A Longitudinal Study of Breadth and Intensity of Activity Involvement and the Transition to University

Autor/inn/en	Busseri, Michael A.; Rose-Krasnor, Linda; Pancer, S. Mark; Pratt, Michael W.; Adams, Gerald R.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Wintre, Maxine Gallander
Titel	A Longitudinal Study of Breadth and Intensity of Activity Involvement and the Transition to University
Quelle	In: Journal of Research on Adolescence, 21 (2011) 2, S.512-518 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2010.00691.x
Schlagwörter	Universities; Questionnaires; Adolescents; Longitudinal Studies; Foreign Countries; Student Adjustment; Prediction; Student Attitudes; Student Participation; School Activities; Canada + Suchen Sie Ihr Suchwort? University; Universität; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Vorhersage; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kanada
Abstract	We examined prospective relations between activity involvement and successful transitioning to university. A sample of 656 students from 6 Canadian universities completed questionnaires before beginning university and at the end of their first year. Breadth (number of different activity domains) and intensity (mean frequency) of activity involvement as well as changes in breadth and intensity, were examined jointly. Consistent with developmental theory, higher levels of pre-university breadth and intensity of activity involvement and greater increases in breadth and intensity over time predicted various indicators of positive adjustment to university. (Contains 2 tables and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10