Organized Activity Involvement Across the Transition to College:  Multiple Dimensions Predicting Adjustment

Nicole Arola Anderson; Brynn Huguenel; Amy Bohnert; Colleen Conley

doi:10.24926/jcotr.v28i1.3597

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Published

2021-04-26

Issue

Vol. 28 No. 1 (2021)

Section

Feature Articles

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Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Arola Anderson, N., Huguenel, B., Bohnert, A., & Conley, C. (2021). Organized Activity Involvement Across the Transition to College: Multiple Dimensions Predicting Adjustment. Journal of College Orientation, Transition, and Retention, 28(1). https://doi.org/10.24926/jcotr.v28i1.3597

Organized Activity Involvement Across the Transition to College

Multiple Dimensions Predicting Adjustment

Nicole Arola Anderson

1Children’s Minnesota

Brynn Huguenel

Loyola University Chicago

Amy Bohnert

Loyola University Chicago

Colleen Conley

Loyola University Chicago

DOI: https://doi.org/10.24926/jcotr.v28i1.3597

Keywords: organized activity, college, adjustment, first-year student

Abstract

This longitudinal study examined multiple dimensions of organized activity involvement during the first semester of college – including intensity, breadth, and continuity– and their relation to college adjustment. Results indicated that organized activity intensity during the first semester was positively associated with optimism, and organized activity continuity discrepancy from high school to college was positively associated with positive affect. Additionally, residential status moderated the relation between organized activity continuity discrepancy and optimism, as well as the relation between organized activity intensity and positive affect. Gender also moderated the relation between organized activity breadth and positive affect.

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