Contribution
Description: This research study focuses on the relationship between extracurricular activities, self-concept and achievement of secondary students. The main research question is whether the correlation between these three factors is significant and if yes, how strong it is proven to be. Thus, I aim to explore whether, as shown by Marsh (1992), the participation in out-of-class activities enhances self-concept (academic and social) and the levels of achievement and furthermore, the extent to which their improvement entails reciprocal effects between them. Moreover, this study aims to examine the level of correlation between self-concept and achievement and the fact that their relationship influences secondary students towards their involvement in more leisure activities. It is true that this issue has been crucial the last years, since it is supported that the participation in extracurricular activities leads to the formation of adults with more complete and rounded education (Guay, Marsh & Boivin 2003, Holland & Andre 1987). On the other hand, other researchers, such as Camp (1990) and Coleman (1961) have shown that these activities restrain students from getting better academic outcomes. As a result, we notice that lately this issue has been controversial and for this reason I consider it of fundamental importance.
Methodology: In order to attain the objectives of my research study, I distributed some questionnaires to 120 secondary students from one public (secondary school of Nea Erithrea) and one private school (Doukas School) in Athens (Greece). These questionnaires provided information about the type of activities in which the students get involved, details about the level of their academic and social achievement, as well as Marsh's rating scale about self-concept (academic and social). Moreover, I conducted some semi-structured interviews in the cases where I received some extreme answers, so as to investigate further the motivations that lead students to the choices of out-of-class activities and their impact on their lives. In advance, I also conducted a pilot study with a sample of 5 students that helped me formulate as well as design clearly my questionnaires.
Conclusions: This research study intends to examine the extent of influence of extracurricular activities upon the development and the levels of attainment of secondary students. Thus, it will be explored whether the hypothesis that there is a strong positive correlation between these activities and the academic and social self-concept of students is true. In this way, even though some researchers are critical towards these activities, this study provides a clear image of their impact on the students' perception and levels of achievement. Additionally, this study aims to elucidate that as it has been supported by other researchers (Wigfield & Karpathian 1991, Muijs 1997), there are high levels of positive correlation between self-concept and achievement, since their interaction is significant.
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