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Extracurricular Activity Involvement on the Compassion, Academic

Competence, and Commitment of Collegiate Level Students: A Structural
Equation Model

Article  in  Asia-Pacific Social Science Review · March 2022

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 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

RESEARCH ARTICLE

Extracurricular Activity Involvement on the

Compassion, Academic Competence, and
Commitment of Collegiate Level Students:
A Structural Equation Model

Imary Frances Boy1, Mark Angelo A. Bondoc1, Cheska Alyssandra Q. Bonifacio1, Ma. Daniella R. Bonoan1,
Rica Coleen Bonoan1, John Rey B. Macindo2,3, and Gian Carlo S. Torres1,*
1
University of Santo Tomas, Manila, Philippines
2
AMOSUP Seamen’s Hospital, Manila, Philippines
3
University of the Philippines–Open University, Los Baños, Philippines
*[email protected]

Abstract: Extracurricular activities (ECAs) performed outside the realm of a student’s academic activities such as sports,
drama, music, and dance play an integral part in their educational experience and positive youth development. Nevertheless,
there is a paucity of studies exploring the interrelationship of ECA involvement on the compassion, academic competence,
and commitment of collegiate students. Hence, this study determined the influence of ECA involvement on the compassion,
academic competence, and commitment of collegiate students. Employing a covariance-based structural equation modeling,
a descriptive-correlational design was conducted among 365 consenting collegiate students who completed standardized
instruments to measure their ECAs profile, compassion, academic competence, and commitment. Results showed that the
breadth of ECA involvement, which refers to the total number of organizations that a respondent is a member of, had an
indirect, positive effect on compassion (β = 0.06, p < 0.05) and commitment (β = 0.06, p < 0.05) and a direct, negative
influence on academic competence (β = −0.14, p < 0.05). Although social- and arts-related ECAs promoted compassion
(β = 0.16, p < 0.01) and commitment (β = 0.26, p < 0.05), respectively, sports-related ECAs deterred academic competence
(β = −0.12, p < 0.05). The model highlights that although ECA involvement may bring positive outcomes, participation
in numerous organizations may hinder academic competence, an understanding that accentuates the need for institutional
policies and guidelines on ECA involvement of collegiate students.

Keywords: extracurricular activities, compassion, academic competence, commitment, structural equation modeling

