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期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
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不同類型課外活動參與和學業表現關係之研究─與棒球校隊做比較 作者:
福州外語外貿學院教育學院 林慧敏
國立臺中科技大學附設空中進修學院 黃開成

卷期：71卷第3期
日期：2026年9月
頁碼：261-302
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0009

摘要：

　　本研究從課外活動參與視角分析學生參加課外活動對學業成績的影響，將課外活動分成棒球校隊、音樂民俗社團、運動校隊、運動社團、糾察隊與服務社團、其他社團及未參加社團等七個組別。以棒球校隊為對照組，探討參與棒球校隊和其他組別在學業表現的情形，並加入家庭三項資本做分析，檢視透過這些中介因素對學業成績影響的路徑。採用「臺灣東部教育長期資料庫」中國二生的資料，學業表現取自這批學生國三升高中時的基測考試成績。運用多元迴歸統計做分析時發現：一、參與不同類型課外活動學生的學業表現是有差異的，棒球校隊學生基測成績是七個組別中最低的一組；而棒球校隊基測成績較運動校隊低，主要可歸因於族裔的影響。二、研究也找到課外活動參與對基測成績影響的中介路徑；課外活動參與除對基測成績有直接影響外，還會間接透過家庭文化、財務、社會等資本對基測成績產生影響。三、研究結果也澄清棒球校隊之基測成績較低，不完全是原住民學生成績低，也不完全是國二時成績低所致。四、音樂民俗社團的精緻文化較高，使得學業成績較高，再次證實文化資本提高學業成績的論點。

關鍵詞：文化資本、音樂民俗社團、基測成績、棒球校隊、運動校隊

《詳全文》 檔名

參考文獻：
王擇盛（2008）。花東地區基層棒球隊組訓現況分析與阻礙因素之研究（未出版碩士論文）。國立臺東大學。
【Wang, T.-S. (2008). A study on the current training conditions and obstructive factors of grassroots baseball teams in the Hualien and Taitung areas [Unpublished master’s thesis]. National Taitung University.】
李佩嬛、黃毅志（2011）。原漢族群、家庭背景與高中職入學考試表現：以台東縣為例。教育科學研究期刊，56（1），193-226。https://doi.org/10.3966/2073753X2011035601007
【Lee, P.-H., & Hwang, Y.-J. (2011). Aboriginals and Hans, family background and their relationship with the basic competence test, and educational tracking: A study in Taitung. Journal of Research in Education Sciences, 56(1), 193-226. https://doi.org/10.3966/2073753X2011035601007】
李佩穎、牛江山、劉懿興（2023）。學生社團經歷對品德及學業成績之影響。慈濟科技大學學報，12，85-99。
【Lee, P.-Y., Niu, C.-S., & Liu, Y.-S. (2023). The effects of extracurricular involvement on morality and academic performance. Journal of Tzu Chi University of Science and Technology, 12, 85-99.】
林文蘭（2007）。金牌背後：原住民投身棒球運動的社會基礎與效應。載於行政院原住民族委員會（主編），2007臺灣原住民族教育新思維（頁3-1-3-28）。行政院原住民委員會。
【Lin, W.-L. (2007). Behind the gold medals: The social foundations and effects of Indigenous peoples’ participation in baseball. In Council of Indigenous Peoples, Executive Yuan (Ed.), New perspectives on Taiwan Indigenous education 2007 (pp. 3-1-3-28). Council of Indigenous Peoples, Executive Yuan.】
林文蘭（2010）。棒球作為「原／圓夢階梯」：教育體制、文化創生與社會階序繁衍（未出版博士論文）。國立臺灣大學。https://doi.org/10.6342/NTU.2010.10491
【Lin, W.-L. (2010). Indigenous baseball dreams: The educational regime, cultural production and reproduction of social hierarchies [Unpublished doctoral dissertation]. National Taiwan University. https://doi.org/10.6342/NTU.2010.10491】
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中文APA引文格式
林慧敏、黃開成（2026）。不同類型課外活動參與和學業表現關係之研究─與棒球校隊做比較。教育科學研究期刊，71（3），261-302。
https://doi.org/10.6209/JORIES.202609_71(3).0009
APA Format
Lin, H.-M., & Huang, K.-C. (2026). A Study on the Relationship Between Extracurricular Participation and Academic Performance: The Case of School Baseball Team Students. Journal of Research in Education Sciences, 71(3), 261-302.
https://doi.org/10.6209/JORIES.202609_71(3).0009

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
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A Study on the Relationship Between Extracurricular Participation and Academic Performance: The Case of School Baseball Team Students Author:
Huei-Min Lin (Fuzhou University of Foreign Languages and Trade School of Education)
Kai-Cheng Huang (National Taichung University of Science and Technology Affiliated Open College of Continuing Education)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：261-302
DOI：​https://doi.org/10.6209/JORIES.202609_71(3).0009

Abstract：

Research Motivation and Purpose
　　Recent literature has increasingly suggested that not all extracurricular activities contribute equally to students’ academic achievement, and that the educational benefits of extracurricular participation may vary across activity types. Moreover, most previous studies have focused on the effects of participation in a particular category of extracurricular activity, rather than adopting a comprehensive perspective to compare academic outcomes across different forms of participation.
　　Drawing on a sample of 2,594 junior high school students, this study classified extracurricular involvement into seven categories: baseball school team, music and folklore club, sports school team, sports clubs, disciplinary and service clubs, other clubs, and non-participants. Given that participation in the baseball school team is particularly popular in Taitung and has been characterized by relatively low academic performance and substantial participation among Indigenous students, the baseball school team was designated as the reference group for comparison.
　　The study aimed to examine differences in basic test scores between members of the baseball school team and students in the other six groups, thereby testing whether participation in different types of extracurricular activities is associated with differential academic outcomes. In addition, the study incorporated three dimensions of family capital– cultural capital, financial capital, and social capital– to investigate the pathways through which these mediating factors influence students’ basic test scores. Through this approach, the study sought to clarify both the direct and indirect relationships between extracurricular participation and academic achievement.
Literature Review
　　The classification of extracurricular activities in this study was informed by prior research indicating that academic outcomes may differ across the baseball school team, sports school team, and general sports clubs; therefore, these groups were examined separately. In addition, artistic activities are associated with the development of aesthetic appreciation and cognitive skills, while traditional folk-art activities contribute to the accumulation of cultural knowledge and competencies that may be converted into educational advantages. Accordingly, participation in bands, choirs, and folk-art activities was combined into a single category, the music and folklore club.
　　Regarding the mediating variables, the literature suggests that cultural capital plays an important role in educational attainment, although evidence in Taiwan remains limited. A small number of studies have reported that refined forms of cultural capital positively influence academic achievement, whereas disadvantaged hobby culture and disadvantaged leisure culture may be associated with lower academic performance. Research has also consistently shown that greater family financial resources, higher socioeconomic status, and richer educational resources increase students’ learning opportunities and contribute to higher basic test scores. 　　Furthermore, parental educational involvement and educational expectations constitute important forms of family social capital. Families with more abundant economic and social resources tend to provide stronger educational support and higher expectations, thereby enhancing students’ social capital and promoting superior academic achievement.
Methods
　　This study utilized survey data on extracurricular activity participation collected from eighth-grade students in the Taitung Educational Longitudinal Database (TELD). Academic performance was measured using students’ Basic Test Scores obtained from the Basic Competence Test administered during their transition from junior high school to senior high school. Multiple regression analyses were conducted to achieve several objectives. First, differences in Basic Test Scores across seven extracurricular activity groups were examined. Second, after controlling for demographic variables, the academic performance of students in the baseball school team was compared with that of students in the other six groups. Third, three dimensions of family capital were incorporated into the model to assess the mediating influence of family resources on the relationship between extracurricular participation and Basic Test Scores. Finally, the mediating pathways through which participation in the baseball school team and the music and folklore club affected Basic Test Scores were identified.
　　In addition, extracurricular participation was further dichotomized into two groups—baseball school team and non-baseball school team participants. Ethnic background and eighth-grade standardized test performance were controlled to clarify the factors underlying the comparatively lower Basic Test Scores observed among students in the baseball school team. Particular attention was given to the mediating roles of family resources, including cultural capital, in explaining variations in academic achievement.
Results
　　Regression analyses revealed that students in the baseball school team obtained the lowest basic test scores among the seven extracurricular activity groups, lending further support to the view that academic outcomes differ according to the type of extracurricular participation. The lower basic test scores of the baseball school team, relative to those of the sports school team, were largely attributable to ethnic background factors. The analyses further identified both direct and indirect pathways linking extracurricular participation to basic test scores, with family cultural capital, financial capital, and social capital serving as important mediating mechanisms. The comparatively lower basic test scores of students in the baseball school team were associated not only with their demographic and family-background characteristics– including a higher proportion of Indigenous students, an all-male composition, lower maternal educational attainment, and a greater prevalence of fathers engaged in manual labor occupations– but also with lower levels of refined cultural capital, lower levels of unfavorable hobby culture, and higher levels of parental computer guidance.
　　Moreover, the findings demonstrated that the lower basic test scores of the baseball school team could not be fully attributed either to Indigenous status or to lower academic performance in the eighth grade. Finally, students in the music and folklore club exhibited higher levels of refined cultural capital, which contributed to superior basic test scores, thereby providing additional support for the theoretical proposition that cultural capital enhances academic achievement.
Discussion and Recommendations
　　The findings indicate that academic achievement varied across different categories of extracurricular participation. The relatively lower basic test scores of students in the baseball school team could not be fully explained by Indigenous background or prior academic performance in eighth grade. Rather, these outcomes may reflect the combined influence of educational aspirations, rural backgrounds, sport-oriented career pathways, training demands, and institutional factors such as sports-specialized programs. Therefore, the findings should not be interpreted as evidence that participation in a baseball school team necessarily leads to lower academic achievement.
　　Several limitations warrant caution. The dataset did not include important psychological variables, such as learning motivation, self-efficacy, and resilience, preventing further control of their potential effects. In addition, the data were drawn from students in Taitung around 2006 and primarily reflect the educational and athletic context of that period. Given substantial changes in school sports over the past two decades– including the institutionalization of sports education, increased academic support, career development services, athlete welfare, and greater protection of students’ learning rights– the findings may not be directly generalizable to contemporary student athletes. Future research should employ more recent data to examine whether the relationship between participation in a baseball school team and academic achievement has changed over time.

Keywords：cultural capital, music and folk arts club, basic competency test (BCT) scores, school baseball team, school athletic team