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|Title:||Extracurricular Activities and the Classroom: Intrinsic Versus Extrinsic Academic Competitiveness and the Relational Effect on Performance and Effort|
|Abstract:||This research investigates the relationship between extracurricular activities and competition in academic performance and effort. The relationship(s) will be examined through a Pre-Study and a Main Study. The Pre-Study observes the competitive norms of all extracurricular activities at Princeton, setting up a comparative base for the Main Study. The Main Study observes participants’ involvement in either competitive or non-competitive extracurricular activities, a survey on the intrinsic versus extrinsic competitive landscape at Princeton, and a 20 question test measuring student performance and effort on Math GRE problems. The participants are either prompted by a paragraph focusing on intrinsic competition motives or extrinsic competition motives. The goal of this study is to discover if there is a relation between the level of competition in extracurricular activities and academic performance and effort either while being prompted to compete or not compete. The results, although not significant, implicate those who participate in competitive extracurricular activities perform better and exert more effort when they are primed to compete against others (Extrinsic Condition) than both non-competitive extracurricular participants (in both conditions) and competitive extracurricular participants who were primed to just do their best (Intrinsic Condition). This research could be the base for future study on the connection between competitiveness of activities and academic success, which would not only help students wisely invest their time, but also increase their performance and effort in the classroom.|
|Type of Material:||Princeton University Senior Theses|
|Appears in Collections:||Psychology, 1930-2020|
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