Promoting interpersonal competence and educational success through extracurricular activity participation.

• Joseph L. Mahoney ^[3] ; Beverley D. Caims ^[1] ; Thomas W. Farmer ^[2]
  1. [1] University of North Carolina at Chapel Hill

     University of North Carolina at Chapel Hill

     Township of Chapel Hill, Estados Unidos

     
  2. [2] University of Pittsburgh

     University of Pittsburgh

     City of Pittsburgh, Estados Unidos

     
  3. [3] University of Wisconsin

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 409-418
• Idioma: inglés
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• Resumen

  • This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity participation across adolescence on the educational attainment process was examined. Consistent extracurricular activity participation was associated with high educational status at young adulthood including college attendance. Educational status was, in turn, linked to reciprocal positive changes between extracurricular activity participation and interpersonal competence, and to educational aspirations across adolescence. Findings were most apparent for students with below-average interpersonal competence. (PsycINFO Database Record (c) 2019 APA, all rights reserved)