Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement

  • Komarraju M
  • Musulkin S
  • Bhattacharya G
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Abstract

Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process. However, although previous research has established that student-faculty interactions are important, the authors still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards. This study addresses this gap in the literature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States.(Contains 3 tables.)

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Authors

  • Meera Komarraju

  • Sergey Musulkin

  • Gargi Bhattacharya

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