<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Transition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.</p></abstract>

Transition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

CEFAGE (Centro de Estudos e Formação Avançada)

European Review Of Applied Sociology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Transition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of...

How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

Pubblicato online: 16 feb 2018

Pagine: 28 - 40

DOI: https://doi.org/10.1515/eras-2017-0007

Parole chiave
Academic performance, Geographical distance, Transition to university, Gender, Family

© 2017 Rosalina Pisco Costa et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

Pubblicato online: 16 feb 2018

Pagine: 28 - 40

DOI: https://doi.org/10.1515/eras-2017-0007

Parole chiaveAcademic performance, Geographical distance, Transition to university, Gender, Family

© 2017 Rosalina Pisco Costa et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
Academic performance, Geographical distance, Transition to university, Gender, Family