Student–faculty interaction and academic self-concept: the intersection of race and gender

Parker, Eugene T.; Trolian, Teniell L.; Stolzenberg, Ellen Bara

doi:10.1080/07294360.2021.2010666

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…Researchers consider communication and interaction to be one of the most important components of the learning environment, as social interaction plays a crucial role in the construction of knowledge and collaboration between peers (Woo & Reeves, 2007). Educational environments rich in communication and interaction often lead to higher levels of student engagement, academic self-concept, and increased academic success (Balaji & Chakrabarti, 2010; Parker et al, 2022; Trolian et al, 2022). Therefore, it is imperative to examine communication in higher education with a modern lens to understand the impact of meaningful student–student and student–instructor communication on student outcomes in our ever-changing university landscape.…”

Section: Conceptualizing Academic Communicationmentioning

confidence: 99%

Conceptualization and assessment of academic communication among Canadian university students.

Archbell¹,

Coplan²

2024

Canadian Journal of Behavioural Science / Revue canadienne des

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The goals of this research were to conceptualize, assess, and examine the implications of the new construct of academic communication. In Study 1, N = 642 undergraduate students completed an initial set of items for the Academic Communication Inventory (ACI). Results demonstrated that the best fitting structure of the ACI was a two-factor solution consisting of the subscales: (a) Communication With Instructors and (b) Communication With Peers. In Study 2 (N = 1,074), we assessed measure invariance and mean differences of the ACI subscales across educational context (i.e., blended courses, online courses, offline courses). Results from multigroup factor analyses suggested that the ACI could be used as both a general and course-specific measure of academic communication (AC) and that aspects of communication differed across educational context. Results are situated within the landscape of contemporary higher education, and the implications of academic communication on student development are discussed. Public Significance StatementThe goal of this research was to conceptualize and develop a measure of academic communication, a new construct that reflects how undergraduate students use different types of social communication to enhance academic outcomes at university. We found that: (a) students' academic communication can be broadly separated into communications with other students versus communication with instructors/ teaching assistants (TAs) and (b) students use academic communication differently in online versus blended versus in-person courses. These results highlight the potential importance of academic communication in promoting positive academic outcomes among university students.

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Section: Conceptualizing Academic Communicationmentioning

confidence: 99%

Conceptualization and assessment of academic communication among Canadian university students.

Archbell¹,

Coplan²

2024

Canadian Journal of Behavioural Science / Revue canadienne des

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Facilitating well-being: an examination of an online trauma-informed faculty/staff training designed to support college student resilience

Ray,

Perko,

Oehme

et al. 2024

Discov Educ

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College students report high psychological distress, mental health problems and anxiety. Research indicates that faculty and staff can help support these students in crisis, but there is limited trauma-informed training for higher education professionals who are not mental health counselors. This study explored an evidence-based online training program designed to help faculty/staff members facilitate well-being and resilience among college students. To test the training, a systematic program evaluation was conducted. Prior to completing the training, participants (n = 52) took a pretest. Then, after completing the training, they took a posttest. Results indicated a significant difference between pre and posttest. There were more positive attitudes toward trauma-informed approaches and resilience resources; stronger beliefs about prevalence and effects of psychological trauma; greater self-efficacy to perform trauma-informed approaches; and greater confidence in trauma-informed knowledge. Additionally, participants reported they were likely to use tools learned during the training. Thus, indicating that a self-paced, convenient, and culturally sensitive training may be beneficial for faculty and staff as they aid in student success. Practical implications, participant comments and specific suggestions for colleges are also discussed.

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Student–Faculty Interaction and Academic Self-Concept: Gender as a Moderator

Trinidad,

Kurisu,

Moore

2024

Teachers College Record: The Voice of Scholarship in Education

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This study examines the moderating effect of gender on the relationship between student–faculty interaction and academic self-concept. Using data from a large public Hispanic-serving institution (HSI) in Southern California, the analysis suggests that although student–faculty interaction positively impacts academic self-concept for all students, the effect is stronger for female students. Despite these gains, a persistent gender gap remains, with female students reporting lower academic self-concept than male students. These findings emphasize the importance of tailored initiatives to improve student–faculty interaction and academic self-concept, especially for female students.

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Student–faculty interaction and academic self-concept: the intersection of race and gender

Cited by 3 publications

References 35 publications

Conceptualization and assessment of academic communication among Canadian university students.

Conceptualization and assessment of academic communication among Canadian university students.

Facilitating well-being: an examination of an online trauma-informed faculty/staff training designed to support college student resilience

Student–Faculty Interaction and Academic Self-Concept: Gender as a Moderator

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