Copyright © 2022 by De La Salle University

 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022 93

INTRODUCTION This, in turn, increases employability and improves

attendance, behavior, and the well-roundedness of
Extracurricular activities (ECAs) are natural and students (Fares et al., 2016; Reeves, 2008). Hence,
essential parts of one’s college life (Civitci, 2015). ECA involvement may constitute a haven where
Defined as activities that fall outside the realm of the students aim to utilize and, perhaps, refine and develop
normal curriculum of a school or university education their interpersonal skills.
and are performed by students (Fares et al., 2016), In the same vein, ECA involvement is positively
ECAs are generally voluntary, nonpaying, social, associated with better social values by enhancing
and philanthropic compared to the mandatory and their sense of identity, well-being, and belongingness;
scholastic academic activities. According to Civitci mental health; social networks; and social balance
(2015), ECAs may be divided into four categories: (Billonid et al., 2020; Oberle et al., 2019; Winstone
physical exercise, which includes gym- and sport- et al., 2020). Two social outcomes that have also
related activities; music-related activities like playing been positively associated with ECA involvement are
an instrument, being in a choir or a band, or listening compassion and commitment. Compassion, defined
to music; reading; and social activities, which as “the feeling and acting with deep empathy and
encompass political or religious involvement, sorrow for those who suffer” (Figley, 2002), is one of
university club involvement, community service, and the five Cs among youth, which is positively affected
volunteering. by ECA involvement (Annu & Sunita, 2013). Through
According to the Student Involvement Theory by the involvement in these activities, the youth can
Astin (1999), the learning and personality of students show care and compassion towards other individuals
improve when their experience and involvement in (Annu & Sunita, 2013). Similarly, commitment or
various activities increase. These activities encompass the affective, behavioral, and cognitive attachment
an array of endeavors including absorption in academic (Scannell & Gifford, 2010) is positively affected
work, participation in ECAs, and interaction with by ECA involvement. ECAs participation helps in
faculty and other institutional personnel (Astin, 1999). developing leadership skills and fosters the sense of
This theory values a student’s time and energy and obligation and responsibility, a characteristic that also
considers it as the most important institutional resource promotes positive social relationship among the youth
that can be affected by different educational policies (Scannell & Gifford, 2010).
and practices (Astin, 1999). Thus, it is important to Despite the positive effects of ECAs, several
know how situations related to a student’s participation negative outcomes have been noted. Several students
in universities reflect upon their personal and social perceive that ECAs are mere distractions and hindrance
development to increase the quality of education and to their academic requirements, causing them extra
life in universities, including their participation in time for studying and coursework commitments
ECAs. (Thompson et al., 2013). In addition, students feel
Studies conjectured that ECA involvement is pressured by their professors and parents to drop their
beneficial to students because it positively affects ECAs to meet their academic expectations (Broh,
their educational experience, youth development, and 2002). Students also struggle balancing their time
academic and social preparation (Adeyemo, 2010; with their ECAs and academics (Broh, 2002) and may
Oberle et al., 2019). A plethora of literature noted compromise their performance in either endeavor.
that students who are involved in ECAs have better As a significant factor to a student’s academic
academic competence, defined in this study as the and social preparation, it is imperative to explore the
overall scholastic preparation of collegiate students, nature of ECA involvement among collegiate students.
regardless of their background and prior achievement, Despite this presented literature, most existing studies
various parenting, volunteering, and home learning on ECA involvement included primary and secondary
(Bartkus et al., 2012; Lipscomb, 2009; Muscalu & education students who are school-age and adolescent,
Dumitrascu, 2014; Simon, 2014; Stephens & Schaben, while the knowledge among collegiate students
2002; White et al., 2018. As a result, ECA involvement remains empirically underexplored. Bearing in mind
contributes to positive career development (Pinto & that collegiate students are being prepared for their
Ramalheira, 2017) and nurtures interpersonal skills. eventual adult lives outside the university campus,
94 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

it is imperative how ECA involvement affects their METHODS

academic preparation and social values.
This study provides baseline information on the Research Design
influence of ECA involvement on the commitment, A cross-sectional, descriptive-correlational
academic competence, and compassion of collegiate design was used to determine the influence of ECA
students, and this knowledge and the provided involvement profile on compassion, academic
structural model can be utilized by educators and competence, and commitment of collegiate students.
administrators in developing appropriate educational The research model developed upon review of pertinent
strategies, policies, and guidelines that govern the articles (Adeyemo, 2010; Annu & Sunita, 2013;
involvement of students in ECAs. Bartkus et al., 2012; Billonid et al., 2020; Lipscomb,
2009; Muscalu & Dumitrascu, 2014; Oberle et al.,
Study Aims and Hypotheses 2019; Simon, 2014; Stephens & Schaben, 2002; White
From the abovementioned assertions, this study et al., 2018 is presented in Figure 1.
determined the influence of ECA involvement on the
compassion, academic competence, and commitment Setting and Study Participants
of collegiate students and addressed the following This study included a total of 365 collegiate
questions: (1) what is the influence of ECA involvement students who were at least 18 years old, were regular
on the compassion, academic competence, and and full-time status according to their degree and year
commitment of collegiate students, and (2) what is the level, and were an active member of any local (college-
final parsimonious model illustrating the interaction based) or university-wide organization for at least one
among these variables? As illustrated in the theoretical semester. Post hoc power analysis for linear regression
model of the study (Figure 1), listed below are the analysis was conducted using GPower version 3.1.9.4.
research hypotheses of this study: Results revealed that with a sample of 365 respondents,
18 predictors, a significance level of 5% (two-tailed),
H1: ECA involvement profile (duration, intensity, and an estimated effect size f2 of 0.08, the acquired
breadth, and nature) influences the compassion power was 93.54%, which denotes that the acquired
of collegiate students. samples are adequate.
H2: ECA involvement profile (duration, intensity, This study was conducted in a higher education
breadth, and nature) influences the academic institution in Manila, Philippines, that offers various
competence of collegiate students. baccalaureate and graduate courses through its 22
H3: ECA involvement profile (duration, intensity, institutes, colleges, and faculties. From these 22
breadth, and nature) influences the commitment centers, only 15 institutes, colleges, or faculties offer
of collegiate students. baccalaureate degrees. Respondents were recruited

