Researchers have found that extracurricular activities can enhance academic performance, and scholars cite a growing activities gap to help explain why affluent children tend to do so much better than others in school.
The research found that sociability improved process satisfaction and positive social environment while visibility enhanced academic performance and solution satisfaction of learners.
Highly motivated students may be more likely to engage in behaviors that enhance academic performance [15, 16, 31, 54], including effective goal-setting, focusing effort, and persisting in academic challenges [35, 51].
Following Coleman's approach, both qualitative (Portes and Fernandez-Kelly 2008) and quantitative studies (Kim 2005) have identified four sources of social capital to enhance academic performance: parents, teachers, peers, and communities.
Having considered the findings and the direction of travel regarding the employability discourse, it is also worth mentioning the widening divide between employability (for employment) and curriculum (to enhance academic performance).
Participation in physical activities is associated with an increase in quality of life [ 1], enhanced academic performance [ 2- 4], a positive impact on behavior [ 5- 7], better mental health [ 8], better physical health [ 9, 10], and decreased obesity [ 11].
To review a higher education program, teachers and researchers would like to be able to estimate the effect of teaching a topic designed to change a behavior or to enhance academic performance.
Possible responses for this question were: a) To relax; b) To relieve stress; c) To be accepted by peers (peer pressure); d) Excess pocket money; e) Desire to experiment; f) They are easily available; g) To enhance academic performance; g) To cope with problems; h) Other (specify).
