Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university Winstone, Naomi, Balloo, K, Gravett, K, Jacobs, D and Keen, H 2022, Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university, Active Learning in Higher Education, vol. 23, no. 2, pp. 81-96, doi: 10.1177/1469787420908209. Attached Files Name Description MIMEType Size Downloads Title Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university Author(s) Winstone, Naomi Balloo, K Gravett, K Jacobs, D Keen, H Journal name Active Learning in Higher Education Volume number 23 Issue number 2 Start page 81 End page 96 Total pages 16 Publisher SAGE Place of publication London, Eng. Publication date 2022 ISSN 1469-7874 1741-2625 Keyword(s) belonging equity extra-curricular activities extraversion student engagement transition wellbeing Social Sciences Education & Educational Research HIGHER-EDUCATION EXTRACURRICULAR ACTIVITIES STUDENT INVOLVEMENT PERSONALITY Summary Students’ engagement in extra-curricular activities can play a significant role in their development of a student identity, as well as leading to a greater sense of belonging and wellbeing. However, individual characteristics such as sociability may influence the likelihood of students engaging in extra-curricular activities. We collected mixed mode data from two online surveys to explore students’ perceptions of the impact of engagement in extra-curricular activities on their experience at university, as well as the mediating role of engagement in extra-curricular activities in the relationships between extraversion and wellbeing and sense of belonging to the University. Our data demonstrate that extraversion is positively associated with both belonging and wellbeing, and that engagement in extra-curricular activities also mediates these relationships. Our qualitative data uncover further nuances in engagement with extra-curricular activities; while many perceived outcomes are positive, some students express regret at opportunities missed, and find it challenging to balance extra-curricular activities and their studies. Taken together, these findings indicate that not all students stand to benefit equally from engagement in extra-curricular activities. Providing a range of opportunities that are accessible to a wide range of students may promote equity in participation in extra-curricular activities. Language eng DOI 10.1177/1469787420908209 Field of Research 1301 Education Systems 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30171852 Document type: Journal Article Collections: Deakin Learning Futures Other Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 01 Jun 2022, 10:01:51 EST Wed, 01 Jun 2022, 15:55:27 EST Wed, 01 Jun 2022, 16:27:51 EST Wed, 01 Jun 2022, 16:28:38 EST Tue, 28 Jun 2022, 22:37:11 EST Wed, 29 Jun 2022, 06:07:33 EST Tue, 19 Jul 2022, 10:01:29 EST Tue, 19 Jul 2022, 13:39:02 EST Tue, 19 Jul 2022, 13:51:47 EST Filtered Full Citation counts:   Cited 9 times in TR Web of Science Cited 7 times in Scopus Search Google Scholar Access Statistics: 5 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Tue, 28 Jun 2022, 22:37:11 EST