Moderating Influences of Student-Faculty Interactions on Students' Graduate and Professional School Aspirations

被引：13

作者：

Trolian, Teniell L. ^{[1
]}

Parker, Eugene T., III ^{[2
]}

机构：

[1] SUNY Albany, Educ Policy & Leadership, Albany, NY 12222 USA

[2] Univ Kansas, Dept Educ Leadership & Policy Studies, Higher Educ, Lawrence, KS 66045 USA

来源：

JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2017年 / 58卷 / 08期

关键词：

COLLEGE-STUDENTS; ACHIEVEMENT; MOTIVATION; OUTCOMES; IMPACT;

D O I：

10.1353/csd.2017.0098

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：1261 / 1267

页数：7

共 50 条

[1] Student-Faculty Interactions and Psychosociocultural Influences as Predictors of Engagement Among Black College Students
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[J]. JOURNAL OF DIVERSITY IN HIGHER EDUCATION, 2021, 14 (02): : 240 - 251
[2] GRADUATE STUDENT-FACULTY RATIOS AND FACULTY TEACHING LOADS
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SCHOEPFLE, GK
[J]. AMERICAN JOURNAL OF PHYSICS, 1975, 43 (07) : 637 - 639
[3] GRADUATE STUDENT-FACULTY RATIOS AND FACULTY TEACHING LOADS
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[J]. BULLETIN OF THE AMERICAN PHYSICAL SOCIETY, 1974, 19 (07): : 769 - 769
[4] Shaping Students' Career Attitudes toward Professional Success: Examining the Role of Student-Faculty Interactions
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[6] GRADUATE STUDENT-FACULTY RELATIONSHIPS - CLASSIFICATION SCHEME
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[J]. TEACHING POLITICAL SCIENCE, 1980, 7 (02): : 131 - 152
[7] Graduate student-faculty collaboration in research and publication
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[J]. WESTERN JOURNAL OF NURSING RESEARCH, 1998, 20 (05) : 572 - 583
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[J]. HIGHER EDUCATION, 2006, 51 (04) : 487 - 519
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[10] FACULTY EMOTIONAL INTELLIGENCE AND STUDENT-FACULTY INTERACTIONS: IMPLICATIONS FOR STUDENT RETENTION
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