https://journals.sagepub.com/doi/abs/10.

3102/00346543057004437
Holland, A., & Andre, T. (1987). Participation in Extracurricular Activities in Secondary School:
What Is Known, What Needs to Be Known? Sage Journals, 57(4), 437–466.
https://doi.org/10.3102/00346543057004437

The paper reviews literature relating to extracurricular participation and adolescent

development. Five areas are described: personal-social characteristics, academic achievement,
educational aspirations and attainments, participants’ roles in activities, and environmental
social context. A methodological critique and directions for future research are provided.
Participation correlated with higher levels of self-esteem, improved race relations, involvement
in political/social activity in young adulthood, academic ability and grades in males, educational
aspirations and attainments, feelings of control over one’s life, and lower delinquency rates.
However, causal relationships between participation and desirable characteristics have not
been demonstrated. Students in smaller schools participate in a greater number and variety of
extracurricular activities than students in larger schools. Low-ability and lower SES students are
more involved in school life in smaller schools. The existing findings justify additional research
into the processes by which participation may influence students’ lives.

https://kon.org/urc/v5/fujita.html?fbclid=IwAR39JnP9Gp7KfgqE6dysAurr8gQHeDm
Fujita, K. (2006, April 10). The Effects of Extracurricular Activities on the Academic
Performance of Junior High Students. Undergraduate Research Journals. Retrieved December
30, 2021, from https://kon.org/urc/v5/fujita.html?
fbclid=IwAR39JnP9Gp7KfgqE6dysAurr8gQHeDm

Research indicates that participation in extracurricular activities affects students’ academic performance.
More specifically, studies have been conducted assessing the effects of specific extracurricular activities
on academic performance. The purpose of this study was to determine whether or not the activities in
which junior high school students choose to participate have an effect on their academic performance.
The study’s survey instrument which was distributed to students enrolled in grades 6 through 8 at Walnut
Creek Christian Academy during the 2004-2005 school year requested demographic information in
addition to the five Likert-type scale questions. The data revealed that, according to the students
surveyed, playing sports, watching television, and participating in community service improves academic
performance, while playing a musical instrument does not improve academic performance. Therefore, it
was concluded that extracurricular activities affect academic performance and that the effect depends on
the specific activities in which the student is involved.
https://minds.wisconsin.edu/bitstream/handle/1793/43405/2009wilsonn.pdf?sequence=1
Wilson, N. (2009, May). Impact of Extracurricular Activities on Students. University of
Winsconsin-Stout. Retrieved December 30, 2021, from
https://minds.wisconsin.edu/bitstream/handle/1793/43405/2009wilsonn.pdf?sequence=1

Students who participate in extracurricular activities generally benefit from the many
opportunities afforded them. Benefits of participating in extracurricular activities included having
better grades, having higher standardized test scores and higher educational attainment,
attending school more regularly, and having higher a higher self-concept . Participants in out-of-
school activities often learned skills such as teamwork and leadership while decreasing the
likelihood of alcohol use and illicit drug use and related problem behaviors. Those who
participate in out-of-school activities often have higher grade point averages, a decrease in
absenteeism, and an increased connectedness to the school.

https://jolt.merlot.org/vol8no4/tung_1212.pdf
Tung, L. C. (2012). Proactive Intervention Strategies for Improving Online Student Retention in
a Malaysian Distance Education Institution. MERLOT Journal of Online Learning and Teaching,
8(4), 312–323. https://jolt.merlot.org/vol8no4/tung_1212.pdf

Online distance education has become another way for institutions of higher learning to reach
out to learners. However, learner retention rates in online distance education tend to be well
below those in traditional full-time higher education. A clear understanding of what factors
contribute to learner attrition, including withdrawal from or non-completion of courses, is
necessary in order for online distance learning institutions to formulate appropriate retention
strategies. This case study looks at the role of proactive interventions practiced by institutions to
retain learners through an examination of data collected from departments within an online
distance institution in Malaysia. Results suggest that among the top reasons learners drop out
are those related to family matters, job commitments, and poor time management practices.
This preliminary study aims to assist online distance institutions in better understanding the
pattern of their learners' withdrawal, with the hope that it will lead to the development of
guidelines for a more systematic evaluation of proactive retention intervention techniques to be
implemented to reduce attrition rates in such institutions.
https://journals.sagepub.com/doi/abs/10.1177/1365480211399748
Kilian, J. M., & Kilian, D. W. (2011). A school intervention to increase prosocial behavior and
improve academic performance of at-risk students. Sage Journals, 14(1), 65–83.
https://doi.org/10.1177/1365480211399748

