English assignment, Research topic
User9999
scholarlyarticle1.pdf
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 46
Perceived Social Support and Roommate Status as Predictors of College Student Loneliness
ELAINE M. ESHBAUGH Associate Professor, Gerontology University of Northern Iowa
WILLIAM R. HENNINGER IV Assistant Professor, Family Services University of Northern Iowa
University of Florida, Gainesville, Florida
CHRISTOPHER MADIGAN Undergraduate Student, Family Services University of Northern Iowa
ANASTASIA OSBECK Undergraduate Student, Family Services University of Northern Iowa
V O L U M E 4 2 , N O. 2 • 2 0 1 6 47
LONELINESS IS AN ISSUE that is ubiquitous across college and university campuses. Studies have shown that students who utilize campus counseling services report loneliness as one of the most common issues for which they seek counseling. Although loneliness has been studied in the social sciences, little attention has been paid to predictors of loneliness on college and university campuses. This study used the UCLA Loneliness Scale to investigate the role that perceived social support, roommate status, gender, and year in college play in self-reported loneliness. Results suggest that students who reported greater social support from their families were lonelier than students who reported less family support. Conversely, students who reported greater social support from friends and significant others were less lonely than students who reported less support from friends and significant others. In addition, males reported being lonelier than their female counterparts. Finally, students who did not have roommates reported being lonelier than those who had roommates. Implications of this study for residence halls and higher education are discussed.
Loneliness is
one of the most
prominent
concerns reported
by college students
and is one of the
most common
reasons for seeking
help at campus
counseling centers
. . . . if research
can identify early
predictors of
loneliness in college
students, programs
can be created
to address and
mitigate them.
Loneliness is experienced when a large difference exists between
the personal relationships one wishes to have and the personal
relationships that actually exist in one’s social network (Peplau &
Perlman, 1982; Rotenberg, 1999). Perhaps because this definition
relies on a person’s subjective appraisal of their social situation
and their perception that relationships are not adequate, variables
such as size of social network (Fischer & Phillips, 1982) and total
number of friends (Parker & Seal, 1996) are strong predictors of
loneliness. In addition, total amount of social contact may not vary
between people who identify themselves as lonely or non-lonely
people (Jones, 1982).
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 48
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
wadzki, Graham, & Gerin, 2013). However, if
research can identify early predictors of lone-
liness in college students, programs can be
created to address and mitigate them and may
limit many of the negative academic and social
effects of loneliness.
Students with more support
from friends and significant
others were less lonely.
Interestingly, more support
from family was significantly
related to more loneliness.
A majority of college students opt to, or
are required to, live in student housing their
first year of college (Stern, Powers, Dhaene,
Dix, & Shegog, 2007). Often first-year student
housing involves sharing a room with another
college student, and these first experiences
with sharing close quarters typically involve
close contact and attachment (Sandford &
Rowatt, 2004). Differences in desire for to-
getherness between roommates may develop,
where one roommate may desire more physi-
cal and emotional closeness than the other
(Erlandson, 2009). Research suggests that
similarities in communication strategies and
some personality traits, such as the ability to
cooperate and communicate, predict greater
roommate satisfaction (Erlandson, 2009). At-
tempts to match roommates based on similari-
ties are often made by colleges and universities
LONELINESS AMONG COLLEGE AND UNIVERSITY STUDENTS The loneliness accompanying the transition
to college has been noted as a painful experi-
ence for young people, in part because they
have left behind the social support that was
prevalent in their relationships with friends
and family (Marshall, Liu, Wu, Berzonsky,
& Adams, 2010). This transition is also im-
portant because loneliness appears to be an
interaction of both personality traits and en-
vironmental effects (Hawkely & Cacioppo,
2010; Larose, Guay, & Boivin, 2002). Certain
personality traits—such as expectations for
poor social interactions and bias towards re-
membering poor social interactions—predict
less than satisfactory interactions, and certain
environments (unfamiliar settings, settings
with unfamiliar people) make the potential
for desired social connection overwhelming.
Though personality traits and environmen-
tal effects appear to be important predictors
of loneliness, previous research on loneli-
ness among college and university students
has focused on the organizational climate
of university life, but not on specific stu-
dents’ reports of relationships and loneliness
(Wiseman, Mayseless, & Sharabany, 2006).
