Extracurricular school activities: the good, the bad and the nonlinear

The authors examine the effects of participation in extracurricular school activities (ESAs) on grade-twelfe and post-secondary outcomes (e.g. school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, freedom from substance abuse, number of university appl...

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Bibliographic Details
Published in:Harvard educational review 2002-12, Vol.72 (4), p.464-514
Main Authors: Marsh, Herbert W, Kleitman, Sabina
Format: Article
Language:English
Subjects:
Academic Achievement
Athletics
Außerschulische Tätigkeit
Außerunterrichtliche Aktivität
Beeinflussung
Benachteiligtes Kind
Berufsziel
Bildungsniveau
Curricula
Economically Disadvantaged
Educational attainment
Educational organization
Educational sciences
Empirische Untersuchung
Extracurricular Activities
Freizeitverhalten
General points
Grade 12
High School
High Schools
Identification
Influences
Leistung
Lernmotivation
Longitudinal Studies
National Education Longitudinal Study 1988
Occupations
Outcomes of Education
Participation
Personal development
Postsecondary Education
Schüler
Schülerleistung
Secondary education
Secondary school students
Secondary teaching
Selbstbewusstsein
Self image
Socioeconomic background
Sport
Sports
Student characteristics
Thresholds
United States, Canada
Upper secondary years
USA
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Summary:The authors examine the effects of participation in extracurricular school activities (ESAs) on grade-twelfe and post-secondary outcomes (e.g. school grades, coursework selection, homework, educational and occupational aspirations, self-esteem, freedom from substance abuse, number of university applications, and highest educational level). Their analyses are grounded in three theoretical models ... They find that ... there were some small nonlinear effects - monotonic increases over most of the ESA range, but diminishing returns for extremely high levels of ESA. ... School-based ESAs were more beneficial than out-of-school activities, and the most beneficial ESAs included both non-academic (sports, student government, school publications, and performing arts) and academic activities. Finally. ... ESAs benefited socioeconomically disadvantaged students as much or more than advantaged students. In summary, the authors' findings support the conclusion that ESAs foster school identification / commitment that benefits diverse academic outcomes, particularly for socioeconomically disadvantaged students who are least well served by the traditional educational curriculum. (DIPF/Orig.)
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.72.4.051388703v7v7736