The purpose of this pilot study was to investigate an intervention for at-risk elementary school
students who did not respond sufficiently to a universal school-wide social skills program. The
manualized social skills counseling intervention was implemented for two years and sought to
create and maintain appropriate student relating and problem solving, and to improve academic
performance. The effectiveness of the intervention was determined using measures of behavior,
grades, standardized tests, and need for special services collected pre- and post-intervention
for individual students, the intervention group, and a comparison group. Results suggest
substantial positive intervention outcomes across multiple variables for individual students and
between groups. Overall results of the universal school-wide study indicated improved grades
and standardized test scores as a correlate of improved behavior. Implications of this field-
based study are considered in terms of applied school practice.

https://journals.sagepub.com/doi/full/10.1177/2156759X18764934
Brougham, L., & Kashubeck-West, S. (2017). Impact of a Growth Mindset Intervention on
Academic Performance of Students at Two Urban High Schools. Sage Journals, 21(1).
https://doi.org/10.1177/2156759X18764934

Developing a growth mindset has been shown to improve academic performance. The goal of
this practitioner research study was to help urban high school students (N = 69) challenged by
poor grades, poor attendance, and poor graduation rates change their beliefs about their own
potential. Results indicated that the intervention increased growth mindset scores of students in
the treatment group but did not improve core grade point average. The intervention may have
led to smaller decline in second semester attendance, something that has potential influence on
academic performance. The authors discuss implications for school counseling practice and
recommendations for future research.
https://eric.ed.gov/?id=EJ1055303
Zhang, Y., Fei, Q., Quddus, M., & Davis, C. (2014). An Examination of the Impact of Early
Intervention on Learning Outcomes of At-Risk Students. Research in Higher Education Journal,
26, 1–12. https://eric.ed.gov/?id=EJ1055303

This research examines the effectiveness of early intervention on academic success for at-risk
students. An intervention program is implemented in a minority serving public university by
providing counseling and advising to academically at-risk students. Student performance is
monitored and evaluated to explore whether early intervention impacts the likelihood of success
for at-risk students. Adopting the matching sample method, our preliminary results show that at-
risk students who receive additional advising are more likely to pass the course than those who
don't receive such advising. We also find that student's prior GPA and gender have a
statistically significant impact on students' eventual academic performance. These results
provide further evidence that early intervention strategies can be effective in improving student
success. Also, the withdrawal rate of students with advising is lower (3.8%) than that of students
without advising.

https://www.tandfonline.com/doi/abs/10.1080/10494820.2019.1636078
Zhuang, J. H., Zou, L. C., Miao, J. J., Zhang, Y. X., Hwang, G. J., & Zhu, Y. (2019). An
individualized intervention approach to improving university students’ learning performance and
interactive behaviors in a blended learning environment. Interactive Learning Environments,
28(2), 231–245. https://doi.org/10.1080/10494820.2019.1636078

Extensive studies have been conducted to diagnose and predict students' academic
performance by analyzing a large amount of data related to their learning behaviors in a
blended learning environment. But there is a lack of research examining how individualized
learning interventions could improve students' academic performance in such a learning
context. In this study, a quasi-experiment was designed to investigate the effect of an
individualized intervention approach on students’ course performance and learning behaviors in
a blended course. Forty-nine Chinese tertiary students undertaking the course were randomly
assigned into two groups – the experimental and control groups. During the course, the
experimental group received individualized interventions, while the control group received
undifferentiated interventions. The data about these participants’ learning behaviors were
collected over 15 weeks. The results indicated that, compared with the control group, the
experimental group showed significantly better academic performance, a higher level of learning
motivation, attitude and self-efficacy, more active learning behaviors, and fewer passive learning
behaviors. The control group revealed similar online learning time, but significantly more
resource utilization and forum access. It is concluded that personalized learning intervention can
effectively improve students’ learning behaviors, attitude, motivation, self-efficacy, and
academic performance in a blended learning environment.

https://journals.sagepub.com/doi/abs/10.1177/019874290002500405
Kamps, D. M., Tankersley, M., & Ellis, C. (2000). Social Skills Interventions for Young At-Risk
Students: A 2-Year Follow-Up Study. Behavioral Disorders, 25(4), 310–324.
https://doi.org/10.1177/019874290002500405

This study examines the effects of a 2-year follow-up prevention program for Head Start,
kindergarten, and first-grade students with behavior problems. A total of 31 students received
the intervention—consisting of social skills instruction with reinforcement, peer tutoring, and
parent support—with 18 students participating as a comparison group. Monitoring checks
showed varying degrees of implementation across classrooms. Student outcomes from direct
observations indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-
seat behaviors, and negative verbal statements. Observations also revealed improved
compliance with teacher directions and significantly more time engaged in positive interactions
with peers during free time and play groups. The comparison group maintained or increased
levels of inappropriate behaviors. Findings support the use of screening instruments for young
children with behavior problems and early intervention programs to promote improved school
performance and social interaction skills.