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.
Similar content being viewed by others
References
Allen, J. P., Philliber, S., Herrling, S., & Gabriel, K. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64, 729–742.
Arbuckle, J. L. (2003). Amos 5.0 update to the Amos user’s guide. Chicago: SmallWaters Corporation.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40, 518–529.
Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31, 179–189.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, CA: Stanford University.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385–396.
Cutrona, C. E. (1989). Ratings of social support by adolescents and adult informants: Degree of correspondence and prediction of depressive symptoms. Journal of Personality and Social Psychology, 57, 723–730.
Cutrona, C. E., & Russell, D. (1987). The provisions of social relationships and adaptation to stress. In W. H. Jones & D. Perlman (Eds.), Advances in personal relationships (Vol. 1, pp. 37–68). Greenwich, CT: JAI Press.
Fleming, J., & Courtney, B. (1984). The dimensionality of self-esteem II. Hierarchical facet model for revised measurement scales. Journal of Personality and Social Psychology, 40, 404–421.
Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature 1991–2000. Journal of College Student Development, 44, 746–762.
Hernandez, J. C. (2000). Understanding the retention of Latino college students. Journal of College Student Development, 41, 575–584.
Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. The Journal of Higher Education, 66, 123–155.
Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 241–253.
Mahoney, J. L., Cairns, R. B., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95, 409–418.
Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and context. Journal of Adolescence, 23, 113–127.
Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28, 553–560.
Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: Exploring the relationship between Astin’s theory of involvement and Tinto’s theory of student departure. Journal of College Student Development, 38, 387–400.
Nakamura, J. (2001). The nature of vital engagement in adulthood. In M. Michaelson & J. Nakamura (Eds.), Supportive frameworks for youth engagement. New directions for child and adolescent development (pp. 5–18). San Francisco, CA: Jossey Bass.
Pratt, M. W., Hunsberger, B., Pancer, S. M., Alisat, S., Bowers, C., Mackey, K., et al. (2000). Facilitating the transition to university: Evaluation of a social support discussion intervention program. Journal of College Student Development, 41, 427–440.
Raymore, L. A., Barber, B. L., & Eccles, J. S. (2001). Leaving home, attending college, partnership and parenthood: The role of life transition events in leisure pattern stability from adolescence to young adulthood. Journal of Youth and Adolescence, 30, 197–223.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rubin, R. S., Bommer, W. H., & Baldwin, T. T. (2002). Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice? Human Resources Management, 41, 441–454.
Silber, E., & Tippett, J. (1965). Self-esteem: Clinical assessment and measurement validation. Psychological Reports, 16, 1017–1071.
Tieu, T. T., & Pancer, S. M. (2009). Youth involvement and first year students’ transition to university: Quality vs. quantity of involvement. Journal of the First Year Experience and Students in Transition, 21, 43–64.
Veit, C. T., & Ware, J. E. (1983). The structure of psychological distress and well-being in general populations. Journal of Consulting and Clinical Psychology, 51, 730–742.
Weiss, R. S. (1974). The provisions of social relationships. In Z. Rubin (Ed.), Doing unto others (pp. 17–26). Englewood Cliffs, NJ: Prentice Hall.
Zaff, J. F., Moore, K. A., Romano Papillo, A., & Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599–630.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influence on writing course attainment. American Educational Research Journal, 31, 845–862.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Tieu, TT., Pancer, S.M., Pratt, M.W. et al. Helping out or hanging out: the features of involvement and how it relates to university adjustment. High Educ 60, 343–355 (2010). https://doi.org/10.1007/s10734-009-9303-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10734-009-9303-0