Predictors of close faculty−student relationships and mentorship in higher education: findings from the Gallup−Purdue Index,Annals of the New York Academy of Sciences

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Predictors of close faculty−student relationships and mentorship in higher education: findings from the Gallup−Purdue Index
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2020-04-03 , DOI: 10.1111/nyas.14342
Elizabeth B. Raposa ₁ , Matthew Hagler ₂ , Diana Liu ₃ , Jean E. Rhodes ₂

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College students’ supportive relationships with mentors—professors, advisors, and other caring adults to whom students turn as they develop their interests and career paths—are critical to their development and academic success. The current study sought to explore factors that promote or impede the formation of positive mentor–student relationships during college using a large, nationally representative sample of 5,684 college graduates from the Gallup–Purdue Index. Linear regression models revealed that first‐generation college students, as well as students attending larger institutions, rated faculty and other college staff as less caring and supportive, and were less able to identify a supportive mentoring relationship during college. Greater engagement at college, including participation in faculty research, academic internships, long‐term projects, and extracurricular clubs or activities, was associated with stronger perceptions of faculty support and mentorship while in college. Interestingly, demographic characteristics moderated the effects of some extracurricular activities on students’ experiences. For example, participants with more student loans showed a stronger positive association between participation in long‐term academic projects and perceptions of faculty support, relative to students with few loans. These findings have important implications for policies designed to foster sustained and meaningful faculty–student relationships for all students, including those traditionally marginalized on college campuses.

中文翻译：

高等教育中密切的师生关系和指导的预测因素：盖洛普-普渡指数的发现

大学生与导师（教授、顾问以及学生在发展兴趣和职业道路时求助的其他有爱心的成年人）之间的支持关系对他们的发展和学业成功至关重要。当前的研究使用来自盖洛普-普渡指数的 5,684 名具有全国代表性的大学毕业生的大型样本，试图探索促进或阻碍在大学期间形成积极的师生关系的因素。线性回归模型显示，第一代大学生以及就读大型机构的学生认为教职员工和其他大学工作人员不太关心和支持，并且在大学期间识别支持性指导关系的能力较差。提高大学的参与度，包括参与教师研究、学术实习、长期项目、课外俱乐部或活动与在大学期间对教师支持和指导的更强烈看法有关。有趣的是，人口统计学特征缓和了一些课外活动对学生体验的影响。例如，与贷款较少的学生相比，学生贷款较多的参与者在长期学术项目的参与与教师支持的看法之间表现出更强的正相关。这些发现对旨在为所有学生（包括传统上被大学校园边缘化的学生）培养持续和有意义的师生关系的政策具有重要意义。有趣的是，人口统计学特征缓和了一些课外活动对学生体验的影响。例如，与贷款较少的学生相比，学生贷款较多的参与者在长期学术项目的参与与教师支持的看法之间表现出更强的正相关。这些发现对旨在为所有学生（包括传统上被大学校园边缘化的学生）培养持续和有意义的师生关系的政策具有重要意义。有趣的是，人口统计学特征缓和了一些课外活动对学生体验的影响。例如，与贷款较少的学生相比，学生贷款较多的参与者在长期学术项目的参与与教师支持的看法之间表现出更强的正相关。这些发现对旨在为所有学生（包括传统上被大学校园边缘化的学生）培养持续和有意义的师生关系的政策具有重要意义。相对于贷款很少的学生。这些发现对旨在为所有学生（包括传统上被大学校园边缘化的学生）培养持续和有意义的师生关系的政策具有重要意义。相对于贷款很少的学生。这些发现对旨在为所有学生（包括传统上被大学校园边缘化的学生）培养持续和有意义的师生关系的政策具有重要意义。

更新日期：2020-04-03

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