Homesickness at College: Its Impact on Academic Performance and Retention

Jie, Sun; Hagedorn, Lindaserra; Zhang, Yi

doi:10.1353/csd.2016.0092

Cited by 38 publications

(35 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In subsequent models, we controlled for two potentially confounding variables (gender and negative affect instability). Gender (1 = women, 0 = men) was entered as an additional predictor in one model given that in some studies women report greater homesickness than men (e.g., Sun, Hagedorn, & Zhang, ). Negative affect instability, or the magnitude of fluctuations in affect, was entered as an additional predictor in another model given that it has been previously linked with higher levels of homesickness (van Vliet, ).…”

Section: Methodsmentioning

confidence: 99%

“…In a longitudinal study, students experienced only small decreases on average over the course of the first college term and homesickness was associated with decreased social adjustment (English, Davis, Wei, & Gross, ). Moreover, recent work demonstrates that homesickness is negatively associated with academic performance and is linked to increased odds of students dropping out of college, even after controlling for background variables such as gender, ethnicity, and parents’ educational attainment (e.g., Sun, Hagedorn, & Zhang, ; Thurber & Walton, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mood regulation and relationship quality predict change in homesickness during college

Landa

Bono

English

2019

British J of Psychology

View full text Add to dashboard Cite

Recent theorizing has implicated affect regulation as central to the experience of homesickness. Conceptualized as grief due to losing social connections with close others when relocating, homesickness is associated with poor emotional and social adjustment. The present study examined how mood regulation and relationship qualityat home and in collegepredict homesickness and negative affect among college students (N = 168). We assessed 16 mood regulation strategies as well as relationship quality each week over the first college term. As predicted, time-lagged multilevel analyses demonstrate that avoidance-oriented strategies were helpful in the short term (the following week), but chronic avoidance (across the college term) predicted higher levels of homesickness. Approach-oriented regulatory strategies did not predict homesickness, however. Relationship quality demonstrated differential main effects at the between-person level but did not predict fluctuations in homesickness from week to week. Across the college term, closer ties at home predicted greater homesickness, whereas closer ties in college predicted lower homesickness. Notably, there were distinct effects of mood regulation for homesickness compared to negative affect. The present study is among the first to examine effects of mood regulation on homesickness longitudinally, suggesting it is important to consider the type of regulation strategies being used as well as the time scale.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mood regulation and relationship quality predict change in homesickness during college

Landa

Bono

English

2019

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…Previous research conducted xiii concerning college students' sense of belonging contributed to the identification of various variables for this study. This study has a foundation within the major studies on homesickness (Fisher, 1989;Poyrazli & Lopez, 2007;Sun, Hagedorn, & Zhang, 2016;Watt & Badger, 2009;Yeh & Inose, 2003) social and academic integration (Astin, 1993;Hoffman et al, 2002;Hurtado & Carter, 1997;Johnson et al, 2000;Tinto, 1975), and peer connections (Anderman, 2003;Hurtado & Ponjuan, 2005;Strayhorn, 2008).…”

Section: My Mothermentioning

confidence: 99%

“…The literature on the experiences of international students indicates that international students face more social and psychological problems on college campuses than American students (Leong & Chou, 1996;Mori, 2000). Prior research also suggests that international students encounter many hurdles at U.S. universities as a result of language and cultural barriers, academic and financial difficulties, interpersonal problems and racial discrimination, loss of social support, alienation and homesickness (Sherry et al, 2010;Poyrazli & Lopez, 2007;Yeh & Innose, 2003;Zhou et al 2008;Sun & Hagedorn & Zhang, 2016). Lee and Rice, (2007) utilized the concept of neo-racism to explain the experiences of racial and ethnic discrimination of international students.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Investigating the sense of belonging of international students through a predictive model

Singh

View full text Add to dashboard Cite

show abstract

“…As such, it is possible students who lived off campus did not experience homesickness and related concerns of being away from home for the first time. The literature suggests that homesickness can cause students both retention and GPA issues (Sun, Hagedorn, & Zhang, 2016;Woosley Table 20 indicates the CI for the variables in the model. After comparing lower and upper limits for the means in the sample, many of the CI were narrow, which indicated more precise estimates.…”

Section: Logistic Regression Statisticsmentioning

confidence: 99%

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Petty¹

View full text Add to dashboard Cite

The implications of a University of Louisville first year experience The implications of a University of Louisville first year experience course on student success outcomes based on race and gender. course on student success outcomes based on race and gender.Extant research has shown that across U.S. institutions, the first and second years of college are the most precarious because of high attrition rates. To address this, many colleges and universities implement First Year Experience (FYE) interventions with hopes of increasing first year GPA, retention rates, and overall college success. Over 90% of colleges and universities either offer or make these FYE interventions mandatory for their first-year/first-time freshmen. There is a large body of research regarding the association of FYE interventions and student outcomes, but the findings are mixed. Extant literature also does little to focus on FYE student outcomes based on race/ethnicity and gender, which is an identified gap and one this study fills. This dissertation is a quantitative examination of a FYE at the University of Louisville, GEN 101. GEN 101 is an example of a First Year Seminar (FYS). FYS courses are a type of FYE. The contextual framework of this dissertation is based on Tinto's Student Integration Model and concepts of academic and social integration. GEN 101 is required for graduation. All incoming freshmen are encouraged to take it their first semester. Since this course is required and extant literature provides mixed findings about vii the efficacy of FYE courses, I analyzed associations between GEN 101 completion and first semester GPA along with fall-to-fall retention outcomes. My focus was how African American and Latino students fared in comparison to White students and how women fared in comparison to men.My study results suggested fall GEN 101 completion resulted in higher first semester GPA's when compared with spring GEN 101 completion. It also suggested female students had a greater chance of being retained into their second year than their male counterparts, all else held constant. African American and Latino students had less of a chance of being retained than White students into their second year, but Latinos were retained at greater rates than African Americans. Taking GEN 101 in the fall was associated with greater outcomes than taking it in the spring and this association intensified when race/ethnicity and gender were considered. Specifically, being an African American male student was associated with greater FYE retention outcomes and being a male in general was associated with greater FYE GPA outcomes.viii

show abstract

Homesickness at College: Its Impact on Academic Performance and Retention

Cited by 38 publications

References 33 publications

Mood regulation and relationship quality predict change in homesickness during college

Mood regulation and relationship quality predict change in homesickness during college

Investigating the sense of belonging of international students through a predictive model

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Contact Info

Product

Resources

About