The benefits of extracurricular activities for socioemotional behavior and school achievement in middle childhood: An overview of the research

Abstract

The current article provides an overview of studies examining the developmental significance of extracurricular activities in middle childhood. We describe the main theoretical frameworks (ecological systems theory and positive youth development approach) that have guided the research on the role of extracurricular activities in the development of children. Then, we explore why children choose certain extracurricular activities and examine whether participation in these activities is related to variation in children's adjustment. We highlight findings produced within the European context. In particular, we describe the Integrated School Day program implemented by researchers from the University of Jyväskylä (Finland), and summarize how extracurricular activities organized as part of the program benefitted the socioemotional development and school achievement of the children involved. On the whole, evidence presented in this paper underscores the significance of extracurricular activity participation as one of the influential developmental contexts in which children and youth spend their time. (DIPF/Orig.)

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