{"id":{"repo_id":"gmu","oai_identifier":"oai:MARS:1920/13781"},"canonical_url":"https://search.dev.ndltd.org/etd/gmu/oai:MARS:1920/13781","repository":{"repo_id":"gmu","name":"George Mason University","base_url":"https://mars.gmu.edu/server/oai/request"},"display":{"title":"EXAMINING RELATIONSHIPS AMONG COLLEGE STUDENT PERCEPTIONS OF FACULTY-STUDENT INTERACTIONS, SENSE OF BELONGING, SELF-REGULATION, AND ACADEMIC ACHIEVEMENT","abstract":"This study investigated quality faculty-student interactions, sense of belonging, self-efficacy for self-regulated learning, perceived responsibility for learning, academic achievement, and academic satisfaction. Participants (n = 898) included undergraduate students who identified as White, Black, and Latinx from a diverse university in the mid-Atlantic region. Path analysis revealed that relationships existed between contextual factors (i.e., quality faculty-student interactions, sense of belonging), self-regulated learning (i.e., perceived responsibility for learning and self-efficacy for self-regulated learning) and its outcomes (i.e., academic achievement and academic satisfaction). Self-efficacy for self-regulated learning and academic satisfaction fully mediated some relationships. Perceived responsibility for learning served as a partial mediator. ANOVA revealed that group differences existed for self-efficacy for self-regulated learning, academic satisfaction, and GPA. Educational implications and future directions will be discussed.","abstract_html":"This study investigated quality faculty-student interactions, sense of belonging, self-efficacy for self-regulated learning, perceived responsibility for learning, academic achievement, and academic satisfaction. Participants (n = 898) included undergraduate students who identified as White, Black, and Latinx from a diverse university in the mid-Atlantic region. Path analysis revealed that relationships existed between contextual factors (i.e., quality faculty-student interactions, sense of belonging), self-regulated learning (i.e., perceived responsibility for learning and self-efficacy for self-regulated learning) and its outcomes (i.e., academic achievement and academic satisfaction). Self-efficacy for self-regulated learning and academic satisfaction fully mediated some relationships. Perceived responsibility for learning served as a partial mediator. ANOVA revealed that group differences existed for self-efficacy for self-regulated learning, academic satisfaction, and GPA. Educational implications and future directions will be discussed.","abstract_has_math":false,"creators":["Gnoleba Seki, Michelle A."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T19:51:56Z","subjects":["academic achievement","academic satisfaction","faculty-student interactions","race/ethnicity","self-regulation","sense of belonging"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/13781"],"render_values":[{"text":"hdl:1920/13781","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic achievement","academic satisfaction","faculty-student interactions","race/ethnicity","self-regulation","sense of belonging"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/13781"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["This study investigated quality faculty-student interactions, sense of belonging, self-efficacy for self-regulated learning, perceived responsibility for learning, academic achievement, and academic satisfaction. Participants (n = 898) included undergraduate students who identified as White, Black, and Latinx from a diverse university in the mid-Atlantic region. Path analysis revealed that relationships existed between contextual factors (i.e., quality faculty-student interactions, sense of belonging), self-regulated learning (i.e., perceived responsibility for learning and self-efficacy for self-regulated learning) and its outcomes (i.e., academic achievement and academic satisfaction). Self-efficacy for self-regulated learning and academic satisfaction fully mediated some relationships. Perceived responsibility for learning served as a partial mediator. ANOVA revealed that group differences existed for self-efficacy for self-regulated learning, academic satisfaction, and GPA. Educational implications and future directions will be discussed."]},{"key":"dc:title","label":"Title","values":["EXAMINING RELATIONSHIPS AMONG COLLEGE STUDENT PERCEPTIONS OF FACULTY-STUDENT INTERACTIONS, SENSE OF BELONGING, SELF-REGULATION, AND ACADEMIC ACHIEVEMENT"]}]}],"canonical_facts":{"dc:date.issued":["2023"],"dc:description.other":["This study investigated quality faculty-student interactions, sense of belonging, self-efficacy for self-regulated learning, perceived responsibility for learning, academic achievement, and academic satisfaction. Participants (n = 898) included undergraduate students who identified as White, Black, and Latinx from a diverse university in the mid-Atlantic region. Path analysis revealed that relationships existed between contextual factors (i.e., quality faculty-student interactions, sense of belonging), self-regulated learning (i.e., perceived responsibility for learning and self-efficacy for self-regulated learning) and its outcomes (i.e., academic achievement and academic satisfaction). Self-efficacy for self-regulated learning and academic satisfaction fully mediated some relationships. Perceived responsibility for learning served as a partial mediator. ANOVA revealed that group differences existed for self-efficacy for self-regulated learning, academic satisfaction, and GPA. Educational implications and future directions will be discussed."],"dc:identifier":["hdl:1920/13781"],"dc:subject":["academic achievement","academic satisfaction","faculty-student interactions","race/ethnicity","self-regulation","sense of belonging"],"dc:title":["EXAMINING RELATIONSHIPS AMONG COLLEGE STUDENT PERCEPTIONS OF FACULTY-STUDENT INTERACTIONS, SENSE OF BELONGING, SELF-REGULATION, AND ACADEMIC ACHIEVEMENT"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T19:51:56Z"}