Early research from the USA suggested that parents were once overlooked as significant variables with regards to university transitions (e.g. Chickering, 1969; Tinto, 1975). However, since then there have been various studies which have sought to understand the role that parents play in their offsprings‘ transition to university, including how a student‘s relationships with their parents can affect their university adjustment (e.g. Aquilino, 1997; Dubos and Peterson, 1996; Berman and Sperling, 1991). There has been some research to suggest that the relationship between individuals and their parents improve once individuals make the transition to university and/or emerging adulthood (Aquilino, 1997; Rice and Mulkeen, 1995; Thornton et al, 1995). In research by Kenny (1987), the majority of first year college students described their relationship with their parents
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positively, and further research has found that those who leave the parental home to go to university are better adjusted to college life than those who remain at home (Dubos and Peterson, 1996; O'Connor et al, 1996). Ultimately the relationship university students have with their parents can contribute to psychological wellbeing and adjustment (Berman and Sperling, 1991; Wintre and Yaffe, 2000). Specific studies which have focused on the role of attachment between undergraduate students and their parents has found that securely attached students demonstrate a better adjustment profile (Kenny, 1990; Lapsley et al, 1990; Lopez, 1991) and the relationships that transitioning students have with their parents are highly relevant when it comes to analysing university adjustment (Adams et al, 2000; Wintre and Yaffe, 2000).
Astin emphasised the importance of social support for undergraduate students, stating that ‗...the students peer group is the single most potent source of growth and development during the undergraduate years‘ (1993; 398). The creation of satisfactory interpersonal relationships is therefore also central to success at university. Failure to do so has the potential to result in outcomes such as depression, anxiety, and attrition (Hoyle and Crawford, 1994; Tinto, 1987). Friends at university are a source of social and emotional support for students during the transition (Harley et al, 2007) and failing to make compatible friendships puts the student at risk of withdrawal (Mackie, 2001) General well being and sense of belonging are enhanced for students by the support networks they create, and these networks often can help students overcome any problems they may face (Thomas, 2002).
4.5 The Influence of Living Arrangements
There is a vast and rich amount of literature which has previously examined students living arrangements during their time at university. When young people make the transition to higher education, they have the choice of geographically relocating to the university of their choice or staying at home and commuting to university. Within the literature, there is broad consensus that the choice students make about their living arrangements (particularly during their first year) can have an effect on the friendships they make at university, which can then in turn affect their ability to adjust and happiness at university (e.g. Chickering, 1975; Astin, 1984; Valez, 1985; Qingjiu and
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Maliki, 2003; Wilcox et al, 2006; Thomas, 2002). This section thus places its focus on reviewing literature pertaining first year students living arrangements.
Several researchers have explored the relationship between living in halls of residence and satisfaction with student experience. Compared with students who commute, those who live in halls have been found to be more likely to express overall satisfaction with their undergraduate experience (Chickering, 1975; Astin, 1984), particularly with regards to social life and friendships (Astin, 1984). Further to this, the excitement and positivity towards the new experience of university can be greatly elevated for individuals where geographical relocation is involved (Chow and Healey 2008). Friendships at university are often formed in student halls. The interdependent networks of support which are created in these settings often become a surrogate family for transitioning students (Wilcox et al, 2005) and student halls have been recognised as one of the primary places where first years students have the opportunity to establish friendship networks (Christie et al, 2002).
As previously discussed, the transition out of the family home can be both a momentous and stressful time for an individual. Research from the USA has demonstrated that residing in student halls of residence can be linked to persistence at college. For example, Peltier et al (1998) found that living in halls of residence, particularly during the first year of university, is associated with an increased likelihood of graduating from college and completing the degree within the minimum time period. Further to this, research by Valez (1985) found that students who lived on campus were more socially integrated into college life. As suggested by Qingjiu and Maliki (2013), the university campus environment provides undergraduates a space where gradual adjustment, coping, adaptation and integration to adult and university life can take place.
Within the literature there is conflicting opinion on the nature of student halls and their benefits. Student halls have been viewed as enriching environments (Silver, 2004) which are specifically designed to encourage culturally like minded people to interact (Morgan and McDowell, 1979). Student halls have the potential to be pressurised spaces due to the multiplicity of student identities
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residing within them (Talke-Johnson, 2010) and can promote specific cultures, notably night time drinking cultures (Andersson et al, 2012). Wilcox et al (2005) argued that students may question their position within their university due to potential of incompatible identities impacting integration within halls of residence. If students fail to make a successful transition and struggle to meet the demands of university life they may experience underachievement, lack of fulfillment or even drop out (Lowe and Cook, 2003). For some students social support may be lacking in halls of residence due to individuals students preferred levels of socialisation (Wilcox et al, 2006).