ERIC Number: ED464149
Record Type: RIE
Publication Date: 2002-Apr
Reference Count: N/A
The Impact of Motivation, Student-Peer, and Student-Faculty Interaction on Academic Self-Confidence.
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
Authoring Institution: N/A
Identifiers: Academic Self Concept
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).