Dissertation/Thesis Abstract

The impact of student-faculty interaction on undergraduate international students' academic outcome
by Mok, Doris S., Ed.D., University of Southern California, 2013, 129; 3609959
Abstract (Summary)

International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.

Indexing (document details)
Advisor: Cole, Darnell
Commitee: Melguizo, Titiana, Venegas, Kristan M.
School: University of Southern California
Department: Education(Leadership)
School Location: United States -- California
Source: DAI-A 75/05(E), Dissertation Abstracts International
Subjects: Higher Education Administration, Educational leadership, Higher education
Keywords: Academic outcome, Diversity, International students, Student-faculty interaction, Undergraduate education
Publication Number: 3609959
ISBN: 9781303694271
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