Abstract
There is a growing concern that some youth are overscheduled in extracurricular activities, and that this increasing involvement
has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002),
a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this
hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average
of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels.
Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school
hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular
activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated
with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation
at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant.
At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling
hypothesis are discussed.
has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002),
a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this
hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average
of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels.
Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school
hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular
activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated
with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation
at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant.
At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling
hypothesis are discussed.
- Content Type Journal Article
- Pages 1-12
- DOI 10.1007/s10964-011-9704-0
- Authors
- Jennifer A. Fredricks, Connecticut College, Box 5223, 270 Mohegan Avenue, New London, CT 06320, USA
- Journal Journal of Youth and Adolescence
- Online ISSN 1573-6601
- Print ISSN 0047-2891