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Extracurricular Activities--Extra Beneficial: The Role of Motivation for Extracurricular Activities on Outcomes in High-School Students

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Title: Extracurricular Activities--Extra Beneficial: The Role of Motivation for Extracurricular Activities on Outcomes in High-School Students
Language: English
Authors: Jérémie Verner-Filion (ORCID 0000-0002-7639-5067), Anne C. Holding, Isabelle Gingras, Richard Koestner
Source: Journal of Adolescence. 2025 97(7):1869-1881.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Extracurricular Activities, Self Determination, Student Motivation, Student Needs, Satisfaction, High School Students, Foreign Countries, Psychological Patterns, Stress Variables, Student Attitudes, Intention, Potential Dropouts, Self Efficacy, Attendance, Cultural Differences, Correlation, Learning Motivation, Measures (Individuals), Scheduling
Geographic Terms: United States, Canada, France, China
Assessment and Survey Identifiers: Academic Motivation Scale
DOI: 10.1002/jad.70008
ISSN: 0140-1971
1095-9254
Abstract: Introduction: There is growing interest in the developmental consequences of extracurricular activities. While past research has mostly focused on the direct effect of extracurricular activities on outcomes (Farb and Matjasko 2012; Marsh and Kleitman 2002), the current study used a Self-Determination Theory (SDT) framework to test a serial mediation model in which self-determined motivation for extracurricular activities was positively associated with indicators of students' functioning through the mediating role of self-determined school motivation and psychological need satisfaction in school. Moreover, the current study aimed at testing SDT's claim that psychological need satisfaction is universally applicable across contexts and cultures. Method: A total of 886 high-school students (M[subscript age] = 14.95, SD[subscript age] = 1.77) from China (n = 267), USA (n = 281), Canada (n = 195), and France (n = 143) completed a questionnaire assessing motivation for extracurricular activity and school-related variables including motivation, need satisfaction, mood, stress, perceptions of overscheduling, and intentions to dropout. Teacher reports of students' motivation, self-efficacy, optimism, and missed school days were collected for a subsample of Canadian, American, and French students (n = 219). Results: Findings of a cross-sectional mediation model revealed that across cultures, self-determined motivation for extracurricular activities was positively associated with indicators of academic functioning for student and teacher-rated outcomes through the mediating effects of self-determined academic motivation and psychological need satisfaction in school. Conclusion: These findings underscore the importance of students' perceptions of motivation and psychological need satisfaction in demonstrating how extracurricular activities may be positively related to school functioning across cultures.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485437
Database: ERIC
FullText Text:
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  Data: Extracurricular Activities--Extra Beneficial: The Role of Motivation for Extracurricular Activities on Outcomes in High-School Students
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  Data: <searchLink fieldCode="AR" term="%22Jérémie+Verner-Filion%22">Jérémie Verner-Filion</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7639-5067">0000-0002-7639-5067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anne+C%2E+Holding%22">Anne C. Holding</searchLink><br /><searchLink fieldCode="AR" term="%22Isabelle+Gingras%22">Isabelle Gingras</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Koestner%22">Richard Koestner</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescence%22"><i>Journal of Adolescence</i></searchLink>. 2025 97(7):1869-1881.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Potential+Dropouts%22">Potential Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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– Name: DOI
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  Data: 10.1002/jad.70008
– Name: ISSN
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  Data: 0140-1971<br />1095-9254
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: There is growing interest in the developmental consequences of extracurricular activities. While past research has mostly focused on the direct effect of extracurricular activities on outcomes (Farb and Matjasko 2012; Marsh and Kleitman 2002), the current study used a Self-Determination Theory (SDT) framework to test a serial mediation model in which self-determined motivation for extracurricular activities was positively associated with indicators of students' functioning through the mediating role of self-determined school motivation and psychological need satisfaction in school. Moreover, the current study aimed at testing SDT's claim that psychological need satisfaction is universally applicable across contexts and cultures. Method: A total of 886 high-school students (M[subscript age] = 14.95, SD[subscript age] = 1.77) from China (n = 267), USA (n = 281), Canada (n = 195), and France (n = 143) completed a questionnaire assessing motivation for extracurricular activity and school-related variables including motivation, need satisfaction, mood, stress, perceptions of overscheduling, and intentions to dropout. Teacher reports of students' motivation, self-efficacy, optimism, and missed school days were collected for a subsample of Canadian, American, and French students (n = 219). Results: Findings of a cross-sectional mediation model revealed that across cultures, self-determined motivation for extracurricular activities was positively associated with indicators of academic functioning for student and teacher-rated outcomes through the mediating effects of self-determined academic motivation and psychological need satisfaction in school. Conclusion: These findings underscore the importance of students' perceptions of motivation and psychological need satisfaction in demonstrating how extracurricular activities may be positively related to school functioning across cultures.
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        Value: 10.1002/jad.70008
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      – Text: English
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        PageCount: 13
        StartPage: 1869
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      – SubjectFull: Self Determination
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      – SubjectFull: Student Motivation
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