Compassion
ECA Involvement Profile: H1

Duration of ECA Involvement H2

Intensity of ECA Involvement Academic Competence
Breadth of ECA Involvement H3
Nature of ECA Clusters (Arts,
Social, Sports-Related)
Commitment

Figure 1. Theoretical Model of the Influence of ECA Involvement on Compassion,

Academic Competence, and Commitment
 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022 95

through a two-stage sampling technique. The 15 University Commitment Scale, a 21-item self-reported
colleges, which offer baccalaureate courses, were questionnaire by Davis (2014), was the last part of
first stratified into four according to the alignment the survey questionnaire. It measures commitment in
of degrees they offer: arts, business, health allied, three areas—affective, continuance, and normative
and science and technology. Afterwards, at least two commitment—using a 7-point Likert scale, indicating
colleges from each stratum were randomly selected. their degree of agreement with each statement. Davis
From the selected college, at least eight sections were (2014) reported a high overall scale reliability of 0.92,
randomly selected. Data were gathered between August with high subscale reliability coefficients ranging from
and November 2017. 0.78 to 0.85.
Since English is the medium language of instruction
Research Instruments and assessment in the selected university, the
A three-part survey questionnaire, composed of questionnaires were no longer translated to the
the respondent information sheet, the Compassion local language. However, these questionnaires were
Scale, and the University Commitment Scale, was initially evaluated by a panel of content experts to
used to collect self-reported data. On the other hand, ensure contextual relevance of all items. In addition,
an abstraction form was used to record the general the questionnaires were pretested among 20 eligible
weighted average, the proxy measure for academic respondents, yielding Cronbach’s alpha values of 0.78
competence, through the respective administrative and 0.86 for the Compassion Scale and University
offices of each college. The general weighted average Commitment Scale, respectively.
is estimated by computing the weighted mean grade of
all core, major, and minor courses taken by a student Data Collection Procedure
according to the equivalent unit load of each course. Ethical clearance and institutional approval were
The respondent information sheet was used to initially secured. Upon approval of the randomly
profile the respondents’ demographic and ECA selected colleges, we coordinated with their respective
involvement profile. The demographic characteristics administrative offices to acquire the number of enrolled
included the respondent’s age, sex, year level, and students per year level and section. Then, eight sections
course. In contrast, ECA involvement profile was per college were randomly selected using the fishbowl
measured in four dimensions: nature, breadth, technique, and all eligible respondents in these sections
intensity, and duration. Nature refers to the type of ECA were included in the study. In coordination with the
that respondents are involved in, and it is categorized representative of each class, we visited them during
into three clusters: arts-related, sports-related, and their break or free time and oriented them about the
social-related ECA (Ivaniushina & Aleksandrov, 2015; study’s background. After securing written informed
Fares et al., 2016). Breadth, on the other hand, refers consent, we distributed the survey questionnaire and
to the total number of organizations that respondents stayed with the respondents should they need assistance.
are members of. Intensity, which was measured in Most respondents completed the questionnaires in
terms of hours per week, refers to the amount of time approximately 30 minutes. However, to avoid conflict
allotted by a respondent for their organization. Lastly, with their class schedule, some questionnaires were
duration is the length in months that the respondents retrieved one day after distribution through the assistance
have been a member of their respective organization. of their class representative. We assessed all forms for
The second section of the survey questionnaire completeness before sealing in a coded envelope.
was the Compassion Scale by Pommier (2010). It
is a 24-item, 5-point Likert scale questionnaire that Statistical Analysis
measures compassion in six dimensions: kindness, The IBM® Statistical Package for Social Sciences
indifference, mindfulness, disengagement, common (SPSS®) and AMOS version 20® (IBM Corp., Armonk,
humanity, and separation. Among these dimensions, NY) were used for all statistical analyses, and a
three are naturally negative while the remaining p-value ≤ 0.05 was considered statistically significant.
three are positive. Previous studies have shown Mean, standard deviation, median, interquartile
that the instrument has good reliability, with a range, frequency, and percentage summarized the
Cronbach’s alpha of 0.90 (Strauss et al., 2016). The demographic characteristics, ECA involvement profile,
96 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

