A Longitudinal Study of Breadth and Intensity of Activity Involvement and the Transition to University

We examined prospective relations between activity involvement and successful transitioning to university. A sample of 656 students from 6 Canadian universities completed questionnaires before beginning university and at the end of their first year. Breadth (number of different activity domains) and intensity (mean frequency) of activity involvement as well as changes in breadth and intensity, were examined jointly. Consistent with developmental theory, higher levels of pre-university breadth and intensity of activity involvement and greater increases in breadth and intensity over time predicted various indicators of positive adjustment to university.