Not everything helps the same for everyone: relevance of extracurricular activities for academic achievement

Extracurricular activities (EAs) are widely recognized as positive developmental assets for adolescents, encompassing diverse activities supervised by adults and involving peer interaction. Unlike formal education, participation is voluntary, offering opportunities for skill development, identity formation, and social skill enhancement. Research has highlighted the varied developmental impacts of different EA types (sports, arts, service clubs), with artistic activities often associated with improved adjustment and self-knowledge, while sports participation, especially in team sports, may show less consistent positive effects. Engagement in EAs is multifaceted, encompassing breadth (number of activities), intensity, and duration. Breadth facilitates diverse learning experiences and broader peer networks. Duration, or consistent participation over time, is linked to heightened developmental benefits. Existing literature reveals sex differences in EA participation (girls favoring non-sporting activities), age-related variations (broader participation in early adolescence, specialization in later years), and socioeconomic influences (higher parental education leading to increased participation). The relationship between EA participation and academic achievement is well-established, with participation frequently correlating with higher grades, improved school attendance, and lower dropout rates. However, the effect varies by activity type (artistic activities often showing more positive associations), and the relative importance of breadth versus duration remains debated. This study addresses the gap in research on EA's effect on academic achievement in Spanish contexts, specifically exploring how sex, age, parental education, breadth, duration, and activity type (sports, arts, reading) interact to predict academic outcomes. The hypotheses are that different EA types are associated with academic achievement (controlling for other factors), that EA duration is associated with academic achievement, and that EA breadth is associated with academic achievement.

The literature extensively supports the positive effects of extracurricular activities (EAs) on adolescent development and academic achievement. Studies show a positive correlation between EA participation and academic success, with increased involvement often leading to higher grades, reduced dropout rates, and improved school attendance. However, the type of activity plays a significant role, with artistic activities generally showing stronger positive correlations compared to sports activities. The engagement in EAs is complex, involving dimensions of breadth (the number of different activities), intensity, and duration (the length of time participating). Research shows that breadth can be more beneficial in early adolescence, as it allows for exploration of different interests, while duration shows stronger predictive power in later adolescence as adolescents specialize in fewer activities. Socioeconomic factors also influence EA participation, with adolescents from families with higher parental education levels more likely to participate in EAs. The literature also points to sex differences in EA involvement, with girls showing more engagement in arts and less in sports compared to boys. Despite the abundance of research, there's a lack of comprehensive studies on the interplay of these factors (sex, age, parental education, breadth, duration, and type of activity) in relation to academic achievement, particularly within Hispanic contexts.

The study employed a quantitative design, recruiting participants from 10 randomly selected secondary schools in Zaragoza, Spain. The sample comprised 1148 students (52% female) from grades 7, 9, and 11, providing a representation across early, middle, and late adolescence. Data were collected using a questionnaire assessing EA participation (including activity type, duration, and breadth), along with sociodemographic information (sex, age, parental education) and self-reported academic achievement (GPA). The EA questionnaire, validated by experts, covered aspects such as the number of activities, types of activities, and perceptions of participation. Age was dichotomized into early adolescence (12-14 years) and middle/late adolescence (15-18 years). Parental education levels were categorized as low, middle, and high. Academic achievement was categorized as deficient, sufficient, or superior. Multilevel modeling was used to analyze the data, with academic achievement as the dependent variable, and sex, age, parental education level, EA type (individual sports, collective sports, arts, reading), breadth, and duration as independent variables. School was included as a random effect. The analysis of variance (ANOVA) was used to determine significant factors associated with academic achievement for each age group. Post-hoc comparisons (t-tests and F-tests) were conducted where appropriate.

The study found significant differences in the relationship between EA participation and academic achievement across age groups. Among early adolescents (12-14 years old), girls demonstrated higher academic achievement than boys, and this was further enhanced by higher parental education levels, engagement in reading, and longer duration of EA participation. In contrast, among middle-to-late adolescents (15-18 years old), academic achievement was positively associated with non-participation in collective sports and reduced breadth of EA participation, while parental education level maintained its positive association with academic achievement. Table 2 shows ANOVA results for the multilevel model. Significant factors (p < 0.05) for each age group are indicated: For the younger group (12-14 years old), sex, reading books, and duration of EA were significant factors. For the older group (15-18 years old), collective sports activities and parental education level were significantly related to academic achievement. Figure 1 illustrates the means of academic achievement across different variables (sex, parental education, reading books, collective sports activity, breadth and duration of EA) for the two age groups. In early adolescents, girls generally achieved higher academic results, and higher parental education levels were associated with higher achievement. Reading books showed a positive association. Among older adolescents, non-participation in collective sports activities positively correlated with academic achievement. The effects of breadth and duration also varied by age, with duration more important in early adolescence and breadth in later adolescence.

This study contributes to the literature by investigating the relationship between EA and academic achievement in a Spanish context, demonstrating the nuanced and age-dependent nature of this relationship. The findings align with some previous research highlighting the positive association between EA participation and academic outcomes, but also emphasize the importance of considering age and activity type. The negative association between collective sports participation and academic achievement in late adolescence could be attributed to the high time commitment and potential interference with academic work. The positive association between reading books and academic achievement in early adolescence aligns with previous research, indicating its role as a protective factor against academic failure. The shift from breadth to duration as a predictor of academic achievement across adolescence aligns with the evolutionary hypothesis suggesting that adolescents increasingly specialize in activities as they mature. The results underscore the importance of tailored EA programs that account for developmental differences, offering diverse opportunities for early adolescents while supporting focused engagement in later years. The study's findings also highlight the continuing significance of parental education in supporting academic achievement, regardless of the adolescent's EA involvement.

This study provides valuable insights into the complex interplay between extracurricular activities, adolescent development, and academic achievement within a Spanish context. The findings highlight the age-dependent nature of this relationship, emphasizing the importance of both breadth (early adolescence) and duration (later adolescence) of participation, along with the need to consider activity type and the influence of parental education. Future research should employ longitudinal designs to establish causality, explore intensity of EA participation, and delve deeper into the perceptions and motivations behind adolescents' choices and avoid selection biases. Qualitative methods might enrich understanding of the nuances involved.

The study's limitations include its cross-sectional design, which prevents establishing causal relationships between EA participation and academic achievement. The reliance on self-reported data may introduce biases. The lack of data on intensity of participation limits the understanding of the depth of involvement in the activities. The study focuses on students following a standard academic curriculum, excluding those enrolled in alternative programs, potentially limiting the generalizability of the results. Future longitudinal studies are recommended to overcome these limitations, incorporating measures of intensity of participation and exploring the diversity of academic pathways.