1. 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 times in the last six months.
e.g. knowingly stole or held stolen goods?
M = 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 = 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),
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), doi: /a
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), doi: /edp
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), doi: /
5Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Research Journal, 37(2), doi: /
Sports
Art EC
RVB
RVB
-0.10**
(-0.07*) -0.07*
For more information: and