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ERIC Number: ED550994
Record Type: Non-Journal
Publication Date: 2012
Pages: 227
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-8538-4
Household Density and Academic Standing among Community College Students: The Effects of Time Orientation and Spatial Self-Regulation
Campagna, Grace
ProQuest LLC, Ph.D. Dissertation, City University of New York
The purpose of the study was to develop a multifactorial model tracing paths from housing affordances to academic outcomes in higher education. The study sought to connect two areas of psychological research: on one side, the adverse effects of environmental stressors and inadequate self-regulation upon life course prospects and, on the other, the affective, behavioral, and cognitive elements of purposive self-regulation used by college students toward long-term goal attainment. The study design was cross-sectional and used self-reported survey data as well as official academic records for 490 student participants. Three new measures were developed. The first, Housing Inadequacy, gave a subjective assessment of domestic environments by comparing availability of household features with their rated importance to individual students. The second, Perceived Housing Stress, was adapted from the Perceived Stress Scale (Cohen & Williamson, 1988), an existing validated measure of global appraised stress, to identify stressors specific to the home setting. The third, Spatial Self-Regulation, introduced a new construct with two components: the ability to recognize whether a setting is conducive to one's goals and the ability to engage or change that setting in order to move toward those goals. In the current study, the affective, behavioral, and cognitive aspects of Spatial Self-Regulation were measured in both home and campus settings. Two existing measures were used. Temporal factors from the Zimbardo Time Perspectives Inventory (Zimbardo & Boyd, 1999) were hypothesized to attenuate or amplify adverse effects of Housing Inadequacy and Perceived Housing Stress in predicting academic motivations and strategies. These motivations and strategies were measured using components of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, and McKeachie, 1993), an instrument widely used in higher education assessment. Structural equation modeling was used to refine, integrate, and confirm linkages among the above variables. A statistically significant model linked sub-factors for Housing Inadequacy, Perceived Housing Stress, Spatial Self-Regulation, and Time Orientation with Motivated Strategies for Learning. Since the model reliably predicted GPA, the study presented a new approach to explaining college student academic standing as an outcome of the interaction of person-level variables with environmental factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire