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A program evaluation of a living-learning housing option at a large midwestern university.

机译：大型中西部大学的学习型住房选择的计划评估。

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摘要

The present study examined the impact of a living-learning housing option on residents' academic behavior, cognitions (i.e., academic self-efficacy and attributions for academic outcomes), achievement, retention at the university, and level of satisfaction with their living environment. Residents of Maple, the program hall, were compared to residents of Larch, a non-program hall that was similar to Maple in size and location. Background and outcome data were obtained through official university records, as well as through questionnaires completed by residents of both halls at the beginning of the fall semester and toward the end of the spring semester.;The results indicated that the Maple Hall program had a generally positive impact on residents, with the main benefit being the higher retention rate for Maple residents compared to residents of Larch Hall. Other significant findings included higher basic, math, and overall academic self-efficacy, greater satisfaction with hall facilities, and increased time spent attending classes and labs, studying, performing community service, and participating in recreational and social activities (an indicator of involvement in the university community). Although the absence of a consistently significant impact on residents' academic performance is surprising, the overall results of the investigation support the continuation of the Maple Hall program and provide potential directions for future research on this and similar living-learning programs.
机译：本研究调查了学习生活的住房选择对居民的学业行为，认知（即学业自我效能和学业成就的归因），成就，在大学的保留率以及对居住环境的满意程度的影响。计划大厅Maple的居民与Larch居民进行了比较，Larch是一个非计划大厅，其大小和位置与Maple相似。通过正式的大学记录以及在秋季学期初至春季学期末由两个礼堂的居民填写的问卷获得了背景和结果数据。结果表明，Maple Hall计划总体上具有普遍性。对居民的积极影响，主要好处是与落叶松堂居民相比，枫树居民的保留率更高。其他重要发现包括更高的基础，数学和整体学术自我效能感，对大厅设施的满意度更高，花更多时间参加课堂和实验室，学习，进行社区服务以及参加娱乐和社交活动（参与活动的指标）大学社区）。尽管对居民的学习成绩没有始终如一的重大影响是令人惊讶的，但调查的总体结果支持了Maple Hall计划的继续进行，并为该研究和类似的生活学习计划的未来研究提供了潜在的方向。

著录项

  • 作者

    Thompson, Sharon Smith.;

  • 作者单位

    Iowa State University.;

  • 授予单位 Iowa State University.;
  • 学科 Education Educational Psychology.;Education Higher.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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