Research has linked participation in co-curricular activities to subjective well-being. Co-curricular activities offer chances for the formation of interpersonal connection, identity formation, and the development of emotional, social, academic, as well as career-related skills. However, there are few studies rigorously exploring the contribution of co-curricular activities on the subjective well-being of undergraduate students. This study was designed to investigate the influence of co-curricular activities on subjective well-being. We also explored the influence of gender, faculties, and the duration of involvement on students' subjective well-being. For this purpose, the subjective well-being of 185 undergraduate students involved in various co-curricular activities was measured by administering the Memorial University of Newfoundland Scale of Happiness (MUNSH). In addition, the subjective well-being of 185 undergraduate students who generally did not engage in any co-curricular activities was also measured as a control group for the comparison. Results revealed that the subjective well-being of the students (experimental group) involved in cocurricular activities was significantly higher than that of the control group. Results also showed no significant difference in subjective well-being between male and female students involved in co-curricular activities. Moreover, it was found that subjective well-being differed significantly among students of different faculties, where students of the science faculty showed a higher level of subjective well-being than any other faculty. Findings also indicated that the subjective well-being of the experimental group was enhanced by increasing the duration of involvement in cocurricular activities.
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