The Role of Extracurricular Activities in Behavior Development and Betterment of Facing Stressors for High School Students that Participate in Youth Activities in Jerusalem Institutions

Abstract

Objectives: The study aimed to explore extracurricular activities and their relationship with stress coping strategies among high school students participating in youth programs at Jerusalem-based institutions. It also sought to identify differences in the participants’ responses regarding the means of extracurricular activities and coping strategies based on variables such as gender, place of residence, educational system, and years of participation.
Methods: The study employed a descriptive correlational methodology, utilizing two tools: a scale measuring extracurricular activities and another measuring stress coping strategies.
Results: showed that the level of engagement in extracurricular activities was high, with a relative weight of 4.17. The dimension of developing social and moral roles ranked first with a high level, whereas the integration of extracurricular activities within the institution ranked last, with a high level. Regarding stress coping strategies, results were ranked in descending order; the problem-solving thinking and focus strategy ranked first with a high level, while the avoidance and non-confrontation strategy ranked last with a moderate level.
Additionally, the results indicated statistically significant differences in stress coping strategies based on gender: males scored higher in emotional ventilation and problem-solving thinking and focus, while females scored higher in avoidance and non-confrontation. No significant differences were found based on residence, educational system, or years of participation—except for the avoidance and non-confrontation domain, where results favored students from villages and those with more than one year of participation.
The findings also revealed a positive correlation between emotional ventilation and overall extracurricular activities (correlation coefficient r = 0.496), as well as between problem-solving thinking and focus and extracurricular activities (r = 0.508). In contrast, there was a negative correlation between avoidance and non-confrontation and overall extracurricular activities (r = -0.173).