Abstract

Using data from the Wabash National Study of Liberal Arts Education, we examined the influence of student–faculty interactions on student academic motivation over 4 years of college. Results suggest that several forms of student–faculty interaction, such as quality of faculty contact, frequency of faculty contact, research with faculty, personal discussion with faculty, and out-of-class interactions with faculty, have a positive influence on academic motivation, even when controlling for a host of student background characteristics and institutional characteristics, including a precollege measure of academic motivation.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 810-826
Launched on MUSE
2016-11-09
Open Access
No
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