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The Relationship Between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences
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Avi Zacherman
Published/Copyright:
May 10, 2014
Abstract
The effects of time spent in cocurricular activities on academic performance was tested. A curvilinear relationship between hours per week spent involved in cocurricular activities and grade point average was discovered such that a low amount of cocurricular involvement was beneficial to grades, while a high amount can potentially hurt academic performance in college students. Important gender differences were present such that very high involvement was particularly detrimental to men’s academic performance.
Published Online: 2014-5-10
Published in Print: 2014-5-1
© 2014 by Walter de Gruyter Berlin/Boston
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Articles in the same Issue
- Innovations in Research and Scholarship Features
- Exploring the Parental Role in First-Year Students’ Emotional Well-Being: Considerations by Gender
- Fraternities and Sororities Shaping the Campus Climate of Personal and Social Responsibility
- Asian Americans and Campus Climate: Investigating Group Differences Around a Racial Incident
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- Understanding Intent to Leave the Field: A Study of Student Affairs Master’s Students’ Career Plans
- Mentor Relationships for Entry-Level Men in Student Affairs
- Innovations in Practice Features
- Supporting Students in the Margins: Establishing a First-Year Experience for LGBTQA Students
- Linguistic Support for Non-Native English Speakers: Higher Education Practices in the United States
- Media Features and Reviews
- Media Review: The Lives of Transgender People
- Media Review: The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact
- Media Review: Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination
- Media Review: Promoting Diversity and Social Justice: Educating People from Privileged Groups
