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| Autor/inn/en | Kim, Young K.; Lundberg, Carol A. |
|---|---|
| Titel | A Structural Model of the Relationship between Student-Faculty Interaction and Cognitive Skills Development among College Students |
| Quelle | In: Research in Higher Education, 57 (2016) 3, S.288-309 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-0365 |
| DOI | 10.1007/s11162-015-9387-6 |
| Schlagwörter | Interaction; Teacher Student Relationship; Thinking Skills; Skill Development; Structural Equation Models; Classroom Environment; Sense of Community; Predictor Variables; Schematic Studies; Aptitude Treatment Interaction; Achievement Need; Student Surveys; Student Attitudes; College Seniors; California |
| Abstract | Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student-faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students' academic self-challenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student-faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students' cognitive skills development and that students' academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student--faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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