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	Fredricks, J. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. J Youth Adolescence, 41, 295-306. doi: 10.1007/s10964-011-9704-0<references/>		Fredricks, J. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. J Youth Adolescence, 41, 295-306. doi: 10.1007/s10964-011-9704-0<references/>
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		+	Lang, K. (2012). The similarities and differences between working and non-working students at a mid-sized american public university. College Student Journal, 46(2), 243-255.<references/>
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		+	Goldring, M. (2012). Cycling through the blues: The impact of systematic external stressors on student mental states and symptoms of depression. Academic Learning & Achievment, 46(3), 680-696. <references/>
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		+	Stuart, M. et. al,(2011) The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215. doi: 10.1177/1469787411415081
		+	<references/>
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		+	Transferable skills checklist. (n.d.). Retrieved from http://www.roguecc.edu/emp/Resources/transferable_skills_checklist.htm<references/>

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Contents 1 Getting started 2 Extra-curricular Activities and Universities 2.1 What are considered extra-curricular activities: 2.2 Concerns with Extra-curricular Activities in Post-Secondary Schooling 2.2.1 Over Scheduling 2.2.2 Emotional Stressors 2.2.2.1 Working Students 2.2.2.2 Extra-curricular Vs. School work. 2.3 Socialization and Transferable skills 2.4 Notes and References

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Extra-curricular Activities and Universities

As a child, we are all put into after-school activities such as soccer, dance and piano lessons. If we had asked why, our parents would tell us, “It's good for you, keeps you out of trouble” and so you continued. Now, grown up and in post secondary schooling, these extra curricular activities continue to appear on most people's schedules. Does the same principle still stand all these years later, that these activities will promote positive behaviors? This is the big question that many psychologists are pursuing to answer.

With age comes greater responsibility, and in turn many wonder if these extra curricular activities aid in the productivity and grades in post secondary education, or if they help develop an advantage through team work and creativity.

What are considered extra-curricular activities:

• Sports
• Dance
• Music
• Art
• Creative outlets
• Work
• Volunteer work

Concerns with Extra-curricular Activities in Post-Secondary Schooling

Over Scheduling

One of the greatest concerns with such extra-curricular activities for students in post-secondary education is that the students over-schedule themselves with too many activities, leaving them with less time to properly prioritize their time. This theory is called the Over-scheduling Hypothesis (Fredricks, 2012). Much research has been conducted observing psychological characteristics of adolescents and young adults, and the differences in those who participated in extra activities and those who did not. A study published in 2012 observed youth in a longitudinal study and observed the differences between those who participated and those who did not (Mahoney & Vest, 2012). It was found that on average these students only allocated a portion of their “down time” to extra curricular. Those that did participate in extra curricular activities displayed significant results to suggest that it increased positive adjustment in young adult hood (Mahoney & Vest, 2012). In proper moderation these activities can cause positive outcomes in future decision making for students in post-secondary schooling.

Emotional Stressors

Working Students

If activities that take up time other than school activities are considered to be extra curricular activities that can negatively impact post-secondary performance than work should be of equal consideration. Many students have part-time, if not full-time jobs to help pay for schooling, but does this “extra curricular” really negatively impact performance in university or college life?

When adding work to the schedule, students must learn to balance not only school work, with social life, but now need to balance in this third variable. In a study published in 2012, it was found that students grade point was not significantly different from one another depending on if they worked or not(Lang, 2012). Thus, these students were found to minimize their socialization rather than their school work when needing to incorporate a work schedule into their university life (Lang, 2012). This displays that by filling one's schedule with meaningful extra curriculars, students learn prioritization skills.

Extra-curricular Vs. School work.

A big debate amongst those arguing against extracurricular activities when in concern of school grades, is that of having these extra curricular activities cause extra stress upon the students in which will effect their school grades. At the same time, the same counter argument can be made, in which these extra-curricular activities are a positive part of their life. Students participate in these activities to relieve stress and let off steam.

When studies have been observed, it has been shown that the placement in the semesters work is the main cause of stressors in students(Goldring, 2012). When observing student that have been both active and inactive participants in extracurricular activities, it has shown that there is not much significance in degree of stress in these students. What is most significant is the period of the semester in which they are going through. Mid-terms, exam time, and essay writing are what caused the greatest spikes in stress for these students (Goldring, 2012). Meaning that electives did not show negative consequences such as causing increased stress for students.

Socialization and Transferable skills

Although there are many arguments that have attempted to go against participation in extra-curricular activities in post secondary education, they also provide many beneficial elements to the development of young adults. These activities are often used as outlets, or for pleasure, something fun to do in the spare time available between work and school. The wonderful thing about extra curricular are the transferable skills that can be taken away from their participation

===Transferable skills:=== ("Transferable skills checklist," )

• Problem Solveing
• Team motivating
• Manage money
• Accepting responsibility
• Begin Tactful

By participating in these activities, especially sports teams, one must learn to interact with others and work as a team. The socialization and the encouragement of team work produce skills that will be of great importance in the professional atmosphere. These skills will be used in not only the job market once graduated but when needing to work with classmates throughout school. By obtaining these skills one could even improve grades (Stuart, 2011).

It was found that in the workplace, employers looked for extracurricular activities. Many looked at this for longterm commitment of the student. Volunteer work was also strongly looked at displaying communication skills and qualities of their personality(Stuart, 2011).

Notes and References

Mahoney, J., & Vest, A. (2012). The over-scheduling hypothesis revisited: Intensity of organized activity participation during adolescence and young adult outcomes. Journal of Research on Adolescence, 22(3), 409–418. doi: 10.1111/j.1532-7795.2012.00808.x

Fredricks, J. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. J Youth Adolescence, 41, 295-306. doi: 10.1007/s10964-011-9704-0

Lang, K. (2012). The similarities and differences between working and non-working students at a mid-sized american public university. College Student Journal, 46(2), 243-255.

Goldring, M. (2012). Cycling through the blues: The impact of systematic external stressors on student mental states and symptoms of depression. Academic Learning & Achievment, 46(3), 680-696.

Stuart, M. et. al,(2011) The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215. doi: 10.1177/1469787411415081

Transferable skills checklist. (n.d.). Retrieved from http://www.roguecc.edu/emp/Resources/transferable_skills_checklist.htm