A Suggested Reading List for Residential Life and Housing Research

As college campuses continue to house more students, build additional facilities and offer a variety of programmatic options to residents, the  literature becomes equally expansive. A vast array of options exist, but the following references were selected because of the robust review of  research they provide, the practical nature of the content, the exploration of various residential life models and facilities, or to increase an   understanding of the value that intentional programmes add to students’ residential experiences. The selected references are also predominantly books. I would encourage readers to subscribe to the Association of College and University Housing Officers – International (ACUHO‑I) journal, which regularly publishes the latest and most relevant research globally in the field. A brief introduction to the selected literature is provided

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.This research was funded through an R & D Project, ref. EDU2011-24805 (2012–2015) of the Ministry of Science and Innovation (Spain), and with Federal Funds (European Union)