Moderating Effects of Campus Recreation Participation in the Relationship between Grade Point Average and First-Year Student Engagement: An Exploratory Study

Abstract

Health and student success outcomes are often thought to be associated with campus recreation participation. Thus, decision makers at the university level are interested in the relationship between campus recreation participation, grade point average (GPA), and student engagement. Previous research has called for a clearer understanding of how campus recreation is meaningful for first-year university students and its potential influences on GPA. This study explored the influence of first-year students' campus recreation participation, GPA, and facets of student engagement. First-year university students ( N = 171) were surveyed. Demographic characteristics, GPA, and level of engagement on five scales were assessed. Results showed that GPA positively influenced those who participated in campus recreation on four facets of engagement. Results may help academic administrators to target efforts toward making the transition from high school to university easier. Promoting campus recreation participation may be effective for strengthening students' level of engagement and result in positive success outcomes.

Contributing Factors to On-Campus Student Organization Involvement

“…Hypothesis 3 (H3): There will be a higher rate of participation by females over males in on-campus student organizations related to the student's major. Mayers et al (2017) defined student engagement as the relationship between the university and student that includes academic and non-academic facets of the student experience on campus. The 2015 National Survey of Student Engagement (NSSE) found that 61% of students at the campus studied felt that they were provided opportunities to be socially involved on campus.…”

The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention

“…Sturts and Ross (2013) found that participation in extracurricular activities is often linked positively with college student retention. Mayers, Wilson, and Potwarka (2017) found that those who participate in campus recreation activities on a regular basis found the most engagement beyond the classroom, which often leads to increased retention rates. Forrester (2014) identified that 74% of students reported that campus recreation facilities influenced their decision to continue attending their chosen college, while 67% of students reported that campus recreation programs influenced their decision to continue attending their chosen college/university.…”

“…This engagement has the potential to increase student retention rates (Christie & Dinham, 1991; Mayers, Wilson, & Potwarka, 2017). Researchers have proven that students who are more involved and engaged with their campus are more likely to finish their degree sooner, earn a higher GPA, and develop a heightened sense of affiliation to the institution (Mayers et al, 2017; Savanum & Bigatti, 2006). Lindsey and Sessoms (2006) and Miller (2011) also supported these claims.…”

“…Astin observed that the amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of their involvement (Sturts & Ross, 2013). By this logic, it is fair to assess that the more engaged students are with their institution, the more likely they will graduate (Mayers, Wilson, & Potwarka, 2017; Parkin & Baldwin, 2009). This conclusion aligns with the work of other scholars who have analyzed student dropout rates and noted many similarities in the reasons that students leave their institution (NCES, 2001; Sturts & Ross, 2013).…”

“…Among the myriad of positive influences that campus recreation involvement can provide, participation in these programs seemed to be even more impactful for those with a lower GPA, suggesting that participation in campus recreation activities helped students who were not doing well academically (Mayers et al, 2017). This logic certainly supports Indigenous students who have traditionally shown lower GPAs than their non-Indigenous counterparts (Gallop, 2016; Miller, 2011; NCES, 2001).…”