The Influence of Digital Content-Based Art Extracurricular Activities on Personal Branding and Non-Academic Achievement of Generation Z

This study aims to examine the influence of digital content-based arts extracurricular activities on students’ personal branding and non- academic achievement, while investigating the mediating role of personal branding in the relationship between extracurricular participation and achievement. A quantitative survey design was employed involving 292 students selected through total sampling. Data were collected using Likert-scale questionnaires and supporting observations. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), including measurement- model assessment, structural-model evaluation, and bootstrapping for hypothesis testing. Digital content-based arts extracurricular activities had a positive and significant effect on personal branding (β = 0.746; t = 11.925; p < 0.001). However, their direct effect on non-academic achievement was not significant (β = 0.216; t = 1.779; p = 0.075). Personal branding positively and significantly affected non-academic achievement (β = 0.695; t = 6.283; p < 0.001) and significantly mediated the relationship between extracurricular activities and non-academic achievement (β = 0.519; t = 6.023; p < 0.001). The findings indicate that extracurricular participation alone does not automatically generate achievement; its benefits become more meaningful when creative experiences are transformed into students’ personal branding. Schools can therefore integrate digital content creation, creative expression, and responsible self-presentation into arts extracurricular programs to strengthen students’ developmental and non-academic outcomes.