Subjective Experiences in Activity Involvement and Perceptions of Growth in a Sample of First-Year Female University Students

Abstract

We examined subjective experiences in activities and perceptions of growth in a sample of first-year female university students (N = 196; age range = 17 to 19 years old, M = 18.48, SD = 0.53; the most common ethnic affiliations were British Isles, 51% of respondents, Canadian, 34%, French, 14%, and German, 8%). Students described 4 activities, rated their subjective experiences in each activity on 8 dimensions, and evaluated the impact of their involvement using scales created by the authors for the present study. Subjective experiences were generally positive across dimensions for 7 activity categories. For each activity type, 5 dimensions of subjective experience (enjoyment, competence, importance, commitment, control) loaded onto a "psychological engagement" factor. Positive experiences in activities were associated with more positive perceptions of activity-related growth. Differences between dimensions of subjective experiences, activity types, and domains of growth are explored, as well as implications for student affairs professionals.

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