There are volumes of research examining the intricacies of higher education, many of which explore the area of residential life on college and university campuses. Despite this wealth of literature, however, there is very little that directly examines the various factors which influence resident assistant performance as evaluated by their residents. This study explores this area through six basic research questions designed to identify the most significant predictors of resident assistant performance. The data for this study were collected at a single, private institution in the southeast over the course of three years. Within each year, the resident assessments of resident assistants were compared to factors such as grade point average, ethnicity, and number of residents to determine which, if any, of the predictors accounted for a statistically significant portion of the evaluations scores.
According to the results of this study, none of the six factors examined were found statistically significant across all three years. The ethnicity, grade point average, side of campus on which the resident assistant worked all proved to be statistically significant predictors of performance in two of the three years. Two of the remaining factors, the number of residents and level of experiences, were statistically significant in only one of three years in which data were collected. The gender of the resident assistant was not found to predict performance in any of the three data sets.
|Commitee:||Callahan, Cheryl M., Reichard, Don, Shaw, Jen D.|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 69/04, Dissertation Abstracts International|
|Subjects:||Curriculum development, Higher education|
|Keywords:||College, Performance factors, Residence halls, Resident advisors, Resident assistants, Student housing, University|
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