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 language | English |
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Pages (from-to) | 167-171 |
Number of pages | 5 |
Journal | Learning and Individual Differences |
Volume | 47 |
DOIs | |
State | Published - 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