To understand students’ development through their unique residential experiences, a new model is proposed to explain factors that affect students’ hall involvement, particularly in regard to how various residential experiences may result in different student residence life outcomes. The model is built upon a preliminary framework that consists of the input-environment-output model (Astin’s student involvement theory) and the presage-process-product (3P) model. It is crucial to first understand how the residential environment has impacts on student involvement and development, before any practical recommendations or interventions are given to the residential community. Adopting this new model can enable researchers and stakeholders to better understand student dynamics in university residential settings. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
|Title of host publication||Evolving landscape of residential education: Enhancing students’ learning in university residential halls|
|Editors||Samuel Kai Wah CHU, Kevin Kin Man YUE, Christina Wai-Mui YU, Elaine Suk Ching LIU, Chun Chau SZE, Kevin CONN, Elsie ONG, Wing Tung Michelle CHENG, Jingyuan FU, Shida HOU|
|Place of Publication||Singapore|
|Publication status||Published - 2022|
CitationCheng, M. W.-T. (2022). A new theoretical model through which to examine student residence life outcomes. In S. K. W. Chu, et al. (Eds.), Evolving landscape of residential education: Enhancing students’ learning in university residential halls (pp. 15–23). Singapore: Springer.
- Residential experiences
- Residential outcomes
- Theory of student involvement
- Presage-process-product model