Helping out or hanging out: the features of involvement and how it relates to university adjustment |
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| Authors: | Thanh-Thanh Tieu S Mark Pancer Michael W Pratt Maxine Gallander Wintre Shelly Birnie-Lefcovitch Janet Polivy and Gerald Adams |
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| Institution: | (1) Wilfrid Laurier University, Waterloo, ON, Canada;(2) York University, Toronto, ON, Canada;(3) Memorial University, St. John’s, NF, Canada;(4) University of Toronto, Mississauga, ON, Canada;(5) University of Guelph, Guelph, ON, Canada |
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| Abstract: | This study examined the nature of students’ out-of-class involvements with a view to identifying the kinds of involvement
that are most conducive to positive adjustment to university. Students from five Canadian universities completed questionnaires
in November of their first-year at university assessing the quality of their out-of-class involvements and the extent to which
such activities were structured (i.e., supervised, performed regularly, had a goal or purpose). Measures of adjustment to
university were administered in November and March of their first-year. Results indicated that the amount of structure present
in out-of-class activities was positively related to university adjustment. Activity quality was found to mediate the relationship
between activity structure and university adjustment; it seems that activities that are highly structured are related to more
positive outcomes because they tend to provide participants with a high-quality experience. Results are discussed in terms
of the transition to university, and first-year transition intervention programs. |
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