Exploring the relationship between extracurricular activities and student self-efficacy within university

Abstract

This exploratory study addresses a gap in the literature for the potential in assessing domain-specific self-efficacy within the context of Higher Education (HE). Focusing on HE students' participation in extracurricular activities (ECAs), the study builds on the authors' previous research which recognised the impact of ECAs on HE students' lived experiences. An initial sample of two hundred and ninety-four students from a from a post-92 Higher Education Institution (HEI) in the North of England (UK) completed a survey designed to measure self-concepts of student self-efficacy, encompassing academic and social tasks, and fifty-four of those students completed a follow-up survey. The key finding was that there is a positive association between involvement in certain ECAs and self-efficacy in students within the university context. Furthermore, the results indicate a relationship between engagement with certain ECA-types and specific domains of self-efficacy. These findings have important implications in that supporting students to develop higher levels of self-efficacy specific to the university setting could have an impact on key HE outcomes, such as employability. Further research needs to be undertaken to establish if there is a causal link between involvement in ECAs and the development of self-efficacy whilst at university.

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

“…In the educational setting, students with high self-efficacy are more likely to accept challenging tasks (e.g., hackathon competitions) than students with low self-efficacy. This is supported by Griffiths et al [29], who uncovered the relationship between self-efficacy and ECA participation, and that self-efficacy increases over time. Finally, these findings offer practical insights for the education sector to formulate strategies that may reinforce self-esteem and self-efficacy, especially among younger students.…”

“…Cortellazzo et al [14] adopted experiential learning theory [40] to empirically disentangle the connection between ECAs (cultural activities, sport, volunteering, experience abroad) and emotional and social competencies. Griffiths et al [29] conducted a similar study but grounded the investigation on self‐efficacy theory [5] and self‐concepts of student self‐efficacy. Both studies have successfully established a positive relationship between ECA participation and student educational success.…”

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

“…The students adopted three main strategies to reduce stress, including reading books, listening to music, and talking to friends. Thus, extra-curricular work enhances students’ psychological well-being, leading to increased academic self-efficacy (Griffiths et al 2021 ). However, there are many extra-curricular approaches, but the most effective complementary ways to manage and reduce stress/anxiety among individuals includes physical exercise (Nanthakumar 2020 ), mindfulness, compassion-based interventions (Gonzalez-Garcia et al 2021 ), and yoga practices (West et al 2021 ).…”

The Effectiveness of Extracurricular Educational Games on the Achievement Level of Third-Grade Students in Islamic Education

“…A gap in the literature regarding the evaluation of domain-specific self-efficacy within the setting of higher education is filled by Griffiths, Dickinson, and Day (2021). The study expands on the authors' earlier research, which acknowledges the influence of extracurricular activities on HE students' lived experiences.…”