If when examining social behaviour we choose to take a rational choice perspective we are implying that, the reason for an adolescent taking any form of action is due to an intention of somehow increasing, to the fullest extent, that adolescent’s own personal interest in goals of importance to them. We are aware that in this respect, adolescents states of mind are more normally portrayed as being the result of their surroundings and their all-encompassing environment rather than being self motivated “rational actors”. Despite this pre-conceived notion, as Swanson continues to argue, the decisions adolescents are confronted with, for example, in terms of time management and motivation, can in fact be seen as influential in their capability of fulfilling important milestones in their lives. Findings show that participation in activities shows criteria of both social exchange and that of investment.In the previously cited study done by , there was evidence supporting high returns for college enrolment when there was involvement in both the official academic curriculum as well as in extra-curricular activities. In economics, the law of diminishing returnsis understood to be the decrease in theoutput of aspecific production process as the quantity of a single factor of production is gradually increased, while the amounts of all other aspects of production stay constant. The law of diminishing returns states that in most productive processes, increasing more of a particular factor of production, while keeping all others stable will eventually produce lower returns per unit. So, in tandem with Swanson’s idea of return on investment, when associations with overinvestment (of extra-curricular activities) were made, indications of diminishing returns were seen.