The transition to university, while a time of growth, can also be difficult for many students, with declines in psychosocial well-being common. Specific stressors can include both those related to academics and those related to life transitions during this time, like moving out or being away from one’s family. Understanding the factors that can bolster well-being, such as campus activity participation (e.g. in sports or social organizations), is likely to be especially important to student success. The study examined linear and curvilinear associations of campus activity intensity and psychosocial well-being. Results suggested the greatest benefits to belongingness, loneliness, and social anxiety at the highest levels of activity intensity, over 10 hours a week spent in activities. An interaction tested by ethnicity showed that effects of activity intensity on belongingness differed for underrepresented minority students versus non-underrepresented students. Findings suggest that students may benefit from getting involved as much as they can, and that universities may highlight the importance of engaging in activities outside of the classroom through messaging or in-class presentations about the utility of campus involvement.

中文翻译：

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学生的活动参与强度和社会心理健康

向大学的过渡虽然是成长的时期，但对许多学生来说也可能很困难，因为社会心理健康状况普遍下降。特定的压力源可以包括与学业相关的压力源以及与这段时间的生活转变相关的压力源，例如搬出或远离家人。了解可以促进幸福感的因素，例如校园活动参与（例如体育或社会组织），可能对学生的成功尤为重要。该研究检查了校园活动强度和社会心理健康的线性和曲线关联。结果表明，在最高水平的活动强度下，每周花在活动上的时间超过 10 小时，对归属感、孤独感和社交焦虑的益处最大。通过种族测试的互动表明，活动强度对归属感的影响对于代表性不足的少数族裔学生与非代表性不足的学生是不同的。调查结果表明，学生可能会从尽可能多的参与中受益，大学可能会通过关于校园参与的效用的信息或课堂演示来强调参与课堂外活动的重要性。