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

Peacock Scholarship

Public Deposited

Abstract

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.

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