Zijun Long

In this study, based on work-life balance theory, we would like to examine the relationship between extracurricular activities after daily class, recovery experience, and learning engagement the next day. 441 students reported the duration of 4 types of out-of-class activities and their recovery experiences. The learning engagement was reported the next noon. As predicted, physical activities increased learning engagement the next morning through enhanced recovery experiences. Coursed-related tasks reduced physical learning engagement because these activities diminished recovery experiences, but low-effort and social activities could not enhance learning engagement the next morning as predicted.

Out-of-class Activities, Recovery Experience, Learning Engagement

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