Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Mark Pancer

Advisor Role

Thesis Supervisor

Third Advisor

Mark Pancer

Advisor Role

Dissertation Committee Member

Abstract

Research shows that involvement in activities outside of schoolwork and paid employment predicts better adjustment to university. The purpose of this study was to determine why involvement predicts better adjustment. Literature indicates that in addition to involvement, adjustment to university may be influenced by self-esteem, stress, social support and social skills. It was hypothesized that these factors mediate the relationship between involvement and adjustment. Two studies examined this hypothesis. In study 1, two new scales (the Quality of Involvement Scale, and the Social Skills Scale) were developed and pilot tested for use in study 2. In study 2 undergraduate students completed questionnaires that measured quality and quantity of involvement, self-esteem, stress, social support, social skills, and adjustment to university. The hypotheses that self-esteem, stress, social support and social skills mediated the relationship between involvement and adjustment were tested. Results indicated that self-esteem, social support, and stress all mediate the relationship between involvement and adjustment to university. Quality, and not quantity, of involvement, was the best predictor of adjustment. Results are discussed with regard to ways in which to enhance the quality of students' involvement, and thereby enhance their adjustment to university.

Convocation Year

2004

Convocation Season

Fall

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Psychology Commons

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