Master of Science

thesisRecent research suggests that basic cognitive skills are plastic in nature and can be significantly impacted by one's environment. Specifically, it has been hypothesized that formal activity participation can both directly and indirectly influence executive function development and related developmental outcomes. In the current study, we examined associations between parents' reports of their children's activity participation, children's feelings of social belonging and support, executive function skills, and depressive symptoms. The children were recruited through partnerships with two elementary schools (N = 151; 8-12 years of age). The statistical analyses included correlations, hierarchical regression, and a series of mediation path analyses. The final models statistically demonstrated a significant relationship between children's participation in activities and depressive symptoms through processes of social belonging and support and executive function. Children who participated in a greater number of activities reported a greater sense of social belonging and support from peers, demonstrated better executive function skills (working memory only), and reported fewer depressive symptoms. Children from families who reported greater annual incomes reportedly participated in a greater number and wider breadth of activities. Our findings add to the existing literature by showing that common, everyday childhood activities, not just those specifically designed to enhance development, are beneficially related to positive aspects of development