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A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students

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Abstract

Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student–faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students’ academic self-challenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student–faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students’ cognitive skills development and that students’ academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student–faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings.

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  1. Department of Higher Education, Azusa Pacific University, Azusa, CA, 91702, USA

    Young K. Kim

  2. Department of Educational Leadership, College of Education, California State University, Fullerton, CA, USA

    Carol A. Lundberg

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Kim, Y.K., Lundberg, C.A. A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students. Res High Educ 57, 288–309 (2016). https://doi.org/10.1007/s11162-015-9387-6

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