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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED464149
Record Type: RIE
Publication Date: 2002-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
The Impact of Motivation, Student-Peer, and Student-Faculty Interaction on Academic Self-Confidence.
Plecha, Michelle
This study focused on the impact of student-faculty interaction on academic self-confidence, examining the impact of negative student-faculty interaction on academic self-confidence. In addition, the impact of diverse peer interaction on students academic self-confidence was examined. Data were from the Cooperative Institutional Research Program (CIRP) database for two studies: the 1996 Student Information Form and the 2000 College Student Survey. The sample analyzed included 7,440 first-time, full-time students at 115 predominantly white institutions. Analyses were done by combining sets of similar variables into nine blocks representing input or environmental variables and entering them into a stepwise regression. In spite of some identified limitations of this research, a positive relationship appears to exist between diverse peer interaction and students academic self-confidence. The hypothesis that negative interactions with faculty would have an impact on students academic self-confidence was not supported, but student-faculty interaction of a positive sort did help students increase their academic self-confidence. It is significant that diverse peer interaction and student-faculty interaction may play a key role in the development of academic self-confidence in students is of importance since these are conditions that can be created in the educational environment. An appendix lists the study variables. (Contains 1 table, 1 figure, and 22 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Academic Self Concept
Note: Paper presented at the Annual Meeting of the Ameri