To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 25 rugby players and 25 non-athlete students completed the Student-Athlete Experiences Inventory-Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start and end of a semester. A RM-ANOVA and partial-η² effect sizes determined if group and time differences were present. We selected variables associated with the post-scores for practical and liberal arts gains with the lasso method. Rugby players engaged in more diverse social interactions (partial-η² = 0.091) and were more actively involved on campus (partial-η² = 0.0914) than non-athlete students, but paradoxically had lower practical arts gains (p < 0.0001). All students reported increasing stress levels from start to end of the semester (partial-η² = 0.109), which contributed to decreasing practical arts gains. Students need help with stress management near semester’s end. Club rugby players should seek support services on campus to improve career preparedness.

为了研究俱乐部橄榄球参与，大学经历和感知收获之间的关系，在开始和结束时，有25名橄榄球运动员和25名非运动员学生完成了《学生运动员经验清单》修订本，《学生运动员收益清单》和《感知压力量表》。一个学期。甲RM-ANOVA和部分-η ²影响的大小确定是否基和时间差异存在。通过套索方法，我们选择了与后得分相关的变量，以获取实践和文科领域的成就。橄榄球运动员从事更多样化的社会互动（局部η ² = 0.091），并更积极地参与校园（局部η ² = 0.0914）比非运动员的学生，但矛盾的是具有较低的实用艺术收益（p<0.0001）。从学期开始到学期末，所有学生的压力水平都在增加（部分-n ² = 0.109），这有助于减少实用艺术的学习。学生在学期末需要压力管理方面的帮助。橄榄球俱乐部的球员应在校园寻求支持服务，以改善职业准备。