The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland’s Theory

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A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Environment type and personal characteristics (Lizzio & Wilson, 2004; Pike et al., 2012) may also play a moderating effect in various relationships in the framework.”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “With regard to student–faculty interaction, Pike et al. (2012) and Umbach (2006) found that Artistic and Social disciplines tend to report higher levels of student–faculty interaction compared to Investigative and Enterprising disciplines, which was also the case in this study.”