The purpose of this study was to investigate how student participation in extracurricular activities (academic clubs, sports, and performing arts) affected academic achievement in relation to the factors of Self-Concept, Academic Self-Concept, and Health Habits. The study examined the relationships between these variables and student achievement as measured by their performance on the English Language Arts and Mathematics Assessments, and their final grade point average from the prior academic year.

The study was conducted in one suburban, Long Island, New York, middle school with a predominantly White population. A survey instrument was adapted from Maser's (2007) research; the National Study of Adolescents Health (1998); the website Self-determination theory from the University of Rochester, New York (1996–2008); and School district and community information.

Significant differences were found between students who participated in extracurricular activities and those students who did not participate. Those students who participated in extracurricular activities had higher academic self-concept than those who did not participate. In addition, the students who participated in extracurricular activities had better health habits than those students who did not participate.

The strongest predictor of academic achievement was academic self-concept. The results of this study suggest that extracurricular activities enhance the overall educational experience for middle school students. The loss of extracurricular activities would adversely affect their academic achievement.