compassion, academic competence, and commitment higher parsimonious normal fit index (Byrne, 2010).
scores. The structural equation model, using maximum Path analysis was also employed to identify indirect
likelihood estimation, was also used to determine the effects among variables.
interrelationship among ECA involvement profile,
compassion, academic competence, and commitment. Ethical Consideration
Univariate, bivariate, and multivariate assumptions Ethical approval was initially sought from the
such as data normality, data outliers, and linearity and University of Santo Tomas College of Nursing
multicollinearity were initially tested using box plots, Ethics Review Committee (USTCON-2017-SR21).
Mahalanobis distance, and correlation analysis. For Corresponding institutional approvals from the
continuous-level, dependent variables (commitment, different institutes, colleges, and faculties were also
academic competence, compassion), the association secured. Written informed consent was secured after
was measured using standardized regression (beta) providing full disclosure about the study background.
coefficient, while odds ratio was utilized for categorical There was no faculty or professor during the data
variables (nature of ECA cluster). The following collection to avoid any form of coercion or undue
indices were used to appraise model fit: chi-square- influence. All completed survey questionnaires were
degrees-of-freedom ratio (χ2/df) <3.00, root mean placed in sealed, coded envelopes, which were stored
square error of approximation < 0.08, comparative in a locked cabinet accessible only to the team. All data
fit index > 0.90, goodness-of-fit index > 0.90, and a were also encoded in a password-encrypted laptop.

Table 1
Demographic and Extracurricular Activity (ECA) Involvement Profile of the Respondents (N = 365)

Mean (SD) or
Characteristic Frequency ( f ) %
Median (IQR)
Age (Year) 19.12 (±0.89)
Sex
Male 126 34.52%
Female 239 65.48%
Year Level
Third Year 229 62.74%
Fourth Year 134 36.71%
Fifth Year 2 0.55%
Course or Program
Allied Health Courses 105 28.77%
Arts Courses 62 16.99%
Business Courses 80 21.92%
Science and Technology Courses 118 32.33%
Organizational Position
Officer 197 53.97%
Member 168 46.03%
Organizational Involvement
Arts-Related ECA Cluster 243 66.58%
Social-Related ECA Cluster 221 60.55%
Sports-Related ECA Cluster 84 23.01%
Breadth of ECA Involvement (Counts) 2 (1 − 3)
Intensity of ECA Involvement (Hours/Week) 7.21 (±9.54)
Duration of ECA Involvement (Months) 15.68 (±13.09)
Table 2
Descriptive Statistics and Correlation Coefficient among Variables (N = 365)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Academic Performance —
Kindness (Compassion) −0.05 —
Indifference (Compassion) 0.50 −0.47† —
†
Common Humanity (Compassion) 0.01 0.15 −0.13* —
Separation (Compassion) 0.01 −0.38† 0.59† −0.14† —
† † †
Mindfulness (Compassion) −0.03 0.54 −0.29 0.25 −0.31† —
† † †
Disengagement (Compassion) 0.05 −0.40 0.63 −0.05 0.62 −0.28† —
Affective (Commitment) 0.01 0.10 0.03 0.05 0.02 0.03 −0.01 —
Continuance (Commitment) −0.05 0.02 −0.10 0.12* −0.12† 0.02 −0.06 0.20† —
†
Normative (Commitment) 0.07 0.04 −0.0.8 0.07 −0.02 0.02 −0.04 0.31 0.35† —
†
Breadth of ECA Involvement 0.01 0.03 0.06 0.010 −0.02 0.04 −0.05 0.16 0.06 0.12 —
Intensity of ECA Involvement −0.02 0.05 −0.01 0.06 −0.04 0.15† −0.11* 0.11* 0.03 0.02 0.15† —
Duration of ECA Involvement 0.03 0.04 −0.08 0.06 −0.14† 0.02 −0.13* 0.07 −0.05 −0.08 0.21† 0.26† —
† † †
Arts-Related ECA Cluster −0.02 −0.10 0.06 0.04 −0.01 −0.04 0.02 0.14 0.27 0.01 0.21 0.06 0.10 —
* † † * †
Social-Related ECA Cluster 0.07 0.12 −0.06 −0.02 −0.14 0.08 −0.15 0.02 −0.11 0.08 0.38 0.03 −0.01 −0.42† —
Sports-Related ECA Cluster 0.09 −0.05 0.14† −0.12* −0.09 −0.01 0.13* 0.07 −0.11* 0.05 0.21† −0.06 0.01 −0.15† 0.02
Mean 2.11 4.15 2.11 4.53 2.00 4.15 2.06 4.32 4.67 4.55 2.22 7.21 15.68 — —
Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

Standard Deviation 0.31 0.66 0.63 0.48 0.64 0.57 0.63 0.68 0.82 0.86 ±1.28 ±9.54 ±13.09 — —

*Significant at 0.05.
†Significant at 0.01.
97
98 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

RESULTS ranging from 2.00 to 2.11, denoting low indifference,

separation, and disengagement attributes. All the
Demographic and ECA Involvement Profile of the dimensions of commitment were positively rated, with
Respondents scores ranging from 4.55 to 4.32 from a 7-point rating
As depicted in Table 1, most respondents were scale. Academic competence was also slightly above its
female (65.48%), were in the third year of their degrees midpoint value, with a mean score of 2.11 (SD = 0.31).
(62.74%), and were enrolled in a course involved in
science and technology (32.33%). The mean age of the Hypothesized Model
respondents was 19.12 (±0.89). Analysis of the hypothesized model (Figure 2)
In terms of ECA involvement profile, more than indicated that it had poor fit since the minimum
half were officers of their respective organizations parameter thresholds were not met (Table 3). In
(53.97%), and 66.58% of the respondents were addition, several tested paths had nonsignificant
involved in arts-related ECAs. As for breadth of associations (p > 0.05), while several modification
involvement, the median number of organizations in indices indicated additional regression paths and
which respondents were involved was 2 (Interquartile covariances. Hence, the model was trimmed and
Range (IQR) = 1 − 3). The average intensity and respecified.
duration of involvement were 7.21 hours per week
(SD = 9.54) and 15.68 months (SD = 13.09), Emerging Model
respectively. After trimming and respecification, the emerging
model (Figure 3) showed excellent fit parameters
Descriptive Statistics (Table 3). The model also shows that social-related
The descriptive statistics and correlation analyses ECA cluster positively and directly affected compassion
of the study variable are presented in Table 2. As (β = 0.16, p = 0.010), while sports-related ECA
presented, the positive domains of compassion were cluster had a negative, direct influence on academic
rated positively indicating higher kindness, common competence (β = −0.12, p = 0.014). On the other
humanity, and mindfulness among respondents. hand, arts-related ECA cluster directly and positively
Similarly, all negative domains had low scores, influenced commitment (β = 0.26, p = 0.039).

Table 3
Goodness-of-Fit Statistics of the Hypothesized and Emerging Models (N = 365)

Chi-Square RMSEA
Model χ /df
2
RMSEA CFI GFI PNFI
χ2 df 95% CI
(p-value) (p-value)
Parameter Thresholds ≤3.00 ≤0.08
— — — ≥0.90 ≥0.90
for Good Model (>0.05) (>0.05)
EM > HM
Parameter Thresholds ≤2.00 ≤0.05
— — — ≥0.95 ≥0.95
for Excellent Model (>0.05) (>0.05)
5.66 0.113
Hypothesized Model 526.38 93.00 0.10, 0.12 0.61 0.87 0.44
(0.0001) (0.0001)
1.64 0.042
Emerging Model 155.74 95.00 0.03, 0.05 0.95 0.95 0.69
(0.0001) (0.869)
Note. χ2/df = chi-square-degrees-of-freedom ratio, RMSEA = root mean square error of approximation, CFI = comparative fit index,
GFI = goodness-of-fit index, PNFI = parsimonious normal fit index.
 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022 99

