Jocks, Mathletes, and Band Geeks; Do Extracurricular Activities Affect Perceptions of Future and Rule Violating Behaviors? Kelly Jacques and Sarah Nordstrom Advisor: Ellen S. Cohn, Ph.D. There is a relationship that exists between EC and RVB, but PF could be the real reason that EC affects RVB, PF could be the real reason that RVB is lower, not EC participation, we are suggesting a mediating effect. Figures Titles for the figures, have the titles above the figures. 2 decimal points. Visual variety, *white boxes around variables, italicize the title to draw attention. Practice how to explain that we were testing a mediation (how to talk about it) Missing c prime information (initial relationship when not considering the top portion of the triangle for figure 5) Fix intro citations Put RVB and perceptions of future in the intro. Explain measures more Become well versed in stats Introduce hypothesis better Talking about mediation: talk about comparison between participating in EC’s or not participating in EC’s Change scale name from perceptions to future aspirations Introduction Results Discussion Extracurricular Activities (EC) Participation in non-sport Extracurricular Activities was shown to decrease aspects of Rule Violating Behavior, such as risk taking3 Adolescents participating in sports were shown to refrain from partaking in violence2 Those participating in EC may be more equipped for the future through the learning tools that these activities provide4 Rule Violating Behavior (RVB) Students in all ECs engage in RVB; however, the amount varies with the EC1 Perceptions of Future (PF) Students report taking part in EC for the benefit of their future “possible selves”4 Participation in ECs is associated with positive outcomes such as higher educational attainment and greater future earnings5 Support for Hypothesis Researchers have found that adolescents who participate in EC express less RVB. Our data supported these findings. Every EC grouping examined produced this relationship. Previous researchers predicted that adolescents who participate in EC will have a better future. Our research reached similar findings in only one aspect. Those who participated in sports reported more positive perceptions of future. Implications The consistency with previous research in regards to EC deterring RVB, shows that athletes refrain from detrimental behaviors more often and also think more highly of their future. Limitations The PF variable consisted of both negative and positive questions that participants ranked on the same scale. If the scale was edited to provide either only negative or positive questions, we believe we may have seen different results. Future Directions Examine the differences in why non-sport EC do not help provide faith in adolescents’ futures. Examine why adolescents who participate in Academic EC have the poorest perceptions of their futures. Overall EC PF 0.03 -0.09** EC RVB -0.12*** Academic EC Community EC PF PF Hypothesis -0.04 -0.10** -0.10** 0.04 Hypothesis 1:Those who participate in Extracurricular Activities will express lower levels of Rule Violating Behavior and higher levels of Perceptions of Future Hypothesis 2: Those with higher Perceptions of Future will express lower levels of Rule Violating Behaviors. Community EC Academic EC RVB RVB -0.11** -0.07* Method Art EC Sports Our data comes from the New Hampshire Youth Study (NHYS), a longitudinal study focusing on the reasons for adolescents rule violating behavior. Data presented was collected over the course of one year. Participants 840 Participants 41.03% male and 58.97% female Measures Extra Curricular activities Asked participants whether or not they have participated in extra curricular activities in the past 12 months. e.g. sports Rule Violating Behavior Asked participants to indicate how many times they had engaged in a variety of RVB’s from 0-180 times in the last six months. e.g. knowingly stole or held stolen goods? M = 0.17 SD = 0.16 Perceptions of Future Asked participants how likely it is that they will do various things throughout their life. e.g. graduate from college? M = 3.08 SD = 0.74 PF PF References -0.10** 0.03 -0.09** 0.09 1Cooley, V. E., Henriksen, L.W., Nelson, C. V., & Thompson Jr, J.C. (2001). A study to determine the effect of extracurricular participation on student alcohol and drug use in secondary schools. Journal of Alcohol & Drug Education. 40(2), 71-87. 2Gardner, M., Roth, J., & Brooks-Gunn, J. (2009). Sports participation and juvenile delinquency: The role of the peer context among adolescent boys and girls with varied histories of problem behavior. Developmental Psychology, 45(2), 341-353. doi:10.1037/a0014063 3Heaslip, G. P., & Barber, B. L. (2017). Extracurricular activity intensity and adolescent risk-taking: Exploring interactive effects of contextual risk and coping efficacy. The Educational And Developmental Psychologist, 34(1), 62-77. doi:10.1017/edp.2016.19 4Snellman, K., Silva, J. M., Frederick, C. B., & Putnam, R, D (2015). The engagement gap: Social mobility and extracurricular participation among American youth. Annals of the American Academy of Political and Social Science, 657(1), 194-207. doi:10.1177/0002716 214548398 5Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Research Journal, 37(2), 231-246. doi:10.1080/ 01411920903540672 Sports Art EC RVB RVB -0.10** (-0.07*) -0.07* For more information: kmj1005@wildcats.unh.edu and sjn2010@wildcats.unh.edu