Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities.

Abstract

Background: Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).

Aims: This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors.

Sample: Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; M_age = 10.58, SD_age = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%).

Methods: The same survey was administered at two time points within a school year, with an interval of 24-26 weeks between them.

Results: Perceived CCA peer acceptance early in the school year was significantly related to changes in both academic and non-academic outcomes later in the year, primarily through mastery goals. Mastery goals were positively associated with gains across all developmental outcomes, including school belonging, educational aspirations, classroom engagement, lifelong learning, teamwork disposition, and leadership skills. In contrast, performance goals were linked to gains in leadership but slight declines in teamwork and lifelong learning.

Conclusions: These findings have theoretical implications for researchers studying peer relationships in CCAs and their impact on children's academic and non-academic development, as well as for practitioners optimizing the benefits of school-based CCA involvement.