The Effect of Extracurricular Activity Participation on the Academic Performance of Male and Female High School Students.

Abstract

A comprehensive, developmental model Spady, 1970), better school attendance for school counseling has recently been de(Jable, 1986; Laughlin, 1978), improved scribed (Gysbers & Henderson, 1988) and social standing among peers (Caulfield, promoted (Borders & Drury, 1992; Gysbers, 1980; Spady, 1970), and reduced delin Hughey, Starr, & Lapan, 1992). This model quency (Landers & Landers, 1978). Further fosters the development of student more, Jable saw beneficial consequences competency in broad areas of lifelong of EAP in lower dropout rates and less learning, personal effectiveness, and life involvement with drugs. Most impressive, roles. Extracurricular activity participation student achievement in extracurricular (EAP) is one way to promote learning and activities was identified as the variable most development in some of these areas. Unpredictive of success in later life (Joekel, fortunately, EAP can be perceived as in1985). terfering with academic success. Moreover, Additional support for EAP comes from it is our experience that academic pressures self-complexity research. Linville (1985, are often used by students or their par1987) demonstrated that diversity inabili ents as a reason to avoid EAP. ties and group membership may serve as EAP has been shown to be a positive faca buffer against stress. EAP enables stu tor in the overall development of adolesdents to master new skills and explore dif cents (Holland & Andre, 1987; Taylor & ferent roles outside the classroom setting. Chiogioji, 1988). In addition, EAP has been Another assertion of the inherent value in associated with positive student outcomes self-complexity and diversity is the advice including higher career aspirations (Marsh, that No life component should contrib 1992; Otto & Alwin, 1977; Picou, 1978; ute more than one-third to self-esteem

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