The relationship between student involvement and adjustment to the transition to university
Notice bibliographique
Résumé
The study reported in this paper examined the relationship between involvement in extracurricular academic and community activities and students’ adjustment to the transition to university. The study also sought to identify the underlying motivational factors that influence students’ decisions to get involved in these kinds of activities. Participants were 90 first-year undergraduate university students (59 females, 31 males) with a mean age of 19.4 years (SD=.98), participating in mass testing sessions conducted at WLU with introductory psychology classes. Participants were asked to complete a questionnaire containing measures designed to assess various aspects of involvement and adjustment. These included a background measure, a measure of motivation, three measures of involvement, and five outcome measures, each assessing a different aspect of adjustment. It was hypothesized that students would experienced psychological benefits from being involved, regardless of the type of involvement they were engaged in. This hypothesis was supported, as results indicated that students who were involved in extracurricular academic/community activities evidenced better social/emotional adjustment to university compared to students who were uninvolved. The underlying motivating factors influencing students’ decisions to get involved in extracurricular activities were also examined. These factors include values/beliefs, interest, community concern, and personal and academic development. Results indicated that students who had higher levels of overall motivation also tended to become involved in extracurricular activities compared to students who indicated lower levels of motivation. Thus, the results obtained paint the following picture with respect to involvement in extracurricular activities: Students who are involved tend to be better emotionally and socially adjusted and to possess higher levels of motivation than students who are uninvolved.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».