This study poses two questions that grow out of the student involvement theory: First, what is the relationship between different forms of involvement? Second, what are the optimal amounts and combinations of different forms of involvement for students' cognitive and affective growth? Involvement in academic work and involvement in student clubs and organizations are used to explore these two questions. The participants are 627 third-year college students in Taiwan. The results show that the correlation between academic and cocurricular involvement is positive and linear. Also, to maximize cognitive and affective growth, students should be involved in both academic and cocurricular activities as much as possible.

In an attempt to test Kandell's proposition that internet dependents used the internet as a coping mechanism against underlying psychological issues, this study investigated the extent to which the fifth and sixth Eriksonian crises (identity, intimacy), were related to internet dependence (online chatting, gaming) among college students. Students spending more than 10 hours per week on chatting/gaming were classified as dependents. On the basis of a national sample of freshmen in Taiwan, this study found that the dependents scored significantly lower on most of the measures that reflected the successful resolution of the crises, and higher on the measures that reflected unsuccessful resolution of the crises. Kandell's proposition was supported.

The study considered 10,072 third-year college students in Taiwan who had paid jobs while studying and found that students who worked in jobs related to their academic majors scored significantly higher on the academic involvement scale than students working in unrelated jobs. In addition, the effect of relatedness between jobs and majors did not interact significantly with either the effect of working on/off campus or the effect of working part-time/full-time.Résumé. Parenté entre jobs et majeures universitaires : rapport avec l'engagement universitaire d'étudiants de premier cycle. L'étude a examiné 10.072 étudiants universitaires de troisième année à Taiwan qui exerçaient un job rémunéré tout en faisant leurs études et constaté que les étudiants qui travaillent dans un domaine apparenté à leurs majeures universitaires ont des scores sensiblement plus élevés sur une échelle d'engagement académique que des étudiants travaillant dans un domaine sans relation avec ces majeures. En outre, l'effet de la parenté entre jobs et majeures n'interagit significativement ni avec l'effet travailler sur/en dehors du campus, ni avec l'effet travail à temps partiel/à temps plein.Zusammenfassung. Zusammenhänge zwischen Arbeitsstellen und Studienhauptfächern: Die Auswirkungen auf das Engagement im Studium bei Hochschü lern. Die Untersuchung umfasste 10.072 Studenten im 3. Studienjahr in Taiwan, die neben ihrem Studium eine bezahlte Arbeitsstelle hatten und kam zu dem Ergebnis, dass Studenten, deren Arbeitsstelle in einem fachlichen Zusammenhang mit ihrem Studienhauptfach stand, ein deutlich höheres Engagement im Studium zeigten als andere Studenten, deren Arbeitsstelle nichts mit ihrem Studienhauptfach zu tun hatte. Außerdem zeigte sich, dass dieser Zusammenhang

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