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This study focused on the potential mediator of well-being in the relationship between college students’ participation in extracurricular activities and academic success. Participating in extracurricular activities allows students to receive support and become more integrated into their institution, which can help them excel academically. Feeling connected with their institution has also been examined as a predictor of college students’ well-being. However, the specific nature of the relationship between extracurricular involvement, academic success, and well-being had not been systematically studied. Therefore, the present study further explored how well-being impacts the relationship between extracurricular involvement and academic success, measured in terms of GPA. A cross-sectional survey study was conducted with the independent variable of participation in extracurricular activities and the dependent variables of well-being and GPA. The results indicated that participants who participate in extracurricular activities report significantly higher total well-being scores and GPAs. A path analysis revealed that well-being mediated the relationship between extracurricular participation and GPA. Implications will be discussed.
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
"Written for parents, students, college counselors, and administrators, College of the Overwhelmed is a landmark book that explores the stressors that cause so many college students to suffer psychological problems. The book is filled with insights and stories about the current mental health crisis on our nation's campuses and offers a hands-on guide for helping students overcome stress and succeed in a college environment." "The book includes the personal stories of students under stress and describes how they overcame a variety of problems. The authors discuss the warning signs and symptoms of common problems, including depression, sleep disorders, substance abuse, anxiety disorders, eating disorders, impulsive behaviors, and suicide." "In addition, this vital resource offers students checklists, tips, and advice for reducing the day-to-day stresses of college life."--Jacket.
Higher education institutions grapple with a pressing challenge: the well-being of their students. Amidst the transition to university life, students face a myriad of stressors, from academic pressures to managing finances and social connections. Yet, there continues to be a lack of robust evidence and focused literature addressing this critical issue. Factors Impacting Student Well-Being and Coping Tactics presents a comprehensive analysis of the factors influencing mental, emotional, and social health in higher education settings. This book explores the intrinsic and extrinsic elements shaping student well-being through meticulously curated chapters, from risk factors to protective mechanisms. By offering evidence-based strategies and practical recommendations, the book empowers academics, administrators, and counselors to proactively address students' challenges and foster a supportive environment conducive to personal and scholarly growth.
The purpose of this study was to examine whether perceived social support was associated with self-efficacy for health promoting behaviors, and whether self-efficacy for health promoting behaviors predicts academic success for college students. Gender differences in perceived social support were also examined. Participants were undergraduate students at a large public university in the Southeast enrolled in an introductory psychology course. Data collection was completed through the use of a demographic form, the Interpersonal Support Evaluation List-College Version (Cohen, Mermelstein, Kamarck, & Hoberman, 1985), The Self-Reported Abilities for Health Practices Scale (Becker, Stuifbergen, Oh, & Hall, 1993), and the acquisition of participants' college GPA from official university records. Perceived social support was found to have a significant positive association with self-efficacy for health promoting behaviors. Significant positive associations accounting for at least 10% of the variance in the dependent variable were found between the total score of perceived social support and the mean composite score of self-efficacy for health promoting behaviors, perceived belonging support and self-efficacy for exercise, perceived appraisal support and self-efficacy for psychological well-being, and perceived appraisal support and self-efficacy for responsible health practices. Gender differences in perceived social support were also found with females reporting greater perceived social support. Females reported greater perceived appraisal, tangible, belonging, and self-esteem support. No relationship was found in this study between self-efficacy for health promoting behaviors and academic success. The results from this study may be useful to college students looking to improve their health and for health professionals working to promote health in the college student population. Choosing a social support intervention is likely to increase self-efficacy for health promoting behaviors, which have been linked to their actual implementation (Von Ah, Ebert, Ngamvitroj, Park, & Duck-Hee, 2004).
College Student Psychological Adjustment provides the reader an in-depth understanding of students’ relationship experiences in college and how those experiences shape their adjustment to college. Each chapter examines research on one key relationship in a student’s life to better understand how those relationships are re-worked during the college years and what factors help determine adaptive relational outcomes. Along the way, a number of controversial topics are considered from a scholarly perspective, including the effects of helicopter parenting on students’ development in college, the prevalence and problematic nature of the hook-up culture on college campuses today, and policies related to whether students should be randomly assigned to live with their first-year roommates or be allowed to choose their roommates, based on a matching system. Aimed at advanced students and scholars in the fields of psychology, human development, and higher education, readers of this book will gain a fresh perspective on the relationship development of college students and possible avenues for intervention to help students enhance their relationships skills and prevent development of mental health difficulties.
The importance of higher education has never been clearer. Educational attainmentâ€"the number of years a person spends in schoolâ€"strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.