EXAMINING RELATIONSHIPS AMONG COLLEGE STUDENT PERCEPTIONS OF FACULTY-STUDENT INTERACTIONS, SENSE OF BELONGING, SELF-REGULATION, AND ACADEMIC ACHIEVEMENT

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.

Author

• Gnoleba Seki, Michelle A.

• academic achievement
• academic satisfaction
• faculty-student interactions
• race/ethnicity
• self-regulation
• sense of belonging

Identifier

hdl:1920/13781

OAI identifier oai:identifier

oai:MARS:1920/13781