Caring about Success: Students' Perceptions of Professors' Caring Matters More than Grit

Autor/inn/en	Buskirk-Cohen, Allison A.; Plants, Aria
Titel	Caring about Success: Students' Perceptions of Professors' Caring Matters More than Grit
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 1, S.108-114 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Caring; Student Attitudes; Teacher Attitudes; College Students; College Faculty; Academic Achievement; Academic Persistence; Student School Relationship; Resilience (Psychology); Grade Point Average; Social Influences + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Schülerverhalten; Lehrerverhalten; Collegestudent; Fakultät; Schulleistung; Schüler-Lehrer-Beziehung; Sozialer Einfluss
Abstract	Retention in higher education has become an important area of focus in recent years; however, much of the research has been conducted on large, research-intensive universities, leading to questions of whether these findings apply to institutions with different characteristics. In the current study, forty four students at a small, teaching-focused university completed self-report measures on their academic success (performance and commitment), sense of belonging, and grit. Participants were classified as belonging to one of four groups: HPHC (high performing, high commitment), HPLC (high performing, low commitment), LPHC (low performing, high commitment), or LPLC (low performing, low commitment). ANOVAs and post-hoc tests revealed that LPLC students were significantly lower than all other groups on self-reported professors' pedagogical caring. Interestingly, no group differences emerged for grit, social acceptance, or global university belonging. Implications for prevention and intervention programs are discussed. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01