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Roommate Relationships

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Running head: ROOMMATE RELATIONSHIP SATISFACTION

Friend-Roommate Relationship Satisfaction Test

Abstract Roommate relationship satisfaction has been shown to have a significant impact on college student’s academic performance. The Friend-Roommate Relationship Satisfaction Test (FRRST) was created to reliably and validly measure roommate-relationship satisfaction using two domains: equity in exchange relationships and the ability and willingness to forgive. The FRRST was administered to 50 students at Brigham Young University. Results showed the Cronbach’s alpha for the FRRST to be adequately reliable (α=0.70). The FRRST had adequate content validity (as determined by CVR values) and high face validity. With revision the FRRST could be useful in assisting counselors identify college students who are adversely affected by roommate relationship dissatisfaction.

Friend-Roommate Relationship Satisfaction Many college freshmen start school having made plans to live with good friends from high school. The change in status from friend to roommate could possibly add stress to the relationship. Duran (1988) showed that “the quality of the relationship with one’s roommates influences satisfaction with school, affective state, feeling of alienation, and GPA.” Due to its importance it is our goal to create a measure of friend-roommate relationship satisfaction. For the purposes of this study we operationally define roommate relationship satisfaction as equity in exchange relationships and ability and willingness to communicate with a roommate. Equity in exchange relationship is defined as the degree to which each roommate equally contributes to the relationship. Ability and willingness to communicate is defined as a participants willingness to be open and conversational with their roommate. Research has identified equity in exchange relationships as a valid domain to measure satisfaction in relationships. Berg (1984) noted that when a roommate reports feelings of inequality in the exchange relationship they are also more likely to report non-satisfaction in the relationship. Walster and Berscheid (1973) suggests that people tend to take advantage of others for their own benefit, creating inequity, but ultimately both parties in an inequitable relationship experience distress whether due to anger or guilt. This in turn decreases relationship satisfaction. The ability and willingness to communicate has been shown to be a valid domain measuring relationship satisfaction. Martin and Anderson (1995) found that when both roommates reported being high in willingness to communicate, their relationships were more satisfying. In order to measure relationship satisfaction using these two domains we have created the Friend-Roommate Relationship Satisfaction Test, (FRRST). We hypothesize that the FRRST will reliably and validly measure the level of friend-roommate relationship satisfaction.
Methods
Participants A convenience sample of 50 undergraduate students, 22 males and 28 females, was collected from Brigham Young University (BYU). Participants’ age ranged from 18 to 28. Participants were recruited from student housing areas, undergraduate classrooms, and the university library.
Item Construction

Ten items were selected from a 30-item pool using the Content Validity Ratio (CVR), calculated with the relevancy ratings of 17 panelists. Items with a CVR above 0.42 were included. The top ten rated items (CVR > 0.76, 0.65, 0.53) were selected for the final test (See appendix A1). Items were accompanied by a four point Likert-scale with the anchors (1) strongly disagree, (2) disagree (3) agree, (4) strongly agree. Six items were negatively worded and reverse scored to control for agreement bias. The items were divided into two domains. The operational definition demographic questions, and a question to assess face validity were also included (See Appendix B).
Test Administration Participants were given a standardized form of the FRRST. All Fifty received the test via hard copy and responded in the presence of test administrator. No other instructions were given.
Statistical Analysis SPSS 15 was used to analyze the data. Reliability was measured using Cronbach’s Alpha (See Appendix A3) and Pearson-bivariate correlations (See Appendix A4). Content validity was assessed and a factor analysis was conducted (See Appendix A2). Results Factor analysis revealed four components accounting for 71.09% of the variance. Cronbach’s alpha indicated that the test’s internal consistency was satisfactorily reliable (α=0.70). Pearson bivariate analysis showed that 9 of 45 correlations were significant (p < 0.05) and that 10 of 45 correlations were significant (p< 0.01; see Appendix A4). Four of 10 questions had a strong content validity (>0.52). Three of 10 items had a moderate content validity (>0.41). Three of 10 questions had a low content validity (>0.29; See Appendix A1). Sixty-seven percent of participants correctly identified the construct, indicating high face validity. Discussion The purpose of this study was to design a test that would reliably and validly measure friend-roommate relationship satisfaction in college students. Factor analysis revealed four components rather than the two predicted. We found that all items from the first component, equity in exchange relationships, were loaded onto one component. This may be because the second component was too broad, attempting to measure trust in roommate relationships and ability to communicate among roommates. Item 10 (See Appendix B) may have loaded onto a separate component due to a lack of clarity in the way the question was phrased. This presented a new component that may have been measuring trust in roommate relationships rather than ability to communicate among roommates. Study included a few limitations. One of which included a restricted population because of the use of convenience sampling; nearly all of participants were of the LDS faith. This may have resulted in biased answers and limited the ability to generalize results to other populations. Further studies will use a randomized sample from multiple universities to attain a more diverse, less biased sample reading. High reliability is a statistical strength of the FRRST. The high Cronbach’s alpha shows a majority of the items consistently measured the level of roommate satisfaction, especially in the first domain of equity in exchange relationships. The FRRST also showed high face validity, which demonstrated that although factor analysis revealed four components, both domains were validly measured the desired hypothetical construct. The FRRST contributes to current research on roommate relationships by introducing a slightly different measure of relationship satisfaction. Research has shown that the Com-Sat (Hecht, 1978) measured communication satisfaction between roommates. The FRRST, with revision, could be integrated with the Com-Sat in future research using the domains equity in exchange relationships and ability and willingness to communicate to measure roommate relationship satisfaction. The FRRST could then be used by campus counselors to identify students who are affected by poor roommate relations, adding another source of stress to an already socially and academically stressful college life. The FRRST reliably and validly measures roommate relationships. With further improvements in separating and clarifying the domains the FRRST could be a useful tool in identifying college students who may be adversely affected by negative roommate relationships. The FRRST could make a small, but significant difference in the lives of college students who are negatively affected by maintaining poor roommate relationships.

References
Berg, J. D. (1984).Development of friendship between roommates. Journal of Personality and Social Psychology, 46 (2), 346-350.
Duran, R. L., & Zakahi, W. R. (1988).The influence of communicative competence upon roommate satisfaction. Western Journal of Speech Communication, 52 (2), 135-46.
Martin, M. M., & Anderson C. M. (1992). Roommate similarity: Are roommates who are similar in their communication traits more satisfied? Communication Research Reports, 12 (1), 46-52.
Martin, M. M., & Anderson C. M. (1997). Argumentativeness in roommates. Psychology Reports, 80 (1) 142.
Walster, E., Berscheid, E., & Walster, G. (1973). New directions in equity research. Journal of Personality and Social Psychology, 25 (2), 151-176.

Appendix A

|Table 1 |
| |
|Content Validity Ratio |
|Item |CVR Value |
|Item 01 |0.65 |
|Item 02 |0.53 |
|Item 03 |0.76 |
|Item 04 |0.41 |
|Item 05 |0.41 |
|Item 06 |0.52 |
|Item 07 |0.41 |
|Item 08 |0.65 |
|Item 09 |0.29 |
|Item 10 |0.29 |

|Table 2 | | | | |
| | | | | |
|Factor Analysis | | | | |
| |
| |Component 1 |Component 2 |Component 3 |Component 4 | |
|Item 01 | | | |0.873 | |
|Item 02 |0.414 | | | | |
|Item 03 |0.514 | | | | |
|Item 04 |0.634 | | | | |
|Item 05 |0.717 | | | | |
|Item 06 |0.826 | | | | |
|Item 07 | |0.796 | | | |
|Item 08 | |0.561 | | | |
|Item 09 |0.895 | | | | |
|Item 10 | | |0.707 | | |

Table 3

Reliability Statistics

|Cronbach's Alpha |Cronbach's Alpha Based |N of Items |
| |on Standardized Items | |
|.703 |.732 |10 |

|Table 4 | | | | | | |
| | | | | | | |
|Pearson Correlation Coefficients | | | | | | |
| | | | | | | |
| |Item 01 |Item 02 |

Appendix B

FRRST

Age_____ Gender M F Year in School_____________

Marital status Single Married Divorced

In this study we ask you to describe your relationship with one (1) roommate in particular. If you have a roommate that you knew prior to living with them this semester, choose him/her.

Did you know this roommate prior to living with him/her?

Yes No

1. I feel I do less work in the kitchen than my roommate. (0.65; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

2. I don’t feel I have a great relationship with my roommate. (0.53; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

3. I feel like I fulfill more responsibilities, overall, in the apartment than my roommate. (0.76; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

4. I feel my roommate is a slob and my apartment suffers because of it. (0.41; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

5. I feel that my roommate has invested the same amount of time as I have to improve our relationship. (0.41; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

6. I want to keep and maintain my relationship with them. (0.52; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

7. After an argument with him/her I make the first step to apologize. (0.41; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

8. If I have a problem with my roommates’ behavior I feel I could talk it out with him/her. (0.65; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

9. I feel that I have a good relationship with my roommate. (0.29; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

10. I don’t feel comfortable divulging personal problems and feelings to my roommate. (0.29; 17)

1

Strongly agree

2

Agree

3

Disagree

4

Strongly Disagree

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