Kindness e10
e7
e4
Indifference e11

Common Humanity e12

Intensity of Duration of
e3 Compassion
ECA Involvement ECA Involvement Separation e13

Mindful e14

Disengagement e15

Breadth of
e1
ECA Involvement

Academic
e8
Competence

Socio-Related
e2
ECA Cluster

Affective Commitment e16

Sports-Related Arts-Related
e5 Commitment Continuance Commitment e17
ECA Cluster ECA Cluster

Normative Commitment e18

e6 e9

Figure 2. Hypothesized Model of the Interrelationship among ECA Involvement Profile, Compassion, Academic
Competence, and Commitment (N = 365)

β= 0.54,
p=0.004 Kindness e10
β= –0.79,
p=0.004
Indifference e11
e7
e4 β=–0.25, r= 0.42,
p=0.025 p=0.004
β=0.23, β=0.15, Common Humanity e12
Intensity of p=0.004 Duration of p=0.007 β= –0.76, r= 0.18,
e3 Compassion p=0.004
ECA Involvement ECA Involvement p=0.004
β= 0.38, Separation e13
p=0.004

β=0.17, β=0.16, β= –0.16,

Mindful e14
p=0.005 p=0.010 p=0.007
β= –0.80,
Breath of p=0.004
e1
ECA Involvement Disengagement e15
β= –0.14, p=0.013
OR=1.46 Academic
e8
p=0.004 Competence

Social-Related
e2 β= –0.12, p=0.014
ECA Cluster

OR=1.23 OR=1.24
p=0.004 p=0.004 β=0.43, Affective Commitment e16
p=0.004
β=0.61,
Sports-Related A rts-Related β=0.26, p=0.039 p=0.001
Commitment Continuance Commitment e17
ECA Cluster ECA Cluster

β=0.57, Normative Commitment e18

p=0.004
e5 e6 e9
r= –0.57, r= –0.24,
p=0.004 p=0.004

Figure 3. Emerging Model of the Interrelationship among ECA Involvement Profile, Compassion, Academic
Competence, and Commitment (N = 365)
 100

Table 4
Path Analysis of the Interrelationship among ECA Involvement Profile, Compassion, Academic Competence, and Commitment (N = 365)

Breadth of ECA Intensity of ECA Duration of ECA Arts-Related Sports-Related Social-Related

Involvement Involvement Involvement ECA Cluster ECA Cluster ECA Cluster

Indirect Direct Total Indirect Direct Total Indirect Direct Total Indirect Direct Total Indirect Direct Total Indirect Direct Total

Intensity of ECA
— 0.15† 0.15† — — — — — — — — — — — — — — —
Involvement

Duration of ECA
0.03†a 0.17† 0.21† — 0.23† 0.23† — — — — — — — — — — — —
Involvement

Arts-Related ECA
— 0.22† 0.22† — — — — — — — — — — — — — — —
Cluster

Sports-Related ECA
— 0.21† 0.21† — — — — — — — — — — — — — — —
Cluster

Social-Related ECA
— 0.38† 0.38† — — — — — — — — — — — — — — —
Cluster

Commitment 0.06*b — 0.06* — — — — — — — 0.26* 0.26* — — — — — —

*c * †c † † † † † †
Compassion 0.06 — 0.06 0.03 — 0.03 — 0.15 0.15 — — — — −0.16 −0.16 — 0.16 0.16†

Academic
−0.03*d −0.14* −0.17† — — — — — — — — — — −0.12* −0.12* — — —
Performance

a
Mediator variable: intensity of ECA involvement.
b
Mediator variable: arts-related ECA cluster.
c
Mediator variable: duration of ECA involvement.
d
Mediator variable: sports-related ECA cluster.
*
Significant at 0.05 level.
†
Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

Significant at 0.01 level.

 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022 101

The duration of ECA involvement directly of compassion (Annu & Sunita, 2013; Gardner, et al.,
influenced compassion (β = 0.15, p = 0.007). In 2008; Morrissey & Werner-Wilson, 2005).
contrast, intensity of ECA involvement directly Among the different types of ECA clusters, only
affected duration (β = 0.23, p = 0.004) and had social-related ECAs positively influenced compassion,
a small, indirect effect on compassion (β = 0.03, a finding consistent with the argument of Dyson et al.
p = 0.007) through the duration of ECA involvement. (2017). Social-related ECAs involve organizations
Among the ECA involvement profiles, breadth had inclined into politics, religious affairs, community
the most diverse influence, directly affecting intensity service, and volunteer activities (Fares et al., 2016),
(β = 0.15, p = 0.005), duration (β = 0.17, p = 0.005), which allow students to reflect on their experiences,
social-related ECA cluster (odds ratio (OR)= 1.46, to become aware of their feelings (Claxton-Oldfield
p = 0.004), arts-related ECA cluster (OR = 1.24, p = & Claxton-Oldfield, 2007), to appreciate the culture
0.004), sports-related ECA cluster (OR = 1.23, p = of others (Callister & Plante, 2015), and to enhance
0.004), and academic performance (β = −0.14, p = their prosocial attitudes, values, and identities
0.013). In addition, breadth of ECA involvement had (Penner et al., 2005; Riedel, 2002) and, ultimately,
small, indirect effects on compassion (β = 0.06, p = nurture compassion (Callister & Plante, 2015; Dyson
0.045), academic competence (β = −0.03, p = 0.014), et al., 2017). Lilius et al. (2015) even posited that
and commitment (β = 0.06, p = 0.039) through the participating in relational organizations or activities
mediation of duration, sports-related ECA cluster, and fosters compassion capability or the ability to be aware
arts-related ECA cluster, respectively. of someone’s suffering, be moved by it, and respond
to it accordingly.
In the same vein, arts-related ECAs positively
DISCUSSION affected commitment, which may be due to the
This study determined the influence of ECA perseverance and patience nurtured by arts-related
involvement on the compassion, academic competence, activities, a finding aligned with the hypothesis of
and commitment of collegiate students. In general, the Marsh and Kleitman (2002). Adeyemo (2010) even
structural model illustrated that the duration, intensity, conjectured that involvement in arts-related activities
type, and breadth of ECA involvement influence such as dancing, singing, and literary works develops
compassion, academic competence, and commitment greater commitment over the years. Arts-related
and emphasizes to educators and administrators the activities also motivate students to pursue their interests
need for institutional policies and guidelines governing (Stevenson & Clegg, 2011) and allow fulfillment of
the participation of students in ECAs. These guidelines two needs—the need for competence and the need for
and policies should focus on the appropriate and relatedness—as they strive harder with people of the
judicious monitoring of collegiate students and should same talent and curiosity (Fredricks et al., 2002). The
be facilitative rather than restrictive or punitive to involvement in arts-related ECAs, in turn, nurtures
support the holistic growth of students and to avoid the capacity to commit to activities until completion.
compromising their academic performance. On the other hand, sports-related ECAs negatively
Results showed that longer duration and greater affected both compassion and academic competence,
intensity of ECA involvement increased compassion, which can be explained by the competitive and time-
and these findings may be attributed to the time it demanding nature of sports activities. Studies posited
takes to imbibe the abovementioned trait. According to that the competitive nature of sports may lead to
Feldman and Rafaeli (2002), shared understanding and several negative outcomes including poor morale and
human connection develop through constant human academic performance (Doty, 2006; Fraser-Thomas,
interaction over prolonged periods. As collegiate 2007). This nature of sports often pressures athletes
students participate longer in an organization, they and can make them feel inadequate, unattached, and
gradually understand and embody its core values and vulnerable (Fraser-Thomas, 2007). Gardner and Janelle
contribute to the development of its stakeholders. This (2002) even argued that aggression is acceptable in the
finding is further supported by previous literature sports environment; however, this is a notion that raises
suggesting that ECA involvement leads to positive concern for those in a nonsports environment. To add
youth development, which encompasses the construct to this, the pressure to win a game inadvertently leads
102 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022

to less time for studying and more time for practice & Graham, 2012). Although such a recommendation
and training, causing athletes to struggle balancing was given among adolescent students, it is an avenue
their academic and nonacademic activities, with the that can be adopted and tested among collegiate
former often being sacrificed (Broh, 2002; Grimit, students.
2014). This finding raises awareness of educators It is also notable that the breadth of ECA involvement
and necessitates judicious monitoring and support indirectly affected both commitment and compassion.
to prevent compromising academic competence and Commitment was positively influenced through the
compassion among collegiate students. mediation of arts-related ECA cluster, and this result
Focusing on the emerging model, it is important to may be explained by the patience that one develops
mention that the breadth of ECA involvement had the through participation in several arts-related activities
most diverse effect and influenced different aspects (Fredricks et al., 2002; Stevenson & Clegg, 2011).
of ECA involvement profile, compassion, academic As collegiate students participate in arts-related
competence, and commitment. Results showed that ECAs, they observe and embody several values that
breadth of ECA involvement negatively affected allow them to continue pursuing their interest until
academic competence, that is, increasing the number completion. Likewise, compassion increases with
of organizations leads to lower academic performance, higher breadth through social-related ECAs, which
and this result may be attributed to two causes. First, may be attributed to the self-reflective nature of social-
the time that students allot for their academics may related activities. Participating in various socially
be cut off with the considerable number of ECAs they inclined activities allows students to see the perspective
have. Second, students may have trouble in balancing of people from various walks of life (Callister &
multiple activities and inadvertently compromise Plante, 2015), allowing them to gain insight of others’
their academic performance (Fredricks, 2012). These situations and to develop empathy and compassion
findings are consistent with the Self-Complexity (Lilius et al., 2015).
Theory (Linville, 1982), which posits that individuals
who commit all their resources to a particular activity,
in this case ECAs, are less capable of coping with Limitation
stressful events. It should also be noted that although
most studies showed a positive association between Despite the results of this study, it has certain
ECA involvement and academic performance, these limitations. First, the cross-sectional nature of the study
were conducted among high school students (Fredricks does not completely guarantee the causality among
& Eccles, 2006; Knifsend & Graham, 2012). The variables. Second, this study was only conducted in
academic demands among collegiate students are a single university in the Philippines, which may not
greater than high school students and necessitate more be generalizable to other academic institutions. Third,
time and effort among collegiate students who highly academic competence was measured using general
value their academics to retain college admission weighted average, which took the mean standing from
and avoid school dropout. Thus, collegiate students admission to the point of data collection. As such,
with multiple organizations may spend more time in certain semesters were included in the computation
ECAs, thus potentially compromising their academic even though students may have not yet participated or
activities. This finding, therefore, accentuates the need became a member of any organization or ECA. Lastly,
to implement institutional policies and guidelines on self-reported questionnaires were utilized; thus, over-
the sensible number of activities or organizations that and underreporting of estimates may be possible.
students can participate in. Studies recommended that
students may have low to moderate levels of ECA
participation (approximately two to four activities) Conclusion
to promote positive school affect and academic
performance, and high ECA involvement (beyond five This study offers evidence on the influence of
activities) is discouraged since academic performance ECA involvement, particularly the nature, breadth,
abruptly declines with an increasing number of ECAs intensity, and duration, on the compassion, academic
(Fredricks, 2012; Fredricks & Eccles, 2006; Knifsend competence, and commitment of collegiate students.
 Asia-Pacific Social Science Review | Vol. 22 No. 1 | March 2022 103

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The impact of volunteering in hospice palliative
None. care. The American Journal of Hospice & Palliative
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component model [Master’s thesis, Minnesota State
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