Loneliness is one of the most prominent
concerns reported by college students and is
one of the most common reasons for seeking
help at campus counseling centers (Nicpon et
al., 2006). At an institutional level, loneliness
combined with additional student issues such
as depression or stress over academics has
been associated with increased dropout rates,
which may lead to loss of enrollment and a
lack of overall morale within residence halls
and on campus (Daugherty & Lane, 1999; Za-
V O L U M E 4 2 , N O. 2 • 2 0 1 6 49
Perceived Social Support and Roommate Status
on the basis of a housing questionnaire that ex-
plores preferences about such things as noise
levels or extracurricular activities (McEwan &
Soderberg, 2006). Pairing students as room-
mates can allow them a chance to immediately
expand their social network, but it is impor-
tant that care be taken when pairing these stu-
dents. Pairing them according to interests and
preferred noise level may not match them on
factors that actually predict roommate satisfac-
tion such as the ability to cooperate and com-
municate (Erlandson, 2009). Because these
early interactions are important in helping stu-
dents create a social network at college, room-
mates should be paired with care.
Gender and Loneliness
The relationship between gender and loneli-
ness has been studied extensively within the
social sciences (e.g., Blazina, Settle, & Eddins,
2008; Cramer & Neyedley, 1998), though it is
less researched in emerging adults. College-
age men report higher levels of loneliness
than do their female counterparts, which may
be due to the fact that culturally based gender
roles teach that young men should not reach
out to same-sex peers for social support (Knox,
Vail-Smith, & Zusman, 2007).
Though males in college tend towards
feeling more loneliness, they are more likely to
be satisfied with assigned roommates. Specifi-
cally, men are more likely to be satisfied with
their roommates and less bothered by their
roommate’s style of social interaction, types
of interests and values, and their hygiene than
women are (Benenson et al., 2009). Evidence
also suggests that, compared to women, men
cooperate better with individuals for lengthier
periods of time, such as living with a room-
mate or in a residence hall (Benenson et al.,
2009). Men have also been shown to cooperate
indiscriminately with other men in a commu-
nity setting (Benenson et al., 2009).
Perceived Social Support
Students who come from strong support
systems of family and friends are likely to ex-
perience lower levels of stress and depression
when compared with those who have weaker
social support systems (Ruthig, Haynes, Stu-
pinsky, & Perry, 2009). Many college students
need the assurance that others are willing to
talk and listen, so they seek support from their
social environment (Chao, 2012). Once they
have secured support in the college environ-
ment, they are better able to focus on their
Though RAs are not able to force
friendships, they can supply
numerous opportunities for
students to engage in social
events. RAs can also supply
them with resources for activities
on campus that may be in their
interest area.
studies and cope with academic demands
(Mattanah, Brooks, Brand, Quimby, & Ayers,
2012). Those who perceive that they have
higher levels of social support may be able to
enjoy greater academic adjustment because
they believe they have the professors, class-
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 50
mates, and other peers available to support
them in completing their academic tasks (Lidy
& Kahn, 2006).
PURPOSE OF THE STUDY The purpose of this study was to determine the
relationship between college students’ loneli-
ness and students’ perceived level of support
as it is influenced by covariates (e.g., year in
college, roommate status) related to these vari-
ables. The relationship between roommate
status and gender was also investigated. An in-
teraction for gender and roommate status was
used to compare the association between room-
mate status and loneliness in men and women.
RESEARCH METHOD Demographics
Students living in three randomly selected
residence halls at a comprehensive mid-sized
Midwestern university were mailed a packet of
questionnaires in the spring of 2007. Of the
495 questionnaires mailed, 316 (64%) were
returned. Students who completed the survey
were eligible to win small prizes from local
businesses. Females made up 74% percent (n =
234) of the participants. Students were catego-
rized by year as 37% (n = 117) freshmen, 37.3%
(n = 118) sophomores, 20.6% (n = 65) juniors,
and 5.1% (n = 16) seniors. The mean age for
participants was 19.42 (SD = 1.07). More than
98% of participants identified themselves as
White/European-American. Other ethnicities
represented were Black/African-American (n
= 1), Hispanic/Latino (n = 1), and “other” (n =
3). Twenty-five percent of participants identi-
fied themselves as education majors, and 18%
responded that they were majoring in an area
of business.
