The transition to a university setting can be a particularly challenging and stressful experience for a significant proportion of first-year students who may struggle to cope with dramatic changes in academic and social demands. Despite available resources and services, universities continue to report significant attrition rates and increases in severity and intensity of mental health issues among first-year students. Living learning communities (LLCs) have long been recognized as programming options with the ability to support students' academic and social adjustment. The current study aimed to expand the literature on LLCs by examining the possible mental health benefits of living learning programs for first-year students. The purpose of this study was to determine if participation LLCs at a residential university impacts students' self-reported levels of depression, anxiety, stress, and self-esteem across their first year of college. Results indicated that, with respect to mental health outcomes, students involved in LLCs experienced limited benefits compared to traditional residential setting students and may be at a relative disadvantage as they transition into emerging adulthood. Limitations and implication of this study's findings are explored.
","abstract_html":"<p>The transition to a university setting can be a particularly challenging and stressful experience for a significant proportion of first-year students who may struggle to cope with dramatic changes in academic and social demands. Despite available resources and services, universities continue to report significant attrition rates and increases in severity and intensity of mental health issues among first-year students. Living learning communities (LLCs) have long been recognized as programming options with the ability to support students' academic and social adjustment. The current study aimed to expand the literature on LLCs by examining the possible mental health benefits of living learning programs for first-year students. The purpose of this study was to determine if participation LLCs at a residential university impacts students' self-reported levels of depression, anxiety, stress, and self-esteem across their first year of college. Results indicated that, with respect to mental health outcomes, students involved in LLCs experienced limited benefits compared to traditional residential setting students and may be at a relative disadvantage as they transition into emerging adulthood. Limitations and implication of this study's findings are explored.</p>","abstract_has_math":false,"creators":["Zaddach, Christopher"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Psychiatric and Mental Health","Copyright © 2012 Christopher Zaddach","Doctor of Philosophy (PhD)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:56:07Z","subjects":["college","living-learning communities","Student health","Psychiatric and Mental Health"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/1121","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Psychiatric and Mental Health","Copyright © 2012 Christopher Zaddach","Doctor of Philosophy (PhD)"]},{"key":"dc:creator","label":"Author","values":["Zaddach, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:18:52Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["college","living-learning communities","Student health","Psychiatric and Mental Health"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/1121"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The transition to a university setting can be a particularly challenging and stressful experience for a significant proportion of first-year students who may struggle to cope with dramatic changes in academic and social demands. Despite available resources and services, universities continue to report significant attrition rates and increases in severity and intensity of mental health issues among first-year students. Living learning communities (LLCs) have long been recognized as programming options with the ability to support students' academic and social adjustment. The current study aimed to expand the literature on LLCs by examining the possible mental health benefits of living learning programs for first-year students. The purpose of this study was to determine if participation LLCs at a residential university impacts students' self-reported levels of depression, anxiety, stress, and self-esteem across their first year of college. Results indicated that, with respect to mental health outcomes, students involved in LLCs experienced limited benefits compared to traditional residential setting students and may be at a relative disadvantage as they transition into emerging adulthood. Limitations and implication of this study's findings are explored.
"]},{"key":"dc:title","label":"Title","values":["Beyond Retention: Exploring Mental Health Benefits of Living Learning Programs"]}]}],"canonical_facts":{"dc:contributor":["Psychiatric and Mental Health","Copyright © 2012 Christopher Zaddach","Doctor of Philosophy (PhD)"],"dc:creator":["Zaddach, Christopher"],"dc:date.available":["2016-03-31T17:18:52Z"],"dc:description.abstract":["The transition to a university setting can be a particularly challenging and stressful experience for a significant proportion of first-year students who may struggle to cope with dramatic changes in academic and social demands. Despite available resources and services, universities continue to report significant attrition rates and increases in severity and intensity of mental health issues among first-year students. Living learning communities (LLCs) have long been recognized as programming options with the ability to support students' academic and social adjustment. The current study aimed to expand the literature on LLCs by examining the possible mental health benefits of living learning programs for first-year students. The purpose of this study was to determine if participation LLCs at a residential university impacts students' self-reported levels of depression, anxiety, stress, and self-esteem across their first year of college. Results indicated that, with respect to mental health outcomes, students involved in LLCs experienced limited benefits compared to traditional residential setting students and may be at a relative disadvantage as they transition into emerging adulthood. Limitations and implication of this study's findings are explored.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/1121"],"dc:subject":["college","living-learning communities","Student health","Psychiatric and Mental Health"],"dc:title":["Beyond Retention: Exploring Mental Health Benefits of Living Learning Programs"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:56:07Z"}