The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-15e

Bibliographic reference :
Mahoney, J.L. (2000). School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns. Child Development, 71(2), 502-516.

Abstract :

Theoretical Context / Study Objectives
In a developmental perspective, the author of this American study looks into the influence of participation in extracurricular activities on the social and academic adjustment of students. The purpose of the study is to examine the relation between participation in extracurricular activities during childhood and adolescence and patterns of antisocial behaviour from childhood to adulthood.

The author raises two issues. First, he attempts to find out if some developmental experiences can interrupt the trajectory of antisocial patterns over the long term. Second, he tries to find out if the effect of school moderators in high school such as participation in extracurricular activities has a long-term effect on individual development.

Methodology
The 695 students (364 female students and 331 male students) part of the Carolina Longitudinal Study and recruited for this study between 1991 and 1993 were divided into two cohorts. The youths in the first cohort were interviewed from the fourth grade on and those in the second cohort from the seventh grade on. The youths were followed annually until the twelfth grade.

Data was gathered using a variety of tools such as questionnaires, interviews, peer reports, official school transcripts, graduation yearbooks, and police reports. These tools were used to compile information on individuals such as attitudes and behaviour, academic performance, physical maturation, and on their family, social network, participation in school extracurricular activities, criminal offences, and school status (dropout or not).

Main Results
Results highlight four main patterns of antisocial behaviour based on school dropout and criminal arrests: 1) None, 2) Dropout Only, 3) Arrest Only, and 4) Dropout and Arrest. The author states that individuals involved in extracurricular activities are less likely to drop out of school and get arrested than individuals who do not take part in these activities. This confirms the hypothesis that participation in extracurricular activities has a positive, long-term influence on reducing antisocial behaviour. The author explains these results by suggesting that the development of student competence through participation in extracurricular activities raises their motivation toward and interest in the school environment, which seems to be a positive adjustment for youths considered at risk for exhibiting antisocial behaviour.

Links :
This journal is also available in electronic format.

Key Words :
Developmental Perspective, Disengagement Process, At-risk Students, Behavioural Problems, Arrests, Criminality, Academic Performance, Extracurricular Activities, Interests, Competence, Motivation, Longitudinal Study, Quantitative Analysis, Carolina Longitudinal Study, Primary School, Elementary School, Secondary/High School

Monitored Countries :
United States