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Academic Outcomes Among Diverse Community College Students: What Is the Role of Instructor Relationships?
Community College Review Pub Date : 2020-03-06 , DOI: 10.1177/0091552120909908
McKenna F. Parnes 1 , Carola Suárez-Orozco 2 , Olivia Osei-Twumasi 2 , Sarah E. O. Schwartz 1
Affiliation  

Objective: Although much research on community colleges focuses on institutional challenges or student deficits, emerging evidence suggests that student–instructor relationships have the potential to impact student success. The current study examined factors that could influence community college students’ development of relationships with instructors and how these relationships are associated with academic engagement and achievement. Drawing on literature exploring student–instructor relationships at 4-year institutions, we hypothesized that students’ relationships with instructors may partially account for the association between student demographic and relational characteristics and academic outcomes (i.e., cognitive and behavioral engagement, grade point average [GPA]). Method: Survey data were collected from 646 ethnically and racially diverse participants, many of whom were first-, second-, or third-generation immigrants, or first-generation college students. Employing a between-subjects, cross-sectional design, we tested the main study hypotheses of mediation through a series of path analysis models using Mplus. Results: Students with higher support-seeking attitudes and students with a mentor reported closer relationships with instructors, whereas part-time students reported weaker relationships with instructors. In turn, student–instructor relationships were significantly associated with both cognitive and behavioral aspects of academic engagement and GPA. Conclusion: This study provides insight into the various factors that may influence community college students’ development of relationships with instructors and highlights the direct and indirect influence of these relationships on student success. Implications for future practice include finding strategies that can be implemented at community colleges to foster student–instructor relationships. Future research should further explore these associations using longitudinal data to gain a deeper understanding of current findings.

中文翻译:

不同社区大学生的学业成绩:教师关系的作用是什么?

目标:尽管对社区大学的许多研究都集中在制度挑战或学生缺陷上,但新出现的证据表明,学生与教师的关系有可能影响学生的成功。目前的研究调查了可能影响社区大学生与教师发展关系的因素,以及这些关系如何与学术参与和成就相关联。借鉴探索 4 年制机构学生-教师关系的文献,我们假设学生与教师的关系可能部分解释了学生人口统计和关系特征与学业成果(即认知和行为参与度、平均绩点 [GPA] 之间的关联) ])。方法:调查数据是从 646 名不同种族和种族的参与者中收集的,其中许多人是第一代、第二代或第三代移民,或第一代大学生。我们采用受试者之间的横断面设计,通过一系列使用 Mplus 的路径分析模型测试了中介的主要研究假设。结果:寻求支持态度较高的学生和有导师的学生报告与导师的关系更密切,而兼职学生报告与导师的关系较弱。反过来,师生关系与学术参与和 GPA 的认知和行为方面显着相关。结论:本研究深入了解了可能影响社区大学生与教师发展关系的各种因素,并强调了这些关系对学生成功的直接和间接影响。对未来实践的影响包括寻找可以在社区学院实施的策略,以培养学生与教师的关系。未来的研究应该使用纵向数据进一步探索这些关联,以更深入地了解当前的发现。
更新日期:2020-03-06
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