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.

Abstract

Abstract

Participation in supervised school-sanctioned extracurricular activities benefits students through supportive adult role models, positive school associations and connectedness, and sense of purpose. Connection through participation and encouragement by a nurturing adult demonstrates a positive corollary effect to increased effort and achievement in other areas of school. Evidence regarding the benefits of participating in Extracurricular Activities is abundant, and students who participate generally show higher levels of academic achievement, a more positive level of socialization, fewer behavioral incidents, a stronger sense of identity with their school, and will be more likely to continue with a post-secondary education. This study seeks to determine if conditions or reasons why students choose not to participate can be determined. Constructs to examine include demographics, interests, school climate and connectedness, peer and adult social support, cultural acceptance, employment or family requirements, and distance to travel. Socioeconomic status cannot be determined through direct questions due to FERPA limitations. The study attempts to examine the benefits gained from participation as compared to students who do not participate in an effort to determine if there is a significate difference in achievement or perceptions of education or school connectedness between the two groups. This study uses a survey of 12th-gradestudents from a high school in the Northern Metro-Atlanta area. It is hoped that collected data will help schools identify conditions where improvements can be made in policy to promote inclusiveness and enable better access for a broader range of students to improve overall educational quality and experience.