The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities.

中文翻译：

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感知大学生活平衡、每周从事学术活动的小时数和学术资源的重要性

大学生活体验 (ULE) 量表旨在确定学生如何利用他们在学术（课堂和预科）和非学术（工作、社交、休闲和健康）活动之间的时间。除了 ULE 之外，239 名本科生还完成了评估学术机智、学术自我效能、大学适应和满意度的清单，以及关于感知的学术和非学术平衡以及完成学位的承诺的单项问题。结果表明，每周花在各种非学术活动上的总小时数与大多数变量无关，包括学时、而每周在学术活动中花费的小时数与社会心理变量和学术资源和累积成绩的独特预测指标呈正相关。此外，学术机智被观察到缓和了感知平衡和学时之间的关系，因此对于在学术机智上得分高的学生，无论他们的认知度是低还是高，每周花在学术活动上的平均小时数都更多。平衡，尤其是与那些在学术机智和感知平衡方面得分较低的学生相比。