Social support, campus involvement, and the adjustment to university

This thesis sought to assess the relationships between students’ involvement in campus life and their adjustment to university. Additionally, the study examined some of the possible determinants of involvement in campus activities (i.e., living in residence, past involvement in school activities, and parental community involvement). Ninety-eight introductory psychology students completed a questionnaire containing measures of campus involvement, social support, residential status, students’ past involvement in school activities and their parents’ involvement in community organizations. Results indicated that students who were involved in campus organizations and activities were better adjusted to university social life. In addition, there was some evidence that the relationship between involvement in university activities and social adjustment was partially mediated by social support While parental involvement in community organizations did not predict student involvement in university life, both residential status and past school involvement were significant predictors of campus involvement Results are discussed in tem1s of their implications for the prevention of students dropping out of university