Student–Faculty Interaction and Academic Self-Concept: Gender as a Moderator
Jonathan R. Trinidad,
Sheri-Lynn S. Kurisu,
Brandon J. Moore
Abstract: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 … Show more
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