A boarding house is a type of accommodation where individuals, typically students or
workers, rent a room while sharing common facilities such as bathrooms, kitchens,
and living areas. These accommodations are prevalent among students pursuing
education away from their family homes, offering both temporary and long-term
living arrangements (Afma et al., 2019).
Residing in a boarding house presents several advantages for students. Proximity to
educational institutions reduces commuting time, allowing students to allocate more
time to academic responsibilities (Manson-Dioso & Iglesia, 2021). Additionally,
living with peers fosters socialization, idea sharing, and collaborative learning
experiences (Afma et al., 2019). This environment also cultivates independence, as
students manage daily routines, finances, and responsibilities without direct parental
supervision (Lintuco et al., 2021).
However, life in a boarding house is not without challenges. Students often
experience homesickness and loneliness, leading to emotional distress (Afma et al.,
2019). Adapting to communal living arrangements can be stressful, with issues such
as accommodation concerns and social interactions contributing to anxiety (Afma et
al., 2019). The absence of parental guidance may result in poor time management and
unhealthy habits, negatively impacting academic performance and overall well-being
(Arroyo, 2023). Shared living spaces can also lead to conflicts due to differing
lifestyles and personal habits (Afma et al., 2019).
Living in boarding houses necessitates self-discipline, as students must manage study
schedules, control expenses, and balance social life with academic demands. Studies
have shown that self-discipline significantly influences academic success and
personal development (Edouard & Hesbon, 2023). The boarding house experience can
either enhance or hinder these traits, depending on the individual's adaptability and
support system.
While numerous studies have examined the academic performance and mental health
of students in boarding houses, there is a scarcity of research focusing specifically on
how life in a boarding house directly affects self-discipline. Most literature
generalizes the experiences of students in dormitories or shared housing without
delving into the unique social and environmental factors of boarding houses (Tomas,
2024).
The purpose of this study is to address this research gap by assessing the lived
experiences of students residing in boarding houses, with a focus on the development
of self-discipline. Understanding how students cultivate self-regulation in a boarding
house environment can assist educators, parents, and policymakers in creating better
support systems for students living away from home. Additionally, this research may
provide insights into how boarding house environments can be improved to facilitate
personal and academic growth.
HUMANIZED
A boarding house refers to a form of hosting where individuals, mainly students or
working-class persons, rent rooms while sharing amenities, like bathrooms, kitchens,
and living rooms. Boarding houses have been common among students who are
undertaking their studies away from their family homes as they provide temporary
and long-term housing obligations.(Afma et al., 2019).
There are multiple advantages that students can experience when living in a boarding
house. For instance, the proximity of a boarding house to the institution of study
reduces commuting time, allowing students to spend more time on academic
obligations(Manson-Dioso & Iglesia, 2021). It cultivates independence as well
because students have to take care of day-to-day chores, finances, and responsibilities
without parents (Lintuco et al., 2021).
Life in a boarding house does bring its challenges, though. (Afma et al., 2019).
Students often feel homesick and experience loneliness, resulting in emotional
distress. Most students are accustomed to independent living and experience the
stress of communal living, including accommodation issues and social interactions
[1].Lack of parental guidance can lead to poor time management and unhealthy
habits, which can affect academic performance and overall health (Arroyo, 2023).
Nakhoda (2017) notes that shared living situations can give rise to disputes relating to
different lifestyle choices and personal habits (Afma et al., 2019).
Boarding life requires self-control wherein students have to manage their study
timings, budget money and balance social life and academic works. Research has
proven that self-control plays a bigger role in academic achievement and personal
growth (Edouard & Hesbon, 2013). Living in a boarding house could either add or
subtract from these characters, depending how one adjusts and is supported.
Although many studies have focused on the academic performance and mental health
of students living in boarding houses the specifically important question about how
daily life in a boarding house cause the consequences on self-discipline in person,
seems to have not received much attention. Most literature generalizes experiences
from students living in dormitories or shared housing, failing to highlight the
differing social and environmental factors present at boarding houses (Tomas, 2024).
The aim of this research is to fill this gap by exploring the experiences of students
living in boarding houses, specifically in relation to the development of self-
discipline. Insights gained from this study can help educators, parents, and
policymakers better support students who live away from home. This may also shed
some light on the aspect of boarding house setting in which the boarding house can
improve their environment to further combat if not to eliminate limiting the personal
growth and academic achievement.
2nd
A boarding house refers to a form of hosting where individuals, mainly students or
working-class persons, rent rooms while sharing amenities, like bathrooms, kitchens,
and living rooms. Boarding houses have been common among students who are
undertaking their studies away from their family homes as they provide temporary
and long-term housing obligations.(Afma et al., 2019).
There are multiple advantages that students can experience when living in a boarding
house. For instance, the proximity of a boarding house to the institution of study
reduces commuting time, allowing students to spend more time on academic
obligations(Manson-Dioso & Iglesia, 2021). It cultivates independence as well
because students have to take care of day-to-day chores, finances, and responsibilities
without parents (Lintuco et al., 2021).
Life in a boarding house does bring its challenges, though. (Afma et al., 2019).
Students often feel homesick and experience loneliness, resulting in emotional
distress. The transition to communal living situations can be an emotional burden, as
issues pertaining to accommodation and socialization can also contribute to stress
(Afma et al., 2019). Without parental supervision, higher chances of poor time
management and negative practices can affect academic performance and well-being
(Arroyo, 2023). Nakhoda (2017) notes that shared living situations can give rise to
disputes relating to different lifestyle choices and personal habits (Afma et al., 2019).
Boarding life requires self-control wherein students have to manage their study
timings, budget money and balance social life and academic works. Research has
proven that self-control plays a bigger role in academic achievement and personal
growth (Edouard & Hesbon, 2013). Living in a boarding house could either add or
subtract from these characters, depending how one adjusts and is supported.
Although many studies have focused on the academic performance and mental health
of students living in boarding houses the specifically important question about how
daily life in a boarding house cause the consequences on self-discipline in person,
seems to have not received much attention. The vast majority of literature overlooks
the specific social and environmental characteristics of boarding houses, and therefore
generalizes the experiences of students living in dormitories or shared housing
(Tomas, 2024). Insights gained from this study can help educators, parents, and
policymakers better support students who live away from home. This may also shed
some light on the aspect of boarding house setting in which the boarding house can
improve their environment to further combat if not to eliminate limiting the personal
growth and academic achievement.