Types of Extracurricular Campus Activities and First-Year Students’ Academic Success

Kulp, Amanda M.; Pascale, Amanda Blakewood; Grandstaff, Matthew

doi:10.1177/1521025119876249

Cited by 11 publications

(7 citation statements)

References 42 publications

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“…In 2019, Kulp and colleagues characterized campus-based signature events as large-scale events with high attendance by heterogenous populations with high impact (Kulp, Pascale & Grandstaff, 2021). The Signature Events associated with our Common Read are designed with these criteria.…”

Section: Campus and Community Common Readmentioning

confidence: 99%

Resistable: How the SDSU Common Read encouraged more conscientious use of technology

Miller¹,

Bott-Knutson²

2022

JCAPS

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Heavy use of digital media is known to reduce psychological well-being. A recent campus Common Read program, which included reading Irresistible (Alter, 2017) and attending a series of events, attempted to promote more conscientious relationships with technology, thus supporting psychological well-being. Changes in mobile phone dependence and self-reported technology use behaviors were evaluated with questions grounded in the theory of planned behavior, measuring students’ attitudes, subjective norms, behavioral control, and intentions to decrease their use of non-educational technology. Noteworthy interactions included Common Read participants (n = 148) reporting less discomfort during times of mobile-phone abstinence and engaging in fewer social media platforms compared to control (n = 88). Common Read participants also consistently measured more favorably regarding behavioral control and screen time. Although participants’ intentions to reduce their non-educational technology use were not changed, other indicators support the conclusion that participants became more conscientious about their behavior due to Common Read programming participation.

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Section: Campus and Community Common Readmentioning

confidence: 99%

Resistable: How the SDSU Common Read encouraged more conscientious use of technology

Miller¹,

Bott-Knutson²

2022

JCAPS

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“…Scholars have found that participation in intramural sport contributes to academic success, student persistence, and retention in postsecondary institutions (Forrester, 2015;Kampf & Teske, 2013;Mayers et al, 2017;Zegre et al, 2020). For example, Kulp et al (2019) found that first year students who participate in extracurricular activities (e.g., intramural sport) experience greater academic success and higher retention rates. Further, Forrester et al (2018) found that participation in intramural sport resulted in greater student retention when compared to the broader undergraduate student population (see also Vasold et al, 2021).…”

Section: Campus Recreation Program Satisfaction and Student Retentionmentioning

confidence: 99%

Intramural Sport Participation: An Examination of Participant Benefits, Service Quality, Program Satisfaction, and Student Retention

Wilson

2021

Recreational Sports Journal

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This study investigates whether the benefits of participation in, and perceived service quality of, an intramural sport program contribute to student retention and overall program satisfaction. Health and wellness outcomes, student learning outcomes, service quality, program satisfaction, and student retention in intramural programming were assessed at one Canadian university. The results reveal that participants experience physical, emotional, social and academic outcomes as a result of participation in intramural programming. The results also reveal that benefits of participation (physical health and wellness, emotional wellness, academic learning outcomes, social learning outcomes) and service quality are associated with greater student retention and program satisfaction. The results highlight the unique association between physical health and wellness benefits and student retention. The results also highlight the association between service quality, social and emotional wellness and program satisfaction among participants. Implications for practice and future research are presented.

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“…Students coming to campus with interests bent away from academics are regularly experiencing a need for some academic support (Kulp et al, 2019). According to Cerna and Pavliushchenko (2015), this phenomenon of promoting video-gaming teams in colleges entices some students to come to college who have spent a great deal of time playing games but have not yet established healthy academic study behavioral patterns.…”

Section: Significance Of the Problemmentioning

confidence: 99%

“…Research can be found on many topics about video games such as the rise of eSports in colleges (Hattenstone, 2017;Southern, 2017;Tillier, 2018), how games exercise player cognitive skills and reaction times (Blank-Rochester, 2010;Nuyens et al, 2019a), and how extracurricular activities like gaming encourage social behaviors (Kulp et al, 2019;Seow & Pan, 2014), but few studies focus on the heavy-video-gaming students and their study practices and the development learning supports for these students.…”

Section: Research Gapmentioning

confidence: 99%

“…Both the gamified learning support system and the video-gaming student matrix could be populated with both well-established learning supports and newly-developed tools. Giving the video-gaming students new ways to plan and evaluate their study and learning experiences, such as this matrix tool, may be very effective early in the college experience (DuPaul et al, 2017;Kulp et al, 2019;Short & Weidner, 2019). This early intervention may be the missing link for setting up some of the students for improved academic performance.…”

Section: The Video-gaming Student Matrix For Identifying Learning Supportsmentioning

confidence: 99%

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An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

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Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

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Types of Extracurricular Campus Activities and First-Year Students’ Academic Success

Cited by 11 publications

References 42 publications

Resistable: How the SDSU Common Read encouraged more conscientious use of technology

Resistable: How the SDSU Common Read encouraged more conscientious use of technology

Intramural Sport Participation: An Examination of Participant Benefits, Service Quality, Program Satisfaction, and Student Retention

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

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