Poster #81 - The Dark Side to Extracurricular Activities? Exploring Activity-related Exclusion, Perceived Support, and Academic Achievement

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Education, Schooling

Integrative Statement

For many youths, extracurricular activity participation (e.g., sports, or student council) is linked with increased: psychological well-being and, self-esteem, lower depression, and greater academic engagement and achievement (Fredricks & Eccles, 2006; Fredricks & Eccles 2008; Schaefer et al., 2011; Schwartz et al., 2015.) However, emerging literature has begun to examine the potential for negative experiences within or related to activities (e.g., experiencing discrimination; Lin et al., 2016). Yet, relatively less is known about how negative activity related experiences affect child or adolescent outcomes.
In the current study, we examine how being excluded from a school-based activity is linked with perceived support from both peers and adults at school, as well as academic achievement. In addition, interactions by gender and grade level are tested.
Method. The sample was drawn from 2015 National Crime Victimization Survey: School Crime Supplement (N = 5,726; 49% female; Mage = 14.95; predominantly White.) To measure exclusion from school-based activities, students were asked about personal experiences with exclusion (e.g. during this school year, has another student excluded you from an activity on purpose). Peer support was measured using a composite of three items (e.g., there is a student at school who really cares about you). Similarly, adult support consisted of a composite of three items (e.g., there is an adult at school who really cares about you). Lastly, grades were measured using one item (during this school year, have you gotten mostly A’s, B’s, C’s, D’s, or F’s). Individual-level covariates included: grade level, gender, ethnicity, and activity involvement. School-level covariates included: free/reduced lunch recipients. Sample weighting was applied to approximate the population of youths in the United States.
Results. Several students (5.3% of the sample) reported being excluded from an activity. When students are excluded from activities, they perceive lower peer support (b = -.16, SE = .07, p = .02) and consequently report lower grades (b = -.17, SE = .08, p = .04) than their peers. Interactions by gender were not statistically significant. An interaction by grade level was significant only for grades, F(5,2249) = 7.35, p < .001, suggesting that exclusion from school-based activities affected grades negatively for those in middle school (b = -.34, SE = .12, p = .004) only. Effects were not significant for those in elementary or in high school (see Figure 1).
Discussion. Exclusion from school-based activities was linked with lowered peer support, as well as with lower grades, especially for those in middle school. Given the importance of fitting in and exploring one’s interests and identity during early adolescence (Tanti et al.,2011), exclusion from activities may be especially harmful during this developmental period. Future research might explore the influence of school-based adult support and the impact that may serve as a buffer to peer exclusion. In addition, future research is needed in more diverse samples, to determine if groups based on race or ethnicity differ in experiences of exclusion from activities. The results highlight the need for school-based enactments to minimize the effects of extracurricular activity exclusion.

Authors

• Alyssabeth de Jerez, California State University, Sacramento
  Presenting Author

• Mariana A. Gonzalez Bacilio, California State University, Sacramento
  Non-Presenting Author

• Misha D. Haghighat, California State University, Sacramento
  Non-Presenting Author

• Caressa K. Hernandez-Martinez, California State University, Sacramento
  Non-Presenting Author

• Casey Knifsend, California State University, Sacramento
  Non-Presenting Author