Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement
Abstract Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions’ in the explanati...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2020-09-01
|
| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-020-00573-0 |
| _version_ | 1819079135454035968 |
|---|---|
| author | Álvaro Balaguer Edgar Benítez Aranzazu Albertos Sonia Lara |
| author_facet | Álvaro Balaguer Edgar Benítez Aranzazu Albertos Sonia Lara |
| author_sort | Álvaro Balaguer |
| collection | DOAJ |
| description | Abstract Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions’ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed. |
| first_indexed | 2024-12-21T19:24:10Z |
| format | Article |
| id | doaj.art-50aa67ad43c94b4b8e3a46d7d2c21384 |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-12-21T19:24:10Z |
| publishDate | 2020-09-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-50aa67ad43c94b4b8e3a46d7d2c213842022-12-21T18:52:53ZengSpringer NatureHumanities & Social Sciences Communications2662-99922020-09-01711810.1057/s41599-020-00573-0Not everything helps the same for everyone: relevance of extracurricular activities for academic achievementÁlvaro Balaguer0Edgar Benítez1Aranzazu Albertos2Sonia Lara3School of Education and Psychology, University of NavarreInstitute of Data Science and Artificial Intelligence, University of NavarreSchool of Education and Psychology, University of NavarreSchool of Education and Psychology, University of NavarreAbstract Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions’ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.https://doi.org/10.1057/s41599-020-00573-0 |
| spellingShingle | Álvaro Balaguer Edgar Benítez Aranzazu Albertos Sonia Lara Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement Humanities & Social Sciences Communications |
| title | Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement |
| title_full | Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement |
| title_fullStr | Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement |
| title_full_unstemmed | Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement |
| title_short | Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement |
| title_sort | not everything helps the same for everyone relevance of extracurricular activities for academic achievement |
| url | https://doi.org/10.1057/s41599-020-00573-0 |
| work_keys_str_mv | AT alvarobalaguer noteverythinghelpsthesameforeveryonerelevanceofextracurricularactivitiesforacademicachievement AT edgarbenitez noteverythinghelpsthesameforeveryonerelevanceofextracurricularactivitiesforacademicachievement AT aranzazualbertos noteverythinghelpsthesameforeveryonerelevanceofextracurricularactivitiesforacademicachievement AT sonialara noteverythinghelpsthesameforeveryonerelevanceofextracurricularactivitiesforacademicachievement |