Journal Article

A Structural Model of the Relationship Between Student-Faculty Interaction and Cognitive Skills Development Among College Students

Lundberg, Carol A., Kim, Young K.

2016

Overview

Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student-faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students' academic selfchallenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student-faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students' cognitive skills development and that students' academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student-faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings.

• Publisher: Springer,Springer Netherlands,Springer Nature B.V
• Subject: Achievement Need / Aptitude Treatment Interaction / California / Classroom discussion / Classroom Environment / Classroom interaction / Cognitive development / Cognitive models / College faculty / College Seniors / College students / Colleges / Critical thinking / Education / Educational outcomes / Educational Research / Higher Education / Instructional Leadership / Interaction / Mathematical models / Minority group students / Outcomes of Education / Predictor Variables / Schematic Studies / Sense of Community / Sensory perception / Skill Development / Structural Equation Models / Student Attitudes / Student interaction / Student Surveys / Teacher Student Relationship / Thinking Skills