Student–faculty Interactions: Dynamics and Determinants

By Shelia R. Cotten, Bonnie Wilson. 2006

332 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fcd24709feb9e542cc0008e67554aabb3be6b29d

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Citations in the corpus

The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…to significantly affect the amount of student–faculty interaction, shaping students’ perception of their faculty members’ attitude toward students (Cotten & Wilson 2006; Wilson et al. 2011, 1974), our research shows that faculty accessibility might possibly facilitate an educational…”
Influencing Academic Motivation: The Effects of Student–Faculty Interaction (2016, unknown): “, & Lutov sky Quaye, B. R. (2010). Pedagogical signals of faculty approach abil ity: Factors shaping faculty–student interaction out side the classroom.”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Additionally, Cotten and Wilson (2006) reported that some students believed that lecturers of large classes did not have the time to talk to individual students.”
Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “Equi ty in the scientific research community is important for a variety of reasons; a diverse community of researchers can minimize the negative influence of bias in scientific reason ing, because people from different backgrounds approach a problem from different perspectives and can raise…”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Developing a need-supportive teaching style may be particularly challenging in college or university classrooms because of the limited interpersonal contact between teacher and students, the large size of at least some groups of students and the increased heterogeneity of students who enroll in high”
Effects of Exposure to Part-time Faculty on Community College Transfer (2008, background): “As prior research suggests, connecting with faculty outside of class has a number of positive outcomes for students, such as networking and mentoring opportunities (Cejda and Rhodes 2004; Cotten and Wilson 2006).”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, methodology): “Recent evidence indicates that little has changed in the past 50 years and that such interactions remain relatively infrequent (Chang, 2005; Cotten & Wilson, 2006; Cox & Orehovec, 2007).”
Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty (2020, background): “…studies have taken a qualitative approach, such as focus group studies where the emphasis is on interactions within or outside the classroom (e.g., Cotten & Wilson, 2006; Kuh & Hu, 2001), or considered only the teacher–student relationship (e.g., Fraser & Walberg, 2005), this study has a…”