Informal Student-Faculty Intraction: Its Relationship to Eductional Gains in Science and Mathematics Among Community College Students

By Michael D. Thompson. 2001

117 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a14507989daad55480d3b049d7ef51e5d854df1a

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Citations in the corpus

Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement (2010, background): “Although frequency and quality of student– faculty interaction (such as being approachable and caring) have been consistently found to be im por tant predictors of student motivation (Drew, 2001; Lamport, 1993; Shore, 2003; Teven & McCroskey, 1997; Thompson, 2001), feeling respected has not been exp”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Specifically, Smart and Thompson (2001) found that faculty in Investigative (and Enterprising) environments encourage students to develop their analytical, mathematical, and scientific abilities more so than their colleagues in other academic environments, while faculty in Artistic (and Social)…”
Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “…benefits from positive faculty–student interaction (e.g., Komarraju, Musulkin, and Bhattacharya 2010; Kuh and Hu 2001; Pascarella and Terenzini, 1978; Thompson 2001), much of which has more clearly shown a direct impact of positive student–faculty interaction on various aspects of the student…”
FACTORS IMPACTING THE ACADEMIC CLIMATE FOR LGBQ STEM FACULTY (2014, background): “Besides positive first-year experiences in classrooms (Ost, 2010), satisfactory student/faculty interactions via mentorships, collaborations, and independent projects can greatly enhance the development and persistence of STEM students (Astin, 1993; Astin and Astin, 1992; Thompson, 2001).”
Student Leadership Process Development: An Assessment of Contributing College Resources (2006, background): “…engagement with college resources (e.g., cocurricular and coursework activities and interactions) has a significant influence on the differential patterns of student learning and growth (e.g., Pace, 1980; Pascarella & Terenzini, 2005; Smart, Feldman, & Ethington, 2000; Thompson, 2001, 2003).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “Numerous empirical studies have situated faculty members as one of the most important institutional agents that impact students (e.g., Astin 1977, 1993a; Dika 2012; Kim 2010; Kim et al. 2009; Kim and Sax 2009, 2011, 2014; Kuh 1995; Kuh and Hu 2001; Lundberg and Schreiner 2004; Pascarella 1980, 1985;”
Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities (2011, result): “This finding is in line with other research on facultystudent relationships that has demonstrated the importance of providing personal support through formal and informal interactions (Lee 1999; Thompson 2001).”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “…(e.g., Astin 1977, 1993; Cabrera et al. 2001; Campbell and Campbell 1997; Endo and Harpel 1982; Ishiyama 2002; Kuh 1995; Kuh and Hu 2001; Lamport 1993; Pascarella 1980, 1985; Pascarella and Terenzini 1976; Strauss and Terenzini 2007; Terenzini et al. 1999; Thompson 2001; Volkwein et al. 1986).”