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| Content Provider | Springer Nature Link |
|---|---|
| Author | Kim, Young K. Lundberg, Carol A. |
| Copyright Year | 2015 |
| 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. |
| Starting Page | 288 |
| Ending Page | 309 |
| Page Count | 22 |
| File Format | |
| ISSN | 03610365 |
| Journal | Research in Higher Education |
| Volume Number | 57 |
| Issue Number | 3 |
| e-ISSN | 1573188X |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2015-09-03 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Student–faculty interaction Cognitive skills development Academic self-challenge Sense of belonging Classroom engagement Structural equation modeling Higher Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
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