Measures
Outcomes variables: Loneliness. The UCLA Loneliness Scale, a 20-item instrument,
was used to measure loneliness (Russell,
Peplau, & Cutrona, 1980). The scale assesses
general, or global, loneliness and is one of
the most widely used loneliness measures.
Participants were asked to respond to state-
ments such as “I feel left out; I feel completely
alone; and I lack companionship.” Participants
responded by selecting from a Likert scale of
choices ranging from “I often feel this way” to
“I never feel this way.” The statement “I often
feel this way” is assigned a score of 3, where
“I never feel this way” is assigned a score of
0. Total scores for this measure range from
0 to 60. Higher scores indicate higher levels
of loneliness. Cronbach’s alpha in the present
study was .92. (See Appendix A.)
Covariates: Social support. Participants were asked to indicate their gender, year in
school, and whether they were currently living
with a roommate in their residence hall (room-
mate status). Participants completed the Multi-
dimensional Scale of Perceived Social Support
(Zimet, Dahlem, Zimet, & Farley, 1988) to
assess social support from friends, significant
others, and family. The 12-item scale uses a
7-point Likert-type response format (1 = very
strongly disagree; 7 = very strongly agree). Scores
on this measure ranged from 1 to 94. Each of
the three sources of support was assessed by
four items. Cronbach’s alphas for the subscales
ranged from .91 (family and friends) to .93
(significant other). (See Appendix B.)
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
V O L U M E 4 2 , N O. 2 • 2 0 1 6 51
In order to determine whether a student
having a roommate accounted for additional
variance in loneliness beyond the covariates,
a hierarchical linear regression was conducted
(Table 2). First, gender, year in school, and the
three social support variables were entered
into a regression model, F(7, 308) = 47.15, p <
.001, R2 = .52. In this first step, gender and all
three social support variables were significant-
ly related to loneliness. This model accounted
for more than half (52%) of the variance in
loneliness. Men were lonelier than women,
and students indicating they had a higher aca-
demic classification (e.g., senior) were lonelier.
Students with more support from friends and
significant others were less lonely. Interesting-
ly, more support from family was significantly
related to more loneliness.
RESULTS Means and standard deviations, as well as
correlations, are displayed in Table 1. Several
variables were correlated with whether a par-
ticipant had a roommate. Students with room-
mates reported higher levels of social support
from family and friends but not from signifi-
cant others. Loneliness was also significantly
negatively correlated with having a roommate.
Higher levels of social support from all three
sources (family, friends, and significant others)
were negatively related to loneliness. In zero-
order correlations, gender was related to social
support. Women had higher levels of social
support than men had from family, friends,
and significant others. They were also less
lonely than men.
Perceived Social Support and Roommate Status
Table 1
1. Gender (0 = male, 1 = female) .74 .44 -
2. Sophomore .37 .48 .19** -
3. Junior .21 .41 -.02 -.39** -
4. Senior .05 .22 -.09 -.18** -.12* -
5. Social supp—family 23.91 4.10 .26** -.09 .07 -.28** -
6. Social supp—friend 23.39 3.15 .38** .02 -.03 -.15** .70** -
7. Social supp—sig other 24.19 3.71 .26** .08 -.19** -.12* .63** .57** -
8. If roommate .73 .44 -.11 .00 -.21** -.22** .19** .17** .06 -
Loneliness 38.00 10.14 -.33** -.12* .16** .21** -.45** -.63** -.59** -.23**
Note: (*p = .05) (**p < .01)
Means, Standard Deviations, and Zero-Order Correlations of Predictor, Covariate, and Outcome Variables (N = 316)
M SD 1 2 3 4 5 6 7 8
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 52
order to determine if there was a significant in-
teraction for roommate status and gender, this
interaction term was then added to the model.
However, this addition did not account for
significantly more variance than the previous
model, F(1, 309) = 1.84, p = .18.
DISCUSSION Loneliness is experienced by many students
on college and university campuses through-
out the U.S. (Wiseman et al., 2006). The find-
ings in the present study begin to shed light
on the specific variables that contribute to
student loneliness and reveal that there are
several predictors. Social support from friends
and significant others was the largest predic-
tor of loneliness in this study; the more social
support a student reported from friends and
a significant other, the less likely they were
to be lonely. In addition, those who reported
having a roommate were less likely to report
loneliness when compared to those without a
roommate. Previous research has demonstrat-
ed that those college students who are socially
engaged are less likely to report being lonely
(Lucas, Knowles, Gardner, Molden, & Jefferis,
2010). Though these students may not rely on
their roommates for social support (we did not
ask this in the survey), they are likely socially
engaged with them. Causation cannot be in-
ferred from this analysis, but it is possible that
a roommate provides social engagement that
helps to mitigate loneliness.
The fact that males were more likely to be
lonely than their female counterparts was to be
expected, as previous research suggests that
men are less likely to engage in relationships
than their female counterparts. Interestingly,
only a “senior” classification was a significant
When roommate status was added, all of
the other variables, with the exception of clas-
sification, remained significant, F(8, 307) =
44.32, p < .001, R2 = .54. In addition, students
without roommates were significantly lonelier
than students with roommates. A significant
proportion of additional variance in loneliness
(2%) was accounted for with the addition of
roommate status, F(1, 310) = 11.91, p < .01. In
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
Table 2
Model 1
Gender (0 = male, 1 = female) -1.90 1.00 -.08*
Sophomore .11 .96 .01
Junior 1.83 1.12 .07
Senior 6.66 1.97 .15**
Social supp—family .50 .16 .20**
Social supp—friend -1.59 .20 -.50**
Social supp—sig other -1.02 .15 -.38**
Model 2
Gender (0 = male, 1 = female) -2.51 1.00 -.11*
Sophomore -.24 .94 -.01
Junior .589 1.16 .02
Senior 4.96 2.0 .10
Social supp—family .57 .16 .23**
Social supp—friend -1.51 .19 -.48**
Social supp—sig other -1.10 .15 -.41**
If roommate -3.46 .98 -.15**
Note: Model 1 R2 = .52 Model 2 R2 = .54; R2 = .02** *p < .05 **p < .01
Regression of Loneliness on Covariates and Predictor Variables (N = 316)
Variable B SE B
V O L U M E 4 2 , N O. 2 • 2 0 1 6 53
predictor of loneliness (seniors reported more
loneliness than first-year students) before
roommate status was added to the analyses.
After roommate status was added, classifica-
tion (e.g., junior, senior) was no longer a sig-
nificant predictor. A causal inference cannot
be implied from these findings, but it is pos-
sible that, regardless of year in college, it is im-
portant that students have contact with fellow
classmates to stave off loneliness.
Finally, the more social support that stu-
dents reported from families, the more likely
they were to be lonely. On the surface, this
finding seems counterintuitive, as one would
think that the more social support a student
receives, the less likely they are to be lonely.
However, it is possible that students who
receive large amounts of social support from
family members who live out of town feel
alone because they are not able to interact with
them face to face. It also may be likely that
these students go home during the weekends
to the place they receive social support and do
not build social connections with students on
campus. It should be noted that these findings
are specific to the study sample but may not
hold true for students from backgrounds dis-
similar to those of the sample population.
Limitations
Though we feel this study has valuable infor-
mation that can be utilized by those who work
with students living in campus housing, there
are some limitations. Specifically, this survey
was conducted on one campus in the Midwest.
As a result, it could be that the results are spe-
cific to this campus, though the sample is rep-
resentative of the larger campus population.
There were disproportionate numbers of
females and Caucasian students in this study.
The demographics of the population at the uni-
versity where the sample was taken are similar
to that of the sample from which this data was
taken. This should be taken into consideration
when interpreting these results for college
students around the U.S. Specifically, studies
focused more largely on males would be ben-
eficial, as the current sample population was
largely female (74%). It is possible that lone-
liness, social support, and roommate interac-
tions may exhibit differently in other cultures.
Implications
The major implication of this study is that
students who come to campus and make con-
nections are less lonely than students who do
not. It is probable that students initially lean
on their parents and family for social support
The major implication of this
study is that students who
come to campus and make
connections are less lonely
than students who do not. It is
probable that students initially
lean on their parents and
family for social support and
slowly transition to friends
and significant others as they
become part of the college
atmosphere.
Perceived Social Support and Roommate Status
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 54
RAs are not able to force friendships, they can
supply numerous opportunities for students to
engage in social events. RAs can also supply
them with resources for activities on campus
that may be in their interest area. Students
new to campus are often overwhelmed with
the multitude of activities and quickly give
up sifting through the options. Also, linking
students up with others who might be part
of these activities could improve participation
and increase social connections with others.
Creating a culture where students are paired
with buddies could be carried out by nominat-
ing floor representatives in charge of identify-
ing potential groups and activities in which
students can participate. In addition, educat-
and slowly transition to friends and significant
others as they become part of the college at-
mosphere. Potentially, students who do not
have roommates have less of an opportunity
to make these connections. In addition, males
who tend to extend themselves less socially
than females (Knox et al., 2007) are potentially
lonely because of lack of support. However,
more research should be conducted to confirm
that lack of support is affecting males’ loneli-
ness. This being said, colleges and universities
that want to reduce loneliness among students
would be well served to create atmospheres
where students meet each other and create
connections based on mutual interests early in
their time in university housing. Those who do
not make initial connections may continue to
lean on parents for support and miss out on
becoming part of the campus experience. Spe-
cifically, universities and residence halls that
create programs on the weekends will give stu-
dents a reason to stay on campus and engage
with other students.
What Can Resident Assistants Do?
In the residence halls, resident assistants
(RAs) can help facilitate connections in two
ways. The most obvious way is to be persistent
about engaging students who have not found
social circles. Specifically, RAs should focus on
students who do not have roommates. Though
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
. . . colleges and universities that
want to reduce loneliness among
students would be well served
to create atmospheres where
students meet each other and
create connections based on mutual
interests early in their time in
university housing.
V O L U M E 4 2 , N O. 2 • 2 0 1 6 55
ing RAs about the predictors of student loneli-
ness would better help RAs identify students
who may benefit from the above-mentioned
initiatives.
What Can Housing Staff Do?
For staff in charge of creating a residential at-
mosphere that facilitates campus engagement,
academic success, and transitioning to adult-
hood, it may be useful to create weekend pro-
gramming that allows students to interact with
others in various areas of interest such as the
arts, sports, or live action role playing. Though
students cannot be forced to participate in on-
campus activities, it is possible that they will be
able to broaden their social network through
on-campus activities they enjoy and will poten-
tially become more engaged when they discov-
er niches in which they can participate.
A second way staff can help with loneli-
ness is by distributing information to parents
about how to supply appropriate levels of social
support to their students. It should be kept in
mind that the findings of this study are specific
to the population from which the sample was
drawn, and other cultures’ practices in sending
children to college may look vastly different. It
is possible that many parents are sending their
children to college for the first time and would
appreciate guidance on best practices for sup-
porting their child’s success in college. This in-
formation could easily be distributed through
pamphlets, emails, or websites. Specifically,
information could be sent to parents, staff, and
students as weekly newsletters. Topics could
touch on identifying the symptoms of loneli-
ness and ways to mitigate these symptoms.
Finally, this letter could link to resources for
students or their parents to utilize.
CONCLUSION It is evident from the previous research that
loneliness is a campus issue worth mitigat-
ing (Wiseman et al., 2006). The present study
reveals that social interaction with peers, room-
mates, and significant others predicts a lower
rate of loneliness in students. In addition,
those who have been on campus longer are
not immune to feelings of loneliness. Having
housing officers and RAs who are knowledge-
able about these predictors can help identify
students who might benefit from programs
aimed at mitigating dropouts. Finally, housing
officers and RAs can help to bridge these social
gaps by facilitating interactions between and
among students.
Perceived Social Support and Roommate Status
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 56
REFERENCES
Benenson, J. F., Markovits, H., Fitzgerald, C., Geof-
froy, D., Flemming, J., Kahlenberg, S. M., &
Wrangham, R. W. (2009). Males’ greater toler-
ance of same-sex peers. Psychological Science,
20(2), 184–190.
Blazina, C., Settle, A. G., & Eddins., R. (2008).
Gender role conflict and separation-individua-
tion difficulties: Their impact on college men’s
loneliness. The Journal of Men’s Studies, 16(1),
69–81.
Chao, R. C. L. (2012). Managing perceived stress
among college students: The roles of social
support and dysfunctional coping. Journal of
College Counseling, 15, 5–21.
Cramer, K. M., & Neyedley, K. A. (1998). Sex differ-
ences in loneliness: The role of masculinity and
femininity. Sex Roles, 38(7), 645–653.
Daugherty, T. K., & Lane, E. J. (1999). A longitudinal
study of academic and social predictors of college
attrition. Social Behavior & Personality: An Inter-
national Journal, 27, 355–362.
Erlandson, K. (2009). Similarity of interpersonal
needs and roommate satisfaction. The Journal
of College and University Student Housing, 36(2),
10–23.
Fischer, C. S., & Phillips, S. L. (1982). Who is alone?
Social characteristics of people with small net-
works. In L. A. Peplau & D. Perlman (Eds.), Lone-
liness: A sourcebook of current theory research and
therapy (pp. 21–39). New York, NY: Wiley.
Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness
matters: A theoretical and empirical review of
consequences and mechanisms. Annals of Be-
havioral Medicine, 40(2), 218–227.
Jones, W. H. (1982). Loneliness and social behavior.
In L. A. Peplau & D. Perlman (Eds.), Loneliness:
A sourcebook of current theory research and therapy
(pp. 238–252). New York, NY: Wiley.
Knox, D., Vail-Smith, K., & Zusman, M. (2007). The
lonely college male. International Journal of Men’s
Health, 6, 273–279.
Larose, S., Guay, F., & Boivin, M. (2002). Attach-
ment, social support, and loneliness in young
adulthood: A test of two models. Personality and
Social Psychology Bulletin, 28(5), 684–693.
Lidy, K. M., & Kahn, J. H. (2006). Personality as a
predictor of first-semester adjustment to college:
The mediational role of perceived social support.
Journal of College Counseling, 9, 123–134.
Lucas, G. M., Knowles, M. L., Gardner, W. L.,
Molden, D. C., & Jefferis, V. E. (2010). Increas-
ing social engagement among lonely individuals:
The role of acceptance cues and promotion moti-
vations. Personality and Social Psychology Bulletin,
36(10), 1346–1359.
Marshall, S. K., Liu, T., Wu, A., Berzonsky, M., &
Adams, G. R. (2010). Perceived mattering to
parents and friends for university students: A
longitudinal study. Journal of Adolescence 33,
367–375.
Mattanah, J. F., Brooks, L. J., Brand, B. L., Quimby
J. L., & Ayers, J. F. (2012). A social support in-
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
V O L U M E 4 2 , N O. 2 • 2 0 1 6 57
tervention and academic achievement in college:
Does perceived loneliness mediate the relation-
ship? Journal of College Counseling, 15, 22–36.
McEwan, P. J., & Soderberg, K. A. (2006). Room-
mate effects on grades: Evidence from first-year
housing assignments. Research in Higher Educa-
tion, 47, 347–370.
Nicpon, M. F., Huser, L., Blanks, E. H., Sollen-
berger, S., Befort, C., & Kurpius, S. E. R. (2006,
November). The relationship of loneliness and
social support with college freshmen’s academic
performance and persistence. Journal of College
Student Retention, 8, 345–358.
Parker, J. G., & Seal, J. (1996). Forming, losing, re-
newing, and replacing friendships: Applying
temporal parameters to the assessment of chil-
dren’s friendship experiences. Child Develop-
ment, 67, 2248–2268.
Peplau, L. A., & Perlman, D. (1982). Perspectives on
loneliness. In L. A. Peplau & D. Perlman (Eds.),
Loneliness: A sourcebook of current theory research
and therapy (pp. 1–18). New York, NY: Wiley.
Rotenberg, K. J. (1999). Parental antecedents of chil-
dren’s loneliness. In K. J. Rotenberg & S. Hymel
(Eds.), Loneliness in childhood and adolescence (pp.
176–200). Cambridge, MA: Cambridge Univer-
sity Press.
Russell, D., Peplau, L. A., & Cutrona, M. (1980). The
revised UCLA Loneliness Scale: Concurrent and
discriminant validity evidence. Journal of Person-
ality and Social Psychology, 39, 472–480.
Ruthig, J. C., Haynes, T. L., Stupinsky, R. H., & Perry,
R. P. (2009). Perceived academic control: Medi-
ating the effects of optimism and social support
on college students’ psychological health. Social
Psychology of Education: An International Journal,
12, 233–249.
Sandford, K., & Rowatt, W. C. (2004). When is nega-
tive emotion positive for relationships? An in-
vestigation of married couples and roommates.
College Student Journal, 11(3), 329–354.
Stern, L. A., Powers, J., Dhaene, K., Dix, A., & Shegog,
S. (2007). Liking, cooperation, and satisfaction
between roommates. The Journal of College and
University Student Housing, 34, 53–60.
Wiseman, H., Mayseless, O., & Sharabany, R.
(2006). Why are they lonely? Perceived quality
of early relationships with parents, attachment,
personality predispositions and loneliness in
first-year university students. Personality and In-
dividual Differences, 40, 237–248.
Zawadzki, M. J., Graham, J. E., & Gerin, W. (2013).
Rumination and anxiety mediate the effect of
loneliness on depressed mood and sleep quality
in college students. Health Psychology, 32(2),
212–222.
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley,
G. K. (1988). The Multidimensional Scale of Per-
ceived Social Support. Journal of Personality As-
sessment, 52, 30–41.
Perceived Social Support and Roommate Status
T H E J O U R N A L O F C O L L E G E A N D U N I V E R S I T Y S T U D E N T H O U S I N G 58
APPENDIX A UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980)
Please indicate how often each of the statements below is
descriptive of you.
1. I am unhappy doing so many things alone.
2. I have nobody to talk to.
3. I cannot tolerate being so alone.
4. I lack companionship.
5. I feel as if nobody really understands me.
6. I find myself waiting for people to call or write.
7. There is no one I can turn to.
8. I am no longer close to anyone.
9. My interests and ideas are not shared by those around me.
10. I feel left out.
11. I feel completely alone.
12. I am unable to reach out and communicate with those around
me.
13. My social relationships are superficial.
14. I feel starved for company.
15. No one really knows me well.
16. I feel isolated from others.
17. I am unhappy being so withdrawn.
18. It is difficult for me to make friends.
19. I feel shut out and excluded by others.
20. People are around me but not with me.
Participant responses:
3 = O indicates “I often feel this way.”
2 = S indicates “I sometimes feel this way.”
1 = R indicates “I rarely feel this way.”
0 = N indicates “I never feel this way.”
William R. Henninger IV • Anastasia Osbeck • Elaine M. Eshbaugh • Christopher Madigan
APPENDIX B Multidimensional Scale of Perceived Social Support (Zimet,
Dahlem, Zimet, & Farley, 1998)
1. There is a special person who is around when I am in need.
2. There is a special person with whom I can share my joys and
sorrows.
3. My family really tries to help me.
4. I get the emotional help and support I need from my family.
5. I have a special person who is a real source of comfort to me.
6. My friends really try to help me.
7. I can count on my friends when things go wrong.
8. I can talk about my problems with my family.
9. I have friends with whom I can share my joys and sorrows.
10. There is a special person in my life who cares about my
feelings.
11. My family is willing to help me make decisions.
12. I can talk about my problems with my friends.
Participant responses:
1 –Very strongly disagree
2 – Strongly disagree
3 – Mildly disagree
4 – Neutral
5 – Mildly agree
6 – Strongly agree
7 – Very strongly agree
V O L U M E 4 2 , N O. 2 • 2 0 1 6 59
Perceived Social Support and Roommate Status
1. The data for this study were collected in 2007. How might the emergence of social media
since then impact this study if it were to be repeated today?
2. Does your housing/residential life program use a roommate matching tool? What is the
perceived or known effectiveness of this tool? What justification is given for using it in
making roommate assignments?
3. The results of this study strongly suggest that having a roommate is a positive condition for
students at all class levels. Yet students typically yearn for more privacy as they progress
through their collegiate experience. Brainstorm strategies that both afford this higher level
of privacy and encourage relationship-building in the student residential environment.
4. The roommate relationship has long been deemed beneficial to student development, and
this study suggests that it also helps to reduce loneliness. However, some students arrive
at college not accustomed to sharing personal space and sometimes find the roommate
relationship a source of stress. Develop four or five talking points for a conversation with
a parent advocating for their student to be assigned to a single room due to an unpleasant
roommate experience.
5. This particular study took place on a Midwestern campus with a relatively small and
homogeneous sample. If the same study was conducted on your campus, do you believe
the results would be similar? Why or why not?
6. Social support from friends was the largest predictor for countering loneliness in this study.
What can residence hall staff do to help students become socially engaged?
7. The study found that students with greater support from families were more likely
to be lonely. In the discussion section, the authors provided several reasons for this
counterintuitive finding. What ideas do you have that might explain this finding?
Discussion Questions
Copyright of Journal of College & University Student Housing is the property of Association of College & University Housing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
