Out-of-school activities and academic achievement: The mediating role of self-beliefs

Published

Journal Article (Review)

The ways students spend their out-of-school hours can affect their achievement. We present a theoretical analysis of this process. We describe out-of-school activities along two primary dimensions: (a) the extent to which they are related to academic material, and (b) the extent to which they promote identification with school. We discuss both theory and empirical evidence suggesting that academic relatedness has both direct and indirect influences on achievement, whereas identification with school has an indirect influence on achievement. The indirect influence of academic relatedness and identification operate in part though student self-beliefs. We then discuss theory and research linking these two dimensions to student self-beliefs and self-beliefs to academic motivation and achievement.

Full Text

Duke Authors

Cited Authors

  • Valentine, JC; Cooper, H; Bettencourt, BA; DuBois, DL

Published Date

  • January 1, 2002

Published In

Volume / Issue

  • 37 / 4

Start / End Page

  • 245 - 256

International Standard Serial Number (ISSN)

  • 0046-1520

Digital Object Identifier (DOI)

  • 10.1207/S15326985EP3704_4

Citation Source

  • Scopus