This thesis has been an investigation of the relationship between type of college student residence and the study habits of college students. In this survey, the study habits of college freshmen were measured twice with the Brown-Holtzman Survey of Study Habits and Attitudes. Students were tested on the SSHA before entering college and after seven months of college attendance. The findings have outlined differences in study habits and attitudes among several residential aggregates of students. The research also demonstrated the type and amount of change in measures of study habits by residential groupings during the first year of college attendance.This research has traced the phenomenon of a decline in freshman study habits and attitudes largely to changes in scores on the SSHA indexes of Teacher Approval and Educated Acceptance. Changes in these scores reflected a decline in student approval of teacher’s behavior and methods and of educational objectives, practices, and requirements.In addition, this research demonstrated that a number of differences in study habits and attitudes were associated with family income, sex, academic reference group, extracurricular activity, hometown size, and student’s attitude about his residential location.

There is no abstract available for this dissertation.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 297).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 108-115).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 116-124).

No description available.

Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 15, 2005. Dissertation Committee: Edward R. Hines (chair), Franklin G. Matsler, Ronald S. Halinski, John R. McCarthy, Marcia D. Escott. Includes bibliographical references (leaves 158-170) and abstract. Also available in print.

The purpose of the study was to determine the extent to which the original objectives for the Carmichael Residential Instruction Project at Ball State University have been met through the mid-to-late seventies, the relative differences in effectiveness between the Carmichael Project and the larger university in meeting the objectives claimed for the Carmichael Project, and the extent to which Ball State students of the mid-to-late seventies reflect national trends in college student characteristics as described in the relevant literature.To achieve the purposes of the study a major null hypothesis and four null sub-hypotheses were developed concerning the Carmichael Project objectives. The objectives evaluated in the study concerned (1) promoting a "comfortable community of learning," (2) developing "close working relationships with faculty," (3) creating "a small, comfortable classroom environment," and (4) providing the opportunity for "shared educational experiences and a common identity."Two questionnaire instruments were developed to determine the extent to which Carmichael Project objectives have been met in the mid-to-late seventies and to determine whether the objectives of the Carmichael Project have been met more effectively by the Project thanby the larger university. The questionnaires were administered to two groups of students selected by a random process. One group was composed of present and former Carmichael Project participants divided into four sub-groups according to academic classification, i.e., freshman, sophomore, junior, senior. The second group, the control group, was composed of general university or non-Carmichael students also divided into four sub-groups according to academic classification.After the questionnaire data were subjected to an F ratio and t test, it was found that the mean scores of the Carmichael Project participant groups were significantly higher than the mean scores of the corresponding control groups for questionnaire items relating to the first three Carmichael Project objectives, but the mean scores of the control groups were significantly higher than the mean scores of the corresponding Carmichael groups for questionnaire items relating to the fourth Carmichael Project objective. The major null hypothesis and all four null sub-hypotheses were rejected.It was determined through the review of related literature that college student characteristics have changed since the late sixties and that Ball State students in the mid-to-late seventies have reflected the national trends in college student characteristics. Among other changes in college student characteristics since the sixties, it was determined, for example, that college students in the 1970's have been more "career-minded," more moderate or conservative in political views, and more "liberal" in social attitudes than were college students of the late 1960's. It was determined. that Ball State students have generally reflected the national college student characteristics but have been more politically moderate and less socially "liberal" than have college students nationally during the mid-to-late seventies.It was concluded that the Carmichael Project at Ball State University should be continued only if modifications are made. It was recommended that if the decision is made to continue the Carmichael Project, Ball State officials should, after appropriate study, develop a very clear set of goals and objectives for the Project, provide a program of studies which specifically meets the needs of students in the late 1970's and early 1980's, develop in-service programs for Carmichael faculty to insure understanding of and commitment to the goals and objectives of the Project, develop specific evaluative procedures and carry out a continuing program of evaluation, and make modifications in the Project as new or changed needs are determined as a result of evaluation procedures.

This study identified issues, problems, barriers and opportunities which impact the residential experience for non-traditional undergraduate students living in traditional college and university residence halls. Non-traditional students were defined as students twenty-five years of age or older. The study utilized two distinct research methods; a demographic survey of chief housing officers and the modified Delphi study of non-traditional students' impressions and issues to be considered as barriers and enablers in their residence hall experience.Chief housing officers from 101 institutions within a four state area in the Midwest reported 7180 non-traditional students currently living in traditional residence halls. Most chief housing officers were aware of these students on campus, but many of the officers wrote that because this was a negligible number of students, little had been done especially to accommodate this group.Chief housing officers identified the following top five needs of non-traditional students: 1) quiet and privacy, 2) contractual arrangements, 3) issues related to living and relating to others, 4 family issues, and 5) special programming. Four of the top five needs were analyzed by the researcher as institutional barriers according to Cross' Chain of Response (COR) Model; other barriers identified included dispositional barriers and situational barriers.The chief housing officers most frequently reported the following plans to meet the needs of non-traditional students~ 1) to alter contractual arrangements, 2) to renovate facilities, 3) to group students together, and 4) to develop special services or policies.The 30 non-traditional students who participated in the modified Delphi study identified barriers as unique needs or issues that adversely affected their participation or satisfaction with overall residence hall experiences. The top five barriers they identified were: 1) difficulties due to maturity differences, 2) too much noise, 3) not having housing over breaks, 4) lack of same age companionship, and 5) policies that were too restrictive for adult life styles. Three of the top five barriers were analyzed by the researcher as institutional barriers; others were analyzed as situational or dispositional barriers.The non-traditional students identified enablers as circumstances that positively affected their participation or satisfaction with overall residence hall experiences. The top five enablers identified were: 1) accessibility to campus facilities and resources, 2) convenience, 3) enhanced academic focus while living on campus, 4) greater involvement in the institution, and 5) increased faculty contact and affordability (tied). Cross' COR Model likewise was applied, unconventionally, by the researcher to the enabling issues. Five of the six predominant enablers were analyzed as institutional enablers; others were analyzed as dispositional enablers.Suggested solutions to these barriers were offered by non-traditional students. Students either asked to be housed separately or treated differently from traditional age students, to have policies enforced consistently and more frequently, or to have programs and mechanisms in place to bring about greater interaction and ultimate appreciation of the differences between non-traditional and traditional students. / Department of Educational Leadership

M.Ed. / Please refer to full text to view abstract