Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement
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Date
2013
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Authors
Hileman, Leigh
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Publisher
East Carolina University
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.