Advisor | Brown, Michael B., 1952- | en_US |
Author | Hileman, Leigh | en_US |
Date Accessioned | 2013-06-06T12:20:17Z | |
Date Available | 2015-06-05T06:30:12Z | |
Date of Issue | 2013 | en_US |
Identifier (URI) | http://hdl.handle.net/10342/1799 | |
Description | 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. | en_US |
Extent | 61 p. | en_US |
Format Medium | dissertations, academic | en_US |
Language | | en_US |
Publisher | East Carolina University | en_US |
Subject | Psychology | en_US |
Subject | Higher education | en_US |
Subject | College adjustment | en_US |
Subject | Student-faculty interactions | en_US |
Subject | Undergraduate freshmen | en_US |
Library of Congress Subject Headings | Teacher-student relationships | |
Library of Congress Subject Headings | Student adjustment | |
Library of Congress Subject Headings | College freshmen | |
Library of Congress Subject Headings | Academic achievement | |
Title | Student-Faculty Interactions and College Adjustment as Predictors of Academic Achievement | en_US |
Type | Master's Thesis | en_US |
Department | Psychology: School Psychology | en_US |
Degree | M.A. | en_US |