Extracurricular Activity Participation in Elementary School Children: Links to Well-Being and Academic Achievement

Abstract

In the current study correlations between extracurricular activity participation, parental involvement, well-being, and academic competence in elementary school children were examined. In addition, interactions between activity and parental involvement in the prediction of well-being and academic success were explored. Seventy-two children (M age= 10.9 years, SD = 0.85) and 53 parents participated. Results indicated significant correlations between support, pressure, well-being, and academic competence. Results also revealed 4 significant interactions: 1) parental pressure x activity participation in the prediction of well-being, 2) parental pressure x activity participation in the prediction of academic competence, 3) parental support x activity participation in the prediction of well-being, 4) parental support x activity participation in the prediction of academic competence. Follow up analyses were conducted to establish differences between children who participate in low versus high numbers of activities. Results are discussed in terms of how extracurricular activities and parental involvement in activities impact upon positive outcomes in childhood.