Browsing by Subject "Dormitory life"
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Item A study of the effects that multiple living learning programs have on residence hall students at a large research university(Texas Tech University, 2000-08) Jones, James BrianThe purpose of this study was to use a survey research design to examine the effects that living learning programs have on students who live in residence halls at a large, research university that offers a variety of living learning programs. The study employed Tinto's Model of Institutional Departure (Tinto, 1993) as a theoretical framework. Survey data was used to measure elements of Tinto's model including students' pre-college attributes, involvement in the social and academic systems of the university, integration into each of these systems, and outcomes. Astin's Input-Environment-Output Model (Astin, 1970) was used as the basis for the research design of the study. Astin's model was overlaid on Tinto's model in order to make the theoretical base of the study compatible with a practical research design. The study was conducted at a large research university. The sample consisted of 2,774 residence hall students. There were 14 residence halls on the campus, eight living learning programs that were housed in six haUs, and there were eight halls that did not house living learning programs. The study measured the effects of the living learning programs on student integration and student outcomes, while controlling for pre-college academic ability and aptitude. The study used MANCOVA to determine if differences existed between the comparison groups, while controlling for pre-college academic ability and aptitude. The study compared living learning students with non-living learning students. The study also compared non-living learning students who live in residence halls that house living learning programs with non-living learning students who live in residence halls that do not house living learning programs. Results of the study indicate that living learning programs had positive effects on living learning students, though small effect sizes question the actual contribution that living learning programs make to the differences between living learning and non-living learning students. Results regarding non-living learning students that live in halls that house living learning programs proved inconclusive, suggesting further research in this area.Item McDonald Observatory resident staff housing(Texas Tech University, 1981-12) Bustamante, Joe LNot availableItem The relationship between self-harm and college students(2012-05) Stein, Lindy; Taylor, Colette M.; Jacob, Stacy A.Self-harm within the college population has been growing over the last few decades, as more students are coming to college with diagnosed mental illnesses. Many studies have examined self-harm behaviors among clinical and non-clinical adolescents (Cross, 2007; Hall & Place, 2010; Janis & Nock, 2008), but few studies have taken the additional step to examine the college population, thus creating a gap within the research. More information and education is needed for higher education administrators concerning self-harm to understand the behavior and how to treat individuals who currently utilize this coping mechanism if administrators want to encourage these students to be successful in their academic pursuits. This study examines the relationship between college students and self-harm behavior – specifically, perceived climate within residence halls. A sample (N=41) was drawn from a large research institution in the southwest, and participants were asked to self-disclose information regarding self-harm behavior and residence hall climate; the Deliberate Self-Harm Inventory (Gratz, 2001) and the Residence Hall Climate Scale (Kaya, 2004) are the instruments used. Results indicated insignificant relationships between residence hall climate and self-harm behaviors.