Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students

Abstract

The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and academic achievement and (b) examine if there were differences between White, Asian, African-American, and Hispanic students. Participants’ perceptions of faculty-student interactions, academic self-efficacy, self-regulation and academic achievement (GPA) were assessed through surveys. These target variables were hypothesized to be correlated and serve as significant predictors of GPA. Significant differences were also expected among the racial groups. Results indicated that there were positive relationships between faculty-student interactions, academic self-efficacy, self-regulation, and GPA. Faculty-student interactions, academic self-efficacy and self-regulation served as significant predictors of GPA. As expected, there were group differences among White, Asian, African-American, and Hispanic students for faculty-student interactions, academic self-efficacy, and GPA. Educational implications and directions for future research are discussed.