Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Leigh Hileman (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Advisor

Michael Brown

Abstract: Student-faculty interactions and college adjustment were analyzed as predictors of academic achievement. Participants included undergraduate freshmen enrolled in an Introduction to Psychology course (N = 86) from a large university in the southeastern United States. It was hypothesized that student-faculty interactions and college adjustment would predict academic achievement and that student-faculty interactions would be a greater predictor than college adjustment. A hierarchical multiple regression model was analyzed and the model was not significant as a predictor of academic achievement. Further analysis determined that a significant correlation existed between college adjustment and academic achievement. Together these findings suggest that student-faculty interactions and college adjustment combined are not predictors of academic achievement. However college adjustment was a significant contributor to academic achievement within this study. 

Additional Information

Publication

Thesis

Date: 2013

Keywords

Psychology, Higher education, academic achievement, college adjustment, higher education, student-faculty interactions, undergraduate freshmen

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