This conference presentation addresses a focused research question, presenting an ongoing quantitative investigation into the relationship between participation in sports activities and student integration within university environments. The study is part of a broader dissertation examining how sports engagement influences both social and institutional integration, as well as academic achievement.

Objective:

The study aims to determine whether participation in university sports clubs contributes to the formation and strengthening of connections with other students and university staff, enhancing both academic and social integration. University sports clubs are aligned with Tinto’s (2023) concept of social networks and are considered tight networks (due to frequent and meaningful interactions among participants) and dense networks (due to active interaction across various levels and processes).

Research Question: How does participation in university sports clubs influence social and institutional integration among students in European universities?

Conceptual or Theoretical Framework:

The research is grounded in Vincent Tinto’s Student Integration Theory, which provides a foundational framework for understanding integration and its effects on students' engagement, retention, and success within the social and academic systems of a university.

Tinto’s Original Framework (1975):

Tinto’s model conceptualizes student retention as a longitudinal process of interactions between the individual and the institution. It identifies two critical dimensions of integration that shape students’ persistence:

Academic Integration: Achieved through grade performance, intellectual development, and alignment with the institution’s academic standards. Grades reflect performance relative to expectations, while intellectual development signifies intrinsic connection to academic norms.

Social Integration: Defined by interpersonal relationships, extracurricular participation, and interactions with peers and faculty. Successful social integration fosters affiliation and strengthens commitment to the institution.

Tinto posits that insufficient integration in either the academic or social systems of the university leads to low commitment to the institution or the goal of degree completion, increasing the likelihood of dropout. His model differentiates between voluntary withdrawal (often linked to low social integration) and academic dismissal (resulting from poor academic performance). Pre-entry attributes, goal commitment, and institutional attachment also play critical roles in persistence, alongside external factors like financial constraints.

Extensions to the Theory (2023):

In 2023, Tinto expanded his Student Integration Theory to incorporate new aspects reflecting the current educational environment.

He introduced the concept of social networks, emphasizing their importance for the integration of students into both the social and academic university environment.

Tinto identifies two key types of networks: dense networks and tight networks. Dense Networks: Characterized by a high degree of interconnection among participants, enabling access to social and academic ties while fostering a sense of belonging and mutual support. Tight Networks: Involve frequent and meaningful interactions among members, creating strong connections that enhance both academic and social adaptation.

Tinto continues to emphasize that successful integration is crucial for student persistence - the ability to overcome challenges and continue their studies. His updated theory also accounts for shifts in educational formats, such as online and hybrid learning, which require universities to actively facilitate the creation of effective social networks to support students' integration.

European/International Dimension: This research utilizes data collected during the European University Games 2024, the largest student sports event in Europe, which brought together participants from diverse socio-economic and educational contexts across several European countries.

The study utilizes a quantitative research approach, focusing on data collected from athletes at the European University Games 2024. This event was chosen as the data collection setting because all participants were university students aged 17 to 30, representing their institutions, ensuring a diverse and relevant sample. The primary instrument for data collection was a structured questionnaire, available in two languages (English, Russian) and in both printed and digital formats. The questionnaire included 63 questions, divided into the following sections to capture key aspects of the research focus: Sports Participation; Social and Institutional Integration; Academic Performance, Persistence, and University Support; and Demographics, Social Background, and Motivational Factors. The survey successfully gathered 60 responses from student-athletes representing various universities across 9 European countries. Participants were actively involved in 10 different sports, ensuring a diverse and comprehensive dataset. At this stage, the data have been collected but have not yet been fully processed or analyzed. The planned analysis will be conducted using IBM SPSS Statistics Version 22. Participants will be categorized based on their membership in sports clubs (university-based, external, or no affiliation). The statistical methods intended for this analysis include Chi-square tests of independence and Analysis of Variance (ANOVA) as primary tools, supplemented by Cross-tabulations (Crosstabs) and Adjusted Residuals to refine the analysis.

Since we consider university sports clubs as dense and supportive social networks that foster social and institutional integration among students, We anticipate that participation in these clubs is likely to demonstrate the ability to build and reinforce social bonds within the university community. We expect that shared interests among members will positively influence students’ attachment to both the university and their fellow club members. These assumptions are based on the theoretical framework of student integration and the role of structured extracurricular activities in fostering institutional engagement. Additionally, resources provided by universities for sports clubs, such as flexible academic schedules and financial support for competition participation, are anticipated to contribute to students' institutional engagement by enabling them to balance athletic commitments with academic responsibilities, while also enhancing their sense of institutional belonging. While theoretical perspectives and preliminary expectations suggest that university sports clubs play a crucial role in students’ social and institutional integration, the extent of this influence will be determined through the planned data analysis. We hope that these findings will encourage universities to view sports clubs not only as structures dedicated solely to athletic development but also as effective tools to support students’ persistence and retention in diverse university settings, potentially contributing to lower dropout rates.

Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45(1), 89–125. https://doi.org/10.3102/00346543045001089 Tinto, V. (2023). Reflections: Rethinking Engagement and Student Persistence. Student Success, 14(2), 1–7. https://doi.org/10.5204/ssj.3016