How do fan engagement and sport participation influence adaptation to campus and life satisfaction? A Comparison between American domestic and Asian international students

Abstract

The purpose of this study was to examine and compare the relationship among fan engagement and sport participation, adaptation to campus, and life satisfaction between American domestic and Asian international students. A total of 485 domestic and 295 international students (domestic = 62.2%) from a large, Midwestern university were included as the sample. Structural equation modeling (SEM) was used to analyze the data. Overall, it was found that fan engagement in collegiate sport (psychological and behavioral) and campus sport participation (behavioral) helped both domestic and international students facilitate their four school adaptation dimensions (academic, social, emotional, and institutional) and experience higher life satisfaction. However, there were different effects of fan engagement and sport participation between the two student groups. This research can contribute to Astin’s student involvement theory and leisure coping strategies and provide guidance for athletic departments, campus recreation, and university administration in serving various needs of student populations.

Keywords:

• Fan engagement
• sport participation
• school adaptation
• life satisfaction
• American domestic students
• Asian international students

Notes

1 The CESQ is now distributed by the Center for Postsecondary Research and Planning, Indiana University.

2 The original CSEQ was scored on a scale of 1 = Never, 2 = Occasionally, 3 = Often, and 4 = Very Often. However, we changed the scale from interval to ratio to give a zero meaning to “Never” and add “1= Rarely.”

3 The original and modified SACQ scales ranged from 1 (applies very close to me) to 9 (doesn’t apply to me at all). However, we used the 7-point scale with strongly agree/disagree as the consistent scale structure throughout the survey to avoid survey fatigue among participants.