Presentation Title

The Relationship Between Campus Success and Campus Resources

Faculty Mentor

Jennifer Coons

Start Date

23-11-2019 10:45 AM

End Date

23-11-2019 11:30 AM

Location

14

Session

poster 4

Type of Presentation

Poster

Subject Area

behavioral_social_sciences

Abstract

Findings suggest that a key variable in campus success is campus engagement (Kuh et al., 2008). Research has also found a substantial relationship between academic success and gender identification indicating that females are more likely to outperform their male peers (Pajares, 2002; Peter & Horn, 2005). The purpose of this study is to examine the relationship between campus involvement and student’s GPA. Campus involvement is defined by being an active member of a campus organization (athletics, greek organizations, general student organizations, or attending resource centers). One hundred and forty-nine undergraduate students completed the study (69% female, mean age = 19.00). Participants were in one of two introductory psychology courses taught on the same day of the week by the same instructor. One class (51% of the participants) was required to attend a campus event during the second week of the fall semester while the second class was not. A 2x2 between ANOVA was conducted to assess the main effects and interaction between gender (male/female) and campus involvement (yes/no) on GPA. The main effect of gender was significant, F(1, 145) = 6.421, p = .012., such that females (X̄ = 3.47, SD = .512) reported higher GPA than males (X̄ = 3.22 , SD = .585). The main effect of campus involvement was significant, F(1, 145) = 20.96 , p = .001, such that those who are involved on campus (X̄ =3.58 , SD = .421) reported higher GPAs than those who are not involved on campus (X̄ = 3.16 , SD = .600 ). The interaction between gender and campus involvement was not significant, F(3, 145) = .094, p =.760. These results indicate that females as well as students who are involved with campus organizations, regardless of gender, have greater academic success.

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Nov 23rd, 10:45 AM Nov 23rd, 11:30 AM

The Relationship Between Campus Success and Campus Resources

14

Findings suggest that a key variable in campus success is campus engagement (Kuh et al., 2008). Research has also found a substantial relationship between academic success and gender identification indicating that females are more likely to outperform their male peers (Pajares, 2002; Peter & Horn, 2005). The purpose of this study is to examine the relationship between campus involvement and student’s GPA. Campus involvement is defined by being an active member of a campus organization (athletics, greek organizations, general student organizations, or attending resource centers). One hundred and forty-nine undergraduate students completed the study (69% female, mean age = 19.00). Participants were in one of two introductory psychology courses taught on the same day of the week by the same instructor. One class (51% of the participants) was required to attend a campus event during the second week of the fall semester while the second class was not. A 2x2 between ANOVA was conducted to assess the main effects and interaction between gender (male/female) and campus involvement (yes/no) on GPA. The main effect of gender was significant, F(1, 145) = 6.421, p = .012., such that females (X̄ = 3.47, SD = .512) reported higher GPA than males (X̄ = 3.22 , SD = .585). The main effect of campus involvement was significant, F(1, 145) = 20.96 , p = .001, such that those who are involved on campus (X̄ =3.58 , SD = .421) reported higher GPAs than those who are not involved on campus (X̄ = 3.16 , SD = .600 ). The interaction between gender and campus involvement was not significant, F(3, 145) = .094, p =.760. These results indicate that females as well as students who are involved with campus organizations, regardless of gender, have greater academic success.