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athletics, leads to higher self esteem and enhanced status among peers, which some argue is deterrent
to antisocial behavior.” (Brown, M.D., 2000) The most dangerous time for bad behavior is the time
after school and before parents get home, which is usually the time between three o’clock and seven
o’clock. (Holloway, J. H., 2002) This is the time when they are at the most risk at committing violent
acts and victimization. The ages that usually are involved in poor behavior during this time are
between twelve and seventeen years old. (Howie et al. 2010, 120) Between the ages of nine and
seventeen are when kids learn to make their own decisions and control their behavior. This is a
crucial time for students to be in extracurricular activities because they are under supervision,
guidance, and they are in engaged and enriched learning experiences. They are then better able to
resist unsafe behaviors such as drug and alcohol use, gang involvement, and criminal activities.
Higher grades and positive attitudes towards school is the second effect that extracurricular
activities have on students. Self esteem can be a predictor of academic performance. Students that
don’t like school won’t do as well as the students that do like school because they are not motivated
to succeed. If students don’t like school, it is usually because they do not feel as though they are
succeeding or that they can succeed. “Participation in an after school program that is designed to
build self esteem, had positive effects on standards test scores in math and reading, while receiving
extended time to complete homework did not have the same positive effects on self esteem or
achievements”. (Cosden et al., 2004, 223) Participation in extracurricular activities provides students
an opportunity to create a positive and voluntary connection to their school. In a study done by the
USDE, “It was revealed that students who participate in extracurricular activities are three times
more likely to have a grade point average of a 3.0 or higher. This is higher than students who did not
participate in extracurricular activities. This is regardless of their previous background or
achievement.” Students that participate in extracurricular activities also showed positive changes in
students self confidence, teacher perception, and greater confidence, and then developed positive
school related adult attachments. Extracurricular activities increases a students connection to school,
raises their self esteem, and positive social natures. Below is a story from Cosden, Morrison,
Gutierrez, and Brown about a girl who improved her grades because of her participation in
extracurricular activities.
Stephanie was a 14-year-old eighth grader. Throughout her early
school years, her teachers described her as a good student. During
fourth grade, Stephanie’s parents separated and she witnessed a lot of
conflict in the home. Stephanie’s grades began to slip and her teacher
commented that Stephanie was preoccupied with the events occurring
in her home life. In sixth grade her grades continued to plummet. In
seventh grade, her brother suggested she become involved in sports.
Stephanie enjoyed basketball, and she became the captain of the
seventh-grade basketball team. At the same time her grades began to
improve. When Stephanie was asked what made seventh grade
different from sixth grade, she answered, “playing basketball and
being the team captain.” She indicated that she plans to continue to
play basketball because it has been a positive influence in her life and
it gives her an outlet in which to channel some of the negative energy
she was experiencing within her home life. As a result of her desire to
engage in this sport, she made a conscious effort not to let her family
life interfere with her schoolwork. (2004, 223)
The third effect that extracurricular activities have on students is school completion. The
Average drop out rate in the United States is about 10%. (Casinger, 2011) Students who participate
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ESSAI, Vol. 9 [2011], Art. 27
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