Students' out of the classroom communication with instructors and campus services: Exploring social integration and academic involvement

Robert J. Sidelinger, Brandi N. Frisby, Jennifer Heisler

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

Framed by Tinto's interactionalist theory (1975), this study explored students' academic skills and social integration to illuminate students' communication with faculty and campus services. Participants reported on instructor rapport, self-regulated learning, self-management, out-of-class communication, and support seeking from campus resources. Results revealed that instructor rapport predicted out-of-class communication with instructors and student services, while self-regulated learning and self-management functioned differently to predict interactions with faculty and student services. The results offer insight into factors important to enhancing student academic success and persistence.

Original languageEnglish
Pages (from-to)167-171
Number of pages5
JournalLearning and Individual Differences
Volume47
DOIs
StatePublished - Apr 1 2016

Bibliographical note

Publisher Copyright:
© 2016 Elsevier Inc.

Keywords

  • Academic integration
  • Out-of-class communication
  • Rapport
  • Social integration
  • Student services

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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