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Does the Concept of Residential College Offset the Effects of Socioeconomic Status on University Students' Academic Performance?

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Title: Does the Concept of Residential College Offset the Effects of Socioeconomic Status on University Students' Academic Performance?
Language: English
Authors: Ping Ping Gui, Gazi Mahabubul Alam (ORCID 0000-0003-2867-6793), Aminuddin Bin Hassan
Source: Journal of Applied Research in Higher Education. 2025 17(1):105-122.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Colleges, Residential Institutions, Socioeconomic Status, Social Differences, College Students, Academic Achievement, Equal Education, Inclusion, Foreign Countries, Public Colleges
Geographic Terms: China
DOI: 10.1108/JARHE-07-2023-0270
ISSN: 2050-7003
1758-1184
Abstract: Purpose: This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China. Design/methodology/approach: Data are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance. Findings: The results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance. Research limitations/implications: This study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations. Practical implications: Provided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China. Originality/value: This study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458015
Database: ERIC
FullText Text:
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  Label: Title
  Group: Ti
  Data: Does the Concept of Residential College Offset the Effects of Socioeconomic Status on University Students' Academic Performance?
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  Label: Language
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ping+Ping+Gui%22">Ping Ping Gui</searchLink><br /><searchLink fieldCode="AR" term="%22Gazi+Mahabubul+Alam%22">Gazi Mahabubul Alam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2867-6793">0000-0003-2867-6793</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aminuddin+Bin+Hassan%22">Aminuddin Bin Hassan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(1):105-122.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Label: Peer Reviewed
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  Data: Y
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  Label: Page Count
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  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Colleges%22">Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Residential+Institutions%22">Residential Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-07-2023-0270
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China. Design/methodology/approach: Data are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance. Findings: The results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance. Research limitations/implications: This study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations. Practical implications: Provided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China. Originality/value: This study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.
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  Data: 2025
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  Data: EJ1458015
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458015
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        Value: 10.1108/JARHE-07-2023-0270
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 105
    Subjects:
      – SubjectFull: Colleges
        Type: general
      – SubjectFull: Residential Institutions
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Social Differences
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Equal Education
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      – SubjectFull: Inclusion
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Public Colleges
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      – SubjectFull: China
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      – TitleFull: Does the Concept of Residential College Offset the Effects of Socioeconomic Status on University Students' Academic Performance?
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            NameFull: Aminuddin Bin Hassan
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