scholarly journals Extracurricular Participation, Collective Self-Esteem, and Academic Outcomes Among College Students

2020 ◽  
Vol 25 (4) ◽  
pp. 318-326
Author(s):  
Casey A. Knifsend ◽  
Leigh A. Green ◽  
Kathryn L. Clifford
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Peer Relations ◽  
Academic Outcomes ◽  
Self Esteem ◽  
Grade Point ◽  
Collective Self ◽  
Collective Self Esteem

Participating in extracurricular activities during college has been linked with positive peer relations and academic success (e.g., Astin, 1984; Stuart et al., 2011). Yet, less research has focused on identity development and collective self-esteem within extracurricular activities, or whether such positive attitudes about one’s activity membership are associated with academic outcomes. In the current study, analyses focused primarily on those who were in at least one activity (n = 109), who reported on friendships within their activity, perceptions of interdependence among members, and collective self-esteem within their activity, as well as their feelings of belonging on campus and grade point average. Regression analyses suggested that having friends in one’s activity (β = .33, p = .001) and higher interdependence (β = .51, p < .001) predicted higher collective self-esteem, with a total adjusted R2 = .44. In turn, greater collective self-esteem was associated marginally with higher feelings of belonging (β = .20, p = .07, adjusted R2 = .07) and grade point average for those in fraternities or sororities (interaction β = .34, p = .006; adjusted R2 = .17; simple slope for Greek organizations: β = .42, p = .07). These findings underscore the importance of considering different dimensions of extracurricular involvement (i.e., both whether one is involved, as well as positive feelings about one’s activity), and provide recommendations to student affairs professionals as to how activities may be structured to promote optimal outcomes during college.

Intergroup biases in conflict: Reexamination with Arab pre-adolescents and adolescents

2007 ◽  
Vol 31 (5) ◽  
pp. 423-432 ◽  
Author(s):  
Yona Teichman ◽  
Daniel Bar-Tal ◽  
Yasmina Abdolrazeq
Keyword(s):  
Identity Development ◽  
Self Esteem ◽  
High Status ◽  
Palestinian Authority ◽  
Group Status ◽  
Status Group ◽  
Three Samples ◽  
Collective Self ◽  
Intergroup Biases ◽  
Collective Self Esteem

This study examined the proposition derived from the integrative developmental contextual theory (IDCT) (Bar-Tal & Teichman, 2005; Teichman & Bar-Tal, in press) that contextual circumstances determining collective self esteem (i.e. conflict and social status), and developmental stage in which identity development is a central issue (pre- and early adolescence) would influence intergroup biases. This proposition was previously examined with Israeli Jewish participants and here is re-examined in three samples, aged 8—17, including Israeli Arabs and two groups from the Palestinian Authority. The three samples were based in different intergroup contexts in which their group status was relatively high, medium or low. The findings demonstrate differences in the relationship between contextually defined collective self-esteem and intergroup attitudes. Results confirmed the hypothesis that in conflict, irrespective of age highest intergroup biases would be displayed by the high status group. However, the hypothesis that the lowest status group would express only more negativity toward the out-group was not confirmed. The developmental hypothesis that pre- and early adolescents from the high status group would express most varied and extreme biases was also confirmed. With some exceptions in the middle status group, all older adolescents displayed moderation in biases.

scholarly journals Is GPA Enough? A Platform for Promoting Computer Science Undergraduates’ Pursuit of Career Related Extracurricular Activities

2020 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Seungoh Paek ◽  
Peter Leong ◽  
Philip Johnson ◽  
Carleton Moore
Keyword(s):  
Academic Success ◽  
Computer Science ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Point System ◽  
Science Program ◽  
Web Based ◽  
Grade Point ◽  
Technology Platform ◽  
Standard Assessment

Despite the perceived value of extracurricular experience, higher education relies heavily on grade point average (GPA) as a measure of undergraduates’ academic success. When used as a singular standard assessment, GPA, which is based on student progress and completion of coursework, may inadvertently steer undergraduates away from valuable out-of-class experiences that might enhance their employability after graduation. With this premise in mind, the current study proposes to supplement GPA scores in an undergraduate Computer Science program with a wholistic assessment known as an Innovation, Competency, and Experience (ICE) score. The ICE score is a point system for documenting and rewarding students’ extracurricular activities, in addition to their GPA scores. We designed and developed a web-based technology platform called RadGrad to implement ICE scores and promote student engagement and participation in extracurricular activities. Preliminary data shows that over 36% of students started to use RadGrad, even though its use was completely voluntary. More than half of those students planned and participated in various extracurricular activities, ultimately earning ICE points. Importantly, the ICE score deployed through RadGrad demonstrates the potential value of a supplemental assessment to GPA, which can promote extracurricular experiences relevant to students’ future careers beyond coursework.

Implicit collective self-esteem: A comparative analysis of Gelao and Han teenagers

2019 ◽  
Vol 47 (12) ◽  
pp. 1-10
Author(s):  
Hongyun Lyu ◽  
Ningjian Liang ◽  
Zhen Guo ◽  
Rogelio Alejo Rodriguez
Keyword(s):  
Ethnic Group ◽  
Implicit Association Test ◽  
Correlation Coefficients ◽  
Self Esteem ◽  
Association Test ◽  
Implicit Association ◽  
Collective Self ◽  
Implicit And Explicit ◽  
Collective Self Esteem ◽  
The Relationship

In this study we examined the differences in implicit collective self- esteem between Gelao and Han teenagers, using the Implicit Association Test. We also explored the relationship between participants' implicit and explicit collective self-esteem with the Implicit Association Test and the Explicit Collective Self-Esteem Scale. Participants were 169 teenagers residing in Gelao regions in China. The results showed that both Gelao and Han participants had an implicit collective self-esteem effect (i.e., tended to associate their own ethnic group with positive words and the other ethnic group with negative words), and this effect was significantly higher among Gelao than among Han participants. Further, scores on the importance-to-identity subscale of the Explicit Collective Self-Esteem scale were significantly higher in the Gelao versus the Han group. The correlation coefficients between implicit and explicit collective self-esteem for both groups were very low. The significance of the study findings is discussed.

Collective narcissism and explicit and implicit collective self-esteem revisited: A preregistered replication and extension

2021 ◽  
Vol 95 ◽  
pp. 104144
Author(s):  
Ramzi Fatfouta ◽  
Magdalena Żemojtel-Piotrowska ◽  
Jarosław Piotrowski ◽  
Maciej Kościelniak
Keyword(s):  
Self Esteem ◽  
Collective Self ◽  
Collective Self Esteem

Prediction of Successful College Academic Performance from Measures of Body-Cathexis, Self-Cathexis, and Anxiety

1965 ◽  
Vol 20 (2) ◽  
pp. 431-432 ◽  
Author(s):  
William F. White ◽  
James A. Wash
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Predictive Validity ◽  
Educational Psychology ◽  
The Body ◽  
Grade Point ◽  
Highly Correlated ◽  
Body Cathexis ◽  
Senior Students ◽  
College Academic Success

Measures of body-cathexis, self-cathexis, and anxiety were administered to 74 junior and senior students in educational psychology The body and self tended to be cathected to the same degree, and anxiety was highly correlated with both cathexes. Correlations with grade-point average were nonsignificant. Thus, values placed on body and self tended to be commensurate but lack predictive validity for college academic success.

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