Intensity of activity involvement and psychosocial well-being among students

Abstract

The transition to university, while a time of growth, can also be difficult for many students, with declines in psychosocial well-being common. Specific stressors can include both those related to academics and those related to life transitions during this time, like moving out or being away from one’s family. Understanding the factors that can bolster well-being, such as campus activity participation (e.g. in sports or social organizations), is likely to be especially important to student success. The study examined linear and curvilinear associations of campus activity intensity and psychosocial well-being. Results suggested the greatest benefits to belongingness, loneliness, and social anxiety at the highest levels of activity intensity, over 10 hours a week spent in activities. An interaction tested by ethnicity showed that effects of activity intensity on belongingness differed for underrepresented minority students versus non-underrepresented students. Findings suggest that students may benefit from getting involved as much as they can, and that universities may highlight the importance of engaging in activities outside of the classroom through messaging or in-class presentations about the utility of campus involvement.