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

By Meera Komarraju, Sergey Musulkin, Gargi Bhattacharya. 2010

547 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/21f35a6691a1be85d5f6843b246b374d609c039c

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Citations in the corpus

Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities (2011, background): “Without a doubt, research on faculty-graduate student (F-GS) relationships has provided extremely valuable insights about effective practices that foster the success of graduate students in general (Komarraju et al. 2010; Wilde and Schau 1991), and underrepresented students specifically”
Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “However, these individual tendencies can be moderated by instructors’ behavior and design of the learning experience (Kember and Gow, 1994; Komarraju, Musulkin, and Bhattacharya, 2010; Self-Brown and Matthews, 2003).”
The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “Furthermore, faculty members who show respect are also instrumental in helping students to feel motivated and capable of achieving academically (Komarraju et al., 2010).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Academic self-concept is among the most desired psychosocial college student outcomes given its potential positive effect on academic achievement (Cokley 2000a; Graham 1994; Stipek 2002), and it has been considered one of the key byproducts of student–faculty interaction by some recent studies (Berg”
Influencing Academic Motivation: The Effects of Student–Faculty Interaction (2016, unknown): “Research has also evaluated the link between student–faculty interactions and academic motivation and engagement (Jaasma & Koper, 1999; Komarraju et al., 2010; Rugutt & Chemosit, 2009).”