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Abstract
Extracurricular activities have been a topic of extensive research for decades. However, relatively little of this research has focused on possible detriments, particularly in instances where students may overcommit themselves. This dissertation, consisting of two studies, provided an exploration of the Overscheduling Hypothesis. The first study served as a systematic review of research surrounding the Overscheduling Hypothesis. Systematic review revealed notable methodological commonalities in overscheduling research. Findings suggested that students should be encouraged to participate in extracurricular activities, and adults were cautioned to monitor students showing high levels of involvement. The second study served as a direct exploration of the Overscheduling Hypothesis. Researchers used univariate regression to examine longitudinal associations between extracurricular intensity and student academic outcomes. Results revealed several significant, curvilinear relationships between extracurricular intensity and student outcomes. Significant findings and differential intensity thresholds were discussed. Findings indicated that overscheduling is not a significant concern for most students, though highly-involved students may be at risk for diminished benefits. Across studies, limitations and implications for future practice and research are described.