Rebecca Roten

ORCID Identifier(s)


Document Type

Honors Thesis


Academic stress is a common feature of college life, but excessive stress can have negative effects on academic outcomes, health, and general well-being. The purpose of this study was to investigate the relationships between academic stress and factors of extracurricular participation, including in-group identification, participation time, and participation motivation. It was hypothesized that higher in-group identification and internal motivation would relate to lower academic stress. A sample of undergraduate college students (n = 296) completed a survey consisting of an academic stress scale and a series of question about their extracurricular participation. Academic stress was not associated with any of the factors of participation; however, in-group identification was positively correlated with both internal and external motives, and participation motivation differed between activity types. These findings suggest that students experience similar levels of academic stress regardless of involvement.

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