Investigating Church Attendance, Family Conflict, and Extracurricular Activities in Connection with Academic Achievement

1. Investigating Church Attendance, Family Conflict, and Extracurricular Activities in Connection with Academic Achievement Benjamin Gibson, Scott Shults, Heather Jackson, Russell Fox, & Dr. Chris Dula East Tennessee State University

2. Introduction • 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).

3. 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)

4. 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

5. Family Conflict & Academic Achievement • 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.

6. Religiosity • 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).

7. Hypotheses • 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.

8. Method 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. • Participants were 499 8th and 9th grade students from rural middle schools in the Southeastern United States. • 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 surveyand were free to assent. Grades were attained directly from the schools’ offices.

9. Method 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.

10. 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)

11. ** p < .01

12. Discussion 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.

13. Discussion • 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.

14. Limitations • 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.

15. Future Research • 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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