Predicting Faculty-Student Interaction: An Analysis of New Student Expectations

Abstract

72 73 lens of either accomplishment or failure. Atkinson argues that if the tendency toward accomplishment is greater, the individual will probably succeed at the task, but if the tendency toward failure is stronger, the individual will most likely not complete the task (cited in Stipek, 1988). Finally, Keller (1983) has proposed a model of motivation, performance, and instructional influence that links expectations with performance specifically in academic-related tasks. The model states that expectations are linked to effort, which ultimately affects performance and learning. The theory places a high level of importance on the value of cyclical expectation setting and resetting for accomplishment of the most feasible goals (Keller, 1983). In addition, other literature supports that performance and learning will ultimately be enhanced when high levels of faculty-student interaction are present. Faculty and student affairs professionals should have a solid comprehension of what students expect to get out of college in order to best meet their needs and shape their expectations and experiences. The Seven Principles of Good Practice, developed by Chickering and Gamson (1987), support the notion of faculty-student interaction. One of the principles addresses this point by stating that quality undergraduate education, Encourages contacts between students and (Chickering & Gamson, 1987, p. 1). Frequent faculty-student contact inside and outside the classroom is an important factor in student motