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  • An Analysis of Students’ Academic Self-Ratings and its Relationship to Student Engagement and Educator Influence

    Description:
    Studies have investigated student-faculty relations and its impact on children’s lives, repeatedly citing many benefits. With a lack of research on the high school level on how these relations affect academic self-perception, the purpose of this study was to examine first year college students’ interactions with faculty in high school and its impact on student academic self-ratings. Using data from the 2013 CIRP Freshman Survey that was given to thousands of first-time, full-time college freshmen across the nation, ANOVA results found significant differences between first year college students’ engagement in high school activities and influences involving educators and their academic self-ratings. The analysis indicates a positive relationship between increased amounts of activities or influences involving educators and student academic self-ratings. Furthermore, the analysis shows favorable results on how student academic self-ratings impact school performance, which provides support that besides increased student-faculty interaction impacting academic self-perception, it can indirectly have a positive impact on student performance. Educational leaders should further seek implementation of increased student-faculty interaction to benefit student confidence and performance.
    Subject:
    Students’ Academic Self-Ratings , Education, Student Engagement, and Educator Influence
    Creator:
    Ferraro, Stephen
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/26/2018
    Date Modified:
    10/12/2023
    Date Created:
    Dec-2017
    Rights Statement:
    In Copyright
    Resource Type:
    Dissertation