Cocurricular Involvement and First-Year Students' Transition to University: Quality vs. Quantity of Involvement

Abstract

A newly developed measure of the quality of students' involvement in cocurricular activities was used to assess the relationship between quality of involvement and adaptation during the transition to university. Results indicated that the higher the quality of students' involvement, the better their adjustment to university. The relationship between involvement and adjustment was mediated by self-esteem, perceived stress, and social support. Implications for interventions to help students adjust to the transition to university are discussed.