Benjamin Gibson, Scott Shults,
Heather Jackson, Russell Fox, &
Dr. Chris Dula
East Tennessee State University

It is known that factors within the classroom influence GPA , however, there
is also growing interest regarding the effects of non-academic factors.
• Effects of self-efficacy, SES, extracurricular activities, church
attendance, home environment, and family conflict on the GPA
(Bandura, 1993; Eccles & Templeton, 1999; Eccles, et al., 2003; Jordan
& Nettles, 2000; Hossler, Schmit, & Vesper, 1999; Koenig & Valliant,
2009).

Research suggests a positive relationship between involvement in
extracurricular activities and GPA for elementary, middle school, and high
school students.
• extracurricular activities provide access to role models, discouraging
them from delinquent activities (Eccles & Templeton, 2002; Silliker &
Quirk, 1997; Mahoney & Cairns, 1997; Powell, Peet, & Peet, 2002).

A Matter of Time suggested that productive use of time contributes to
successful adolescent development. It outlined the amount of
discretionary time adolescents have and how much of this time is spent
on unstructured activities such as (i. e. “hanging out”, watching t.v., &
listening to music (The Carnegie Corporation, 1992).
• Structured activities would benefit adolescents because: (a) idle time
is the devil’s playground; (b) learning can occur, and (c) establishes
positive social supports and networks, such as role models, (Eccles &
Barber, 2003) .
Routine Activities Theory
 Other disciplines (criminology) have also studied this topic, concluding
that how and where time is spent is a good predictor of deviance
(Vazsonyi, et al., 2002)

Routine activities theory explains such increases in deviance as cybercrime, robbery, and
other violent crimes (Felson & Cohen, 1979; Furnell, 2002; Holt & Bossler, 2009; Spano
& Nagy, 2005).
• For instance, in a study of young adults, Osgood, et al. (1996) suggested a positive
relationship between unstructured socializing and deviant behavior. Results reinforce
the theory that participation in structured extracurricular activities (i.e. school clubs
and sports) can reduce the likelihood of students participating in deviant behaviors.

Literature also exists outlining possible adverse effects of extracurricular activities on
GPA.
• Employment may be viewed as an extracurricular activity, and has been found to be
negatively related to study time (Ehrenberg & Sherman, 1987; Oettinger, 2005;
Stinebrickner & Stinebrickner, 2003).

Ambiguity surrounding this interaction merits further investigation

Grych and Fincham (1990) have proposed that although optimal exposure to
family discord can be beneficial by teaching children coping skills, too much
exposure to family conflict can lead to maladjustment.
• This in turn can lead to a myriad of problems, such as psychological
disorders, delinquency, and increased likelihood for dropping out of high
school.

A meta-analysis by Hawkins and colleagues (2000) linked family conflict and
academic failure as predictors of adolescent violence, suggesting a correlation
between discord in the home and academic performance.

Research conducted by Seipp (1991) linked anxiety to poor academic
performance.
• This suggests that family conflict may influence factors, such as anxiety
which then affect academic performance.

Oh (1998) found that 12th-grade students with higher levels of religiosity
averaged of as much as 22 percentile points higher in GPA over less religious
12th-graders.
• Some researchers hypothesize that these findings are due to the social
support provided by belonging to an organized religion (Smith & Denton,
2005). However, they may also be explained by higher expectations and
aspirations being associated with traditional religious values (Oh, 1998).
•

Although previous literature has linked church attendance and family problems
such as divorce, to date, research has failed to examine the possible relationship
between church attendance and overall family conflict (Hadaway, Marler, &
Chaves, 1997).

H1: It is hypothesized that family conflict will have a negative relationship
with grades.

H2: A positive relationship between participation in extracurricular
activities and grades is also expected.

H3: It is anticipated that students who report a higher prevalence of church
attendance will have a higher GPA as well.

H4: It is also hypothesized that church attendance will be negatively related
to reports of family conflict.

