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| Autor/inn/en | Woo, Tae O.; Bilynsky, Julie |
|---|---|
| Titel | Involvement in Extracurricular Activities and Adjustment to College. |
| Quelle | (1994), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Adjustment (to Environment); Attachment Behavior; College Environment; College Students; Extracurricular Activities; Higher Education; Student Adjustment; Student College Relationship; Student Interests; Youth; Student Adaptation to College Questionnaire |
| Abstract | Past research has supported the idea that involvement in extracurricular activities has a positive impact on students' evaluation of their college lives. This study investigated whether involvement, as measured by time commitment to campus activities, had a differential impact on the students' adjustment to various aspects of college life, including their academic performance. Researchers administered a self-report measure of adjustment to 237 college students at a predominantly white, state university. Results showed that males were the primary beneficiaries of involvement in terms of their overall adjustment to college, social adjustment, and attachment (sense of belongingness). These benefits were observed among male students with both moderate and high levels of involvement; no significant differences between the moderate and high involvement groups suggest that involvement at any level will contribute positively to social adjustment and to commitment to attaining academic goals. Males reporting no involvement scored consistently lower on these dimensions. The almost exclusive advantages males enjoyed from involvement might be explained by females relying less on organized activities as a means of adjustment and relying more on personal support networks. No significant relationship was found between academic performance, as measured by grade point averages, and involvement for either gender. Contains 14 references. (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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