Research in Higher Education

, Volume 15, Issue 3, pp 255–269 | Cite as

The relation between nonclassroom contact with faculty and students' perceptions of instructional quality

  • Christos Theophilides
  • Patrick T. Terenzini


This study assessed the relationship between the frequency of college students' informal nonclassroom contact with faculty for each of six purposes and their generalized perceptions of instructional quality. Two factorially derived components of instructional quality (based on a 14-item instrument) were used as the dependent variables in two regressions on the six types of contact. The frequency of contacts for discussing intellectual or course-related matters and for discussing a campus issue or problem made statistically significant and unique contributions in predicting students' perceptions of instructor concern and ability.


College Student Education Research Unique Contribution Generalize Perception Instructional Quality 
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Copyright information

© Agathon Press, Inc. 1981

Authors and Affiliations

  • Christos Theophilides
    • 1
  • Patrick T. Terenzini
    • 1
  1. 1.Office of Institutional ResearchState University of New York at AlbanyUSA

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