H5: Exploratory analyses will be conducted to investigate the possible
relationship between family conflict and participation in extracurricular
activities.
Participants/Procedure
 Data comes from the Gear Up Tennessee Program.
• $21 million, federally funded, state initiative aimed at increasing
educational expectations of students and their families, enhance
academic preparation, provide effective professional development,
and encourage community engagement.
were 499 8th and 9th grade students from
rural middle schools in the Southeastern United States.
 Participants
• 250 (50.1%) were male and 249 (49.9%) were female.
• 232 (46.5%) were 8th graders and 267 (53.5%) were 9th graders.
 Participants
were excused from class and asked to
participate in a brief survey and were free to assent.
Grades were attained directly from the schools’ offices.
Measures

A general survey was used to gather self-reported information on age, sex, living
arrangements, extracurricular activities, and grade level in school (self-reported).

Participation in Extracurricular Activities was assessed by asking the question:
“So far this school year, which of these after-school activities have you done?
(Mark all that apply)”
• Respondents were then given the following answers: Sports team/cheerleading, Chorus or
Band, Dancing/Gymnastics, School Clubs, Boy Scouts or Girl Scouts, and Tutoring.

Family Conflict
• A subscale of the Family Environment Scale (Moos & Moos, 1986), which examines specific
dimensions of the family environment, such as the interpersonal relationships within a
family, the importance placed on personal growth within the family, and the organization of
the family structure; all of which are areas important to the positive development of a
family

Church Attendance was assessed with a statement that reads “I usually go to
church:”
• Respondents are then given the following answer set to choose from: Every week, 2-3
times a month, About once a month, A few times a year, Never.
Results

H1: Supported. Family Conflict was significantly negatively related to GPA
• (r = -.207, p < .001)

H2: Supported. Participation in Extracurricular Activities and GPA were significantly
positively related
• (r = .350, p < .001)

H3: Supported. Church attendance was positively related to GPA
• (r = .161, p < .001)

H4: Supported. Church attendance and family conflict were negatively related
• (r = -.274, p < .001)

H5: Exploratory analyses revealed a negative relation between Family conflict and
participation in Extracurricular Activities
• (r = -.144, p < .001)
Table 1
Family Conflict
GPA
Extracurricular Activities
Church Attendance
Family Conflict
1
-.207**
-.144**
-.274**
GPA
-.207**
1
.350**
.161**
Extracurricular Activities
-.144**
.350**
1
-
Church Attendance
-.274**
.161**
-
1
** p < .01

The results showing a negative relationship between family conflict
and grades suggest that students do not keep their home and school
lives completely separated. Instead they can influence and affect one
another.

These results suggest participation in extracurricular activities offers
students structured activities that fill their free time and can teach
them lessons about work ethic that translate into their academic
studies.

The results showing a positive relationship between church
attendance and grades suggest that the church environment provides
the support that can nurture and promote good study habits.

Likewise, the negative relationship between church attendance
and family conflict could be explained through the teaching of
certain traits such as compassion and forgiveness.

Results from the exploratory analysis show a negative
relationship between participation in extracurricular activities
and family conflict. Perhaps extracurricular activities can
increase one’s sense of teamwork, which could be related to a
decrease in family conflict.

Overall, results point to the importance of factors outside the
classroom, from the church to the home to the extracurricular
activities.
 The
sample consisted of middle and high school
students from a rural area, which may not be
representative of the population. This may limit
generalization of results to other geographical regions
or urban zones.
 All
measures were self-report instruments. This type
of instrument is especially vulnerable to response
biases, such as self-report bias. Students may be
motivated to present themselves in a more favorable
manner.

The issue of generalizability can be addressed through
the unique properties of the GEAR UP project.

Examination of the possible adverse effects of certain
extracurricular activities on academic achievement
should be conducted.

Investigation into the relationship between participation
in extracurricular activities and family conflict are
needed to support or supplant the findings of this study.
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