Faced with the most drastic economic downturn since the Great Depression, public institutions of higher education have been increasing tuition, cutting programs, and finding creative ways to generate more revenue since 2008. Higher rates of housing occupancy lead to greater financial stability for colleges and universities (Mitchell & Leachman, 2015). Furthermore, because students have been shown to benefit academically and developmentally from living on campus, and because living on campus is directly linked to greater rates of resident retention, institutions that value student development and academic persistence should concern themselves with housing as many students as possible on campus. Considering a number of theoretical foundations, a conceptual framework and measurement model were developed in this study to better understand and predict students’ housing decisions. A multiple linear regression analysis was conducted to determine to what extent social integration, desire for greater freedom and independence, and residential satisfaction predict resident retention. Additionally, students’ likelihood of returning to campus housing the following year was compared based on room type: traditional, suite-style, and apartment-style units. Several correlational analyses were conducted towards the purpose of better understanding relationships between constructs that predict resident retention. Implications for both theory and practice are presented for each major finding, and opportunities for future research to expand upon the findings of this study are also discussed.
|Commitee:||Griggs, Dana, Slater, Robert|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Social psychology, Educational psychology, Higher education|
|Keywords:||Housing, Residence life, Resident retention, Student decisions|
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