Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement

Journal of College Student Development

Volumn 51, Issue 3, 2010, Pages 332-342

  Komarraju, Meera ^a   Musulkin, Sergey ^a   Bhattacharya, Gargi ^a  

^a Department of the Undergraduate Program ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77953071699     PISSN: 08975264     EISSN: 15433382     Source Type: Journal    
DOI: 10.1353/csd.0.0137     Document Type: Article

References (54)

1. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
2. Anaya, G., & Cole, D. G. (2001). Latino/a student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development, 42(1), 3-14.
3. Babad, E., Avni-Babad D. A., & Rosenthal, R. (2003). Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations. Journal of Educational Psychology, 95(3), 553-562.
4. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.
5. Bean, P. J. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(1), 35-64.
6. Bjorkland, S. A., Parente, M. J., & Sathiyanathan, D. (2002) Effects of faculty interaction and feedback on gains in student skills. Frontiers in Education, 3, SIB-9-14.
7. Chickering, A. (1969). Education and identity. San Francisco: Jossey-Bass.
8. Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
9. Christensen, L. J., & Menzel, K. E.(1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47(1), 82-90.
10. Cokley, K. (2000). Perceived faculty encouragement and its influence on college students. Journal of College Student Development, 41(3), 348-352.
11. Cokley, K., Komarraju, M., Patel, N., Castillon, J., Rosales, R., Pickett, R., et al. (2004). Construction and initial validation of the student-professor interaction scale (SPIS). The College Student Affairs Journal, 24, 33-51.
12. Cokley, K., Komarraju, M., Rosales, R., Shen, F., Pickett, R., & Patel, N. (2007). Assessment of quality of student-faculty interactions: A new scale for assessing the quality of student- faculty interactions. Journal of the Professoriate, 1(2), 53-67.
13. Cox, B. E., & Orehovec, E. (2007). Faculty-student interaction outside the classroom: A typology from a residential college. The Review of Higher Education, 30(4), 343-362.
14. Decker, M. D., Dona P. D., & Christenson S. L. (2007) Behaviorally at risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45, 83-109.
15. Drew, S. (2001). Student perceptions of what helps them learn and develop in higher education. Teaching in Higher Education, 6(3), 309-331.
16. Ei, S., & Bowen, A. (2002). College students' perceptions of student-instructor relationships. Ethics & Behavior, 12(2), 177-190.
17. Endo, J. J., & Harpel, R. L. (1982). The effect of student-faculty interaction on students' educational outcomes. Research in Higher Education, 16, 115-138.
18. Evans, H., & Fisher, D. (2000). Cultural differences in students' perceptions of science teachers' interpersonal behavior. Australian Science Teachers Journal, 46(2), 9-18.
19. Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30(3), 331-358.
20. Furnham, A., & Chamorro-Premuzic, T. (2005). Individual differences in students' preferences for lecturers' personalities. Journal of Individual Differences, 26(4), 176-184.
21. Goodman, K., & Pascarella, E. T. (2006). First-year seminars increase persistence and retention: A summary of the evidence from how college affects students. Peer Review, 8, 26-28,
22. Grzegorek, J. L., Slaney, R. B., Franze, S., & Rice, K. G. (2004). Self-criticism, dependency, self-esteem, and grade point average satisfaction among clusters of perfectionists and nonperfectionists. Journal of Counseling Psychology, 51, 192-200.
23. Hagedorn, L., Maxwell, W., Rodriquez, P., Hocevar, D., & Fillpot, J. (2000). Peer and student- faculty relations in community colleges. Community College Journal of Research and Practice, 24(7), 587-599.
24. Hammer, E.Y. (2005). From the laboratory to the classroom and back: The science of interpersonal relationships informs teaching. Journal of Social and Clinical Psychology, 24(1), 3-10.
25. Hazler, R., & Carney, J. (1993). Student-faculty interactions: An underemphasized dimension of counselor education. Counselor Education & Supervision, 33(2), 80-89.
26. Jacobi, M. (1991). Mentoring and academic success: A literature review. Review of Educational Research, 61(4), 505-532.
27. Keeley, J., Smith, D., & Buskist, W. (2006). The teacher behaviors checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33, 84-91.
28. Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990's. The Review of Higher Education, 24(3), 309-332.
29. Lambert, A., Terenzini, P., & Lattuca, L. (2007). More than meets the eye: Curricular and programmatic effects on student learning. Research in Higher Education, 48, 141-168.
30. Lamport, M. A. (1993). Student-faculty informal interaction and the effect on college student outcomes: A review of the literature. Adolescence, 28(112), 971-990.
31. Light, R. J. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.
32. Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of interaction of faculty- student interaction as predictors of learning: An analysis of student race/ethnicity. Journal of College Student Development, 45(5), 549-565.
33. Mann, M. P. (1992). Faculty mentors for medical students: A critical review. Medical Teacher, 14, 311-320.
34. Martin, L. M. (2000). The relationship of college experiences to psychosocial outcomes in students. Journal of College Student Development, 41(3), 292-301.
35. McDowell, J. E., & Westman, A. S. (2005). Exploring the use of first name to address faculty members in graduate programs. College Student Journal, 39(2), 353-356.
36. Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116-130.
37. Pascarella, E. T. (1980a). Student-faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545-595.
38. Pascarella, E. T. (1980b). Student/faculty relationships and freshman year educational outcomes: A further investigation. Journal of College Student Personnel, 21(6), 521-528.
39. Pascarella, E. T., & Terenzini, P. T. (1977). Patterns of student-faculty informal interaction beyond the classroom and voluntary freshman attrition. The Journal of Higher Education, 48(5), 540-552.
40. Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insight from twenty years of research. San Francisco: Jossey-Bass.
41. Pascarella, E. T., & Terenzini, P. T. (2001). Informal interaction with faculty and freshman ratings of academic and nonacademic experience of college. Journal of Educational Research, 70(1), 35-41.
42. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. Vol.2. A third decade of research. San Francisco: Jossey-Bass.
43. Pascarella, E. T., Terenzini, P. T., & Hibel, J. (1978). Student-faculty interactional settings and their relationship to predicted academic performance. The Journal of Higher Education, 49(5), 450-463.
44. Plecha, M. (2002, April 1-27). The impact of motivation, student-peer, and student-faculty interaction on academic self-confidence. Annual meeting of the American Educational Research Association, New Orleans, Louisiana.
45. Reynolds, W. M. (1988). Measurement of academic self-concept in college students. Journal of Personality Assessment, 52(2), 223-240.
46. Rosenthal, G., Folse, E. J., Allerman, N. W., Boudreaux, D., Soper, B., & Von Bergen, C. (2000). The one-to-one survey: Traditional versus non-traditional student satisfaction with professors during one-to-one contacts. College Student Journal, 34(6), 315-321.
47. Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14(2), 226-249.
48. Shore, C. (2003, May). Recognizing high quality mentoring of undergraduate researchers. Paper presented at MPA/CTUP, Chicago, Illinois.
49. Smallwood, S. (2002). Me and my professor: Oxford style tutorials. Chronicle of Higher Education, 43, A16-A18.
50. Terenzini, P. T. & Pascarella, E. T. (1980). Toward the validation of Tinto's model of college student attrition: A review of recent studies. Research in Higher Education, 12, 271-282.
51. Teven, J. J., & McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1-9.
52. Thompson, M. D. (2001). Informal student-faculty interaction: Its relationship to educational gains in science and mathematics among community college students. Community College Review, 29(1), 35-58.
53. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.
54. Woodside, B. M., Wong, E. H., & Weist, D. J. (1999). The effect of faculty-student interaction on college students' academic achievement and self-concept. Education, 119, 730-733.