The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter?

By Young K. Kim, Linda J. Sax. 2014

108 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c040db5bc20b116f574d83a744122c607c89e37f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Carol A. Lundberg
2. Young K. Kim
3. Stephen R. Porter
4. Terrell Lamont Strayhorn

In Social Psychology

1. Carol A. Lundberg
2. Young K. Kim
3. Terrell Lamont Strayhorn
4. Stephen R. Porter

Citations in the corpus

• A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, methodology): “1986), greater educational aspiration (Kim 2010; Kim and Sax 2009), and gains in academic self-concept (Clark et al. 2002; Cokley 2000a, b; Cole 2007, 2011; Kim and Sax 2014).”