Time Use during First Year of College Predicts Participation in High-Impact Activities during Later Years

Autor/inn/en	Small, Meg L.; Waterman, Emily; Lender, Taylor
Titel	Time Use during First Year of College Predicts Participation in High-Impact Activities during Later Years
Quelle	In: Journal of College Student Development, 58 (2017) 6, S.954-960 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Learner Engagement; Time Management; College Freshmen; Predictor Variables; Volunteers; Recreational Activities; Leisure Time; Citizen Participation; Study Abroad; Student Leadership; Course Selection (Students); Undergraduate Students; Longitudinal Studies; Online Surveys; Drinking; Age Differences; Parent Background; Educational Attainment; Activism; Video Games; Television Viewing; Difficulty Level; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Zeitmanagement; Studienanfänger; Prädiktor; Freiwilliger; Freizeitgestaltung; Freizeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Studies abroad; Auslandsstudium; Studentenwerk; Course selection; Student; Students; Kurswahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trinken; Age; Difference; Age difference; Altersunterschied; Elternhaus; Bildungsabschluss; Bildungsgut; Aktivismus; Politischer Protest; Video game; Videospiel; Videospiele; Fernsehkonsum; Schwierigkeitsgrad; Regression; Regressionsanalyse; Statistische Analyse
Abstract	To increase student engagement, many universities are adopting high-impact educational practices that include study abroad opportunities, faculty mentoring, internships, service learning, challenging coursework, and research experiences; these institutions are also intentionally promoting high-impact cocurricular activities such as community service and leadership positions in campus organizations (Kuh, 2008). As colleges and universities increase their investment in high-impact activities, understanding which first-year experiences predict higher levels of participation later could prove useful for early intervention. With this longitudinal study, the authors explored how students' time use (e.g., volunteering, napping, going to bars and parties) during their first year of college predicted participation in a subset of high-impact activities (civic engagement, study abroad, leadership) and course selection (easy or difficult) in their third and fourth years of college. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01