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Title: The impact of first-year students' living situation on the integration process and study progress
Author(s): Beekhoven, S.; Jong, U. de ; Hout, J.F.M.J. van
Publication year: 2004
Source: Educational Studies, vol. 30, iss. 3, (2004), pp. 277-290
ISSN: 0305-5698
DOI: https://doi.org/10.1080/0305569042000224224
Publication type: Article / Letter to editor

Please use this identifier to cite or link to this item : http://hdl.handle.net/2066/64505   http://hdl.handle.net/2066/64505

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Subject: Inequality Cohesion Rationalization
Ongelijkheid Cohesie Rationalisatie
Organization: SW OZ BSI OE
I.O.W.O Basis Formatie
Journal title:
Educational Studies
Volume: vol. 30
Issue: iss. 3
Page start: p. 277
Page end: p. 290
Abstract:
Students in different living situations are the central issue of this study. Large groups of first-year students not only transfer to a new educational system, but also start to live independently in rooms. The questions we answer, in this paper, are whether the students' living situations affect the integration process and how it is related to study progress. A total 782 first-year full-time students responded to questionnaires. A remarkable conclusion was that a positive effect of living independently on integration was not found. The students living in rooms experienced more personal problems than students who stayed at home. Students living in rooms spent several hours less on their studies, which negatively affected study progress.

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