Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement
Author
Hileman, Leigh
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.
Date
2013
Citation:
APA:
Hileman, Leigh.
(January 2013).
Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement
(Master's Thesis, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/1799.)
MLA:
Hileman, Leigh.
Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement.
Master's Thesis. East Carolina University,
January 2013. The Scholarship.
http://hdl.handle.net/10342/1799.
September 30, 2023.
Chicago:
Hileman, Leigh,
“Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement”
(Master's Thesis., East Carolina University,
January 2013).
AMA:
Hileman, Leigh.
Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement
[Master's Thesis]. Greenville, NC: East Carolina University;
January 2013.
Collections
Publisher
East Carolina University