Sport Against Smarts
The Effects of Extracurricular Activities on the Academic
Performance of Junior High Students
Kimiko Fujita
The Master's College
Extracurricular Activities and Academic Performance
Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism” (Broh, 2002, para. 8). Guest and Schneider (2003), in looking at the previous research on this subject said, “Researchers have found positive associations between extracurricular participation and academic achievement” (para. 2). Although researchers agree that extracurricular activities do, in fact, influence academic performance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that “participation in some activities improves achievement, while participation in others diminishes achievement” (Broh, 2002, para. 1).
Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh & Kleitman, 2002, para. 9). “A number of studies revealed that students participating in extracurricular activities did better academically than students who did not participate” (Marsh & Kleitman, 2002, para. 7). Researchers have particularly studied the relationship between extracurricular activities and academic performance in adolescents. One study found that “adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations” (Darling, Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal
Performance of Junior High Students
Kimiko Fujita
The Master's College
Extracurricular Activities and Academic Performance
Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism” (Broh, 2002, para. 8). Guest and Schneider (2003), in looking at the previous research on this subject said, “Researchers have found positive associations between extracurricular participation and academic achievement” (para. 2). Although researchers agree that extracurricular activities do, in fact, influence academic performance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that “participation in some activities improves achievement, while participation in others diminishes achievement” (Broh, 2002, para. 1).
Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh & Kleitman, 2002, para. 9). “A number of studies revealed that students participating in extracurricular activities did better academically than students who did not participate” (Marsh & Kleitman, 2002, para. 7). Researchers have particularly studied the relationship between extracurricular activities and academic performance in adolescents. One study found that “adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations” (Darling, Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal