Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance

Pascarella, Ernest T.; Terenzini, Patrick T.; Hibel, James

doi:10.1080/00221546.1978.11780395

Cited by 44 publications

(13 citation statements)

References 14 publications

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“…Support mechanisms are especially important for students from socioeconomically and academically disadvantaged backgrounds, particularly first-generation college goers, among whom black, but especially Hispanic, students are disproportionately represented (Tinto 1993). Evidence about interaction with faculty members suggests that more contact with professors and others on campus is conducive to higher graduation rates (Davis 1991;NCES 1996;Nettles 1991;Nettles, Thoeny, and Gosman 1986;Pascarella and Terenzini 1980;Pascarella, Terenzini, and Hibel 1978;Von Destinon 1988). Alon (2004) directly linked financial aid to college graduation by showing that grants, more than loans, help equalize black and Hispanic minority students' success in college with that of whites and Asians.…”

Section: Resultsmentioning

confidence: 99%

Assessing the “Mismatch” Hypothesis: Differences in College Graduation Rates by Institutional Selectivity

2005

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This article evaluates the “mismatch” hypothesis, advocated by opponents of affirmative action, which predicts lower graduation rates for minority students who attend selective postsecondary institutions than for those who attend colleges and universities where their academic credentials are better matched to the institutional average. Using two nationally representative longitudinal surveys and a unique survey of students who were enrolled at selective and highly selective institutions, the authors tested the mismatch hypothesis by implementing a robust methodology that jointly considered enrollment in and graduation from selective institutions as interrelated outcomes. The findings do not support the “mismatch” hypothesis for black and Hispanic (as well as white and Asian) students who attended college during 1980s and early 1990s.

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Section: Resultsmentioning

confidence: 99%

Assessing the “Mismatch” Hypothesis: Differences in College Graduation Rates by Institutional Selectivity

2005

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“…Regarding the frequency of faculty mentor–student interaction affecting student persistence, differences exist in recommendations across studies. Pascarella, Terenzini, and Hibel (1978) found that whereas academic interaction and social interaction outside the classroom are important, the more informal interactions had diminishing returns. Similarly, more recent research (Mazer, Murphy, & Simonds, 2007) suggested that informal online interaction between faculty and students has diminishing returns.…”

Section: Review Of Literaturementioning

confidence: 98%

An Investigation Into Mentoring Practices of Faculty Who Mentor Undergraduate Researchers at a Hispanic Serving Institution

Estepp

Velasco

Culbertson

et al. 2016

Journal of Hispanic Higher Education

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Research has shown the benefits of undergraduate research; however, few studies have examined mentors of undergraduate researchers. The purpose of this study was to investigate the practices of mentors who have successfully mentored Hispanic undergraduate researchers. Findings from this study suggested that mentors should focus on interacting with students, listen to and understand students' interests, be organized, require students to be responsible, and monitor students' work. Recommendations for practice and research have been provided. Resumen La investigación ha demostrado los beneficios de investigación de pregrado, sin embargo, pocos estudios han examinado mentores de investigación de pregrado. El propósito de este estudio fue el de investigar las prácticas de menores que han guiado exitosamente investigadores hispanos de pregrado. Los hallazgos sugieren que los mentores deben enfocarse en la interacción con los estudiantes, escuchar y entender intereses estudiantiles, ser organizados, requerir que los estudiantes sean responsables, y monitorear el trabajo de los estudiantes. Recomendaciones prácticas para la investigación se proveen.

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“…An established, rich, and supportive college culture also implies a positive climate for creativity. More specifically, faculty (Lamport, 1993;Komarraju et al, 2010;Newman and Newman, 1978;Pascarella, 1980;Thistlewaite, 1960;Terenzini and Pascarella, 1980;Pascarella et al, 1978) administrators such as counselors and dean of students (Newman and Newman, 1978), college structure (Chickering, 1969) and peers (Bean, 1985;Denzin, 1966;Feldman and Newcomb, 1969;Wallace, 1966) have been indicated as the key factors affecting the college culture. Chambers (1973) found that interaction with the faculty outside the classroom (for example, laboratory, home, office) plays a significant role in students' creative development.…”

Section: College Culturementioning

confidence: 99%

The relationship among creative (Mis) fit, college culture, creative and academic self-efficacy

Çayirdağ¹

2016

Educ. Res. Rev.

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Although person-environment fit (PEF) has been extensively studied in organizational psychology and business literature, its application to educational context has been limited. The current study used PEF framework in terms of creativity within the context of higher education. The nature of relationship between person-environment fit, college culture, creative and academic self-efficacy has been investigated. Analyses based on two different formulations of PEF indicated that college culture, creative and academic self-efficacy are the highest when both person and environment components are high. Specific analyses with misfit scores indicated that college culture generates a pro-environment discrepancy. Creative self-efficacy is more related to person component whereas college culture and academic self-efficacy were related to environment component. Results are discussed in relation to the literature and theories of creativity.

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Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance

Cited by 44 publications

References 14 publications

Assessing the “Mismatch” Hypothesis: Differences in College Graduation Rates by Institutional Selectivity

Assessing the “Mismatch” Hypothesis: Differences in College Graduation Rates by Institutional Selectivity

An Investigation Into Mentoring Practices of Faculty Who Mentor Undergraduate Researchers at a Hispanic Serving Institution

The relationship among creative (Mis) fit, college culture, creative and academic self-efficacy

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