Is Campus Involvement Beneficial for College Students? GPA, Perceived Academic Adjustment, Social Support, and Psychological Well-being

Title

Is Campus Involvement Beneficial for College Students? GPA, Perceived Academic Adjustment, Social Support, and Psychological Well-being

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Publication Date

4-2020

Document Type

Poster

Presentation Type

Individual

Degree Type

Undergraduate

Department

Psychology

Mentor

Suejung Han

Mentor Department

Psychology

Abstract

Students who are involved on campus have better mental health and academic performance (Bergen-Cico & Bylander, 2011; Bergen-Cico & Viscomi, 2013). However, why and how campus involvement promotes mental health and academic achievement has not been examined sufficiently. I hypothesized that campus involvement would be associated with overall better mental health via perceived social support, and higher GPA with perceived college adjustment. A sample of 353 college students participated in an online survey. The survey included demographic questions, Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), College Adjustment Scale (Rice & Dellwo, 2002) with GPA, and the Depression Anxiety Stress Scale (Lovibond, & Lovibond, 1995). A path analysis with AMOS 22.0 revealed an adequate fit to the data, χ2(4)=7.91, p=.10, CFI = .97, RMSEA = .05, 90% CI = .00, .11. Campus involvement was associated with perceived academic adjustment (β = .33, p = .002), which was associated with GPA (β = .50, p < .001), as predicted. However, campus involvement was not associated with perceived social support (β = .07, p = .18), although perceived social support was associated with distress (β = -.27, p

Is Campus Involvement Beneficial for College Students? GPA, Perceived Academic Adjustment, Social Support, and Psychological Well-being
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