adaptation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10