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Positive Roommate Relationships are Linked to Improved Academic Well-Being
PSYC100_Section F.pdfThis study examined the relationship between college students’ roommate relationship quality and academic well-being.
Data were collected from 194 UC Santa Cruz undergraduate students enrolled in a Research Methods Psychology class using an anonymous online self-report questionnaire with Likert-type scales and closed-ended questions to measure both roommate relationship quality and academic well-being. Results revealed a significant positive relationship between academic well-being and roommate relationship quality, r(172) = .40, p < .001, indicating that students who reported stronger interpersonal relationships with their roommates also reported greater satisfaction with their academic well-being.
These findings suggest that healthy, supportive home conditions and positive roommate interactions may play an important role in students’ academic environments, experiences, and overall well-being.
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Student Researchers
Student Researchers
Section F_Names.pdfRelevant References
Relevant References
Renshaw, T. L., & Bolognino, S. J. (2016). The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional measure of undergraduates’ covitality. Journal of Happiness Studies, 17, 463–484. https://doi.org/10.1007/s10902-014-9606-4
Tian, J., Lin, J., & Li, D. (2025). From social to academic: Associations and predictions between different types of peer relationships and academic performance among college students. Applied Sciences, 15(5), 2262. https://doi.org/10.3390/app15052262
Willis, M., & Lane, S. (2022). Preliminary evidence for the factor structure, concurrent validity, and construct validity of the Roommate Relationship Scale in a college sample. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.960421
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