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Abstract

Participation in campus recreational activities is known to enhance academic performance and personal well-being among college students. However, many students face barriers that prevent them from engaging in these activities. This study investigates the leisure constraints and negotiation strategies employed by college students using the Campus Recreation Constraints and Negotiations Questionnaire (CRCNQ). A sample of 408 U.S. college students (57% women) completed the CRCNQ and demographic items via an online survey. The most frequently reported constraints were academic time conflicts, psychological factors, and lack of partners. Self-determined motivation emerged as the strongest predictor of campus recreation participation. Leisure constraints were highest among students in the precontemplation stage, while negotiation strategies were most prevalent among those in the maintenance stage. Gender differences were observed, with women reporting higher psychological constraints and more frequent use of social support as a negotiation strategy. The findings provide evidence of concurrent validity for the CRCNQ with the transtheoretical model. Addressing both constraints and negotiation strategies to promote campus recreation engagement is important. These insights can inform targeted interventions to enhance campus recreation participation, ultimately supporting students’ academic and personal development.

Keywords

Transtheoretical model recreation leisure constraints self-determined motivation

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Examining College Students' Constraints and Negotiation Strategies to Campus Recreation Engagement: Concurrent Validity of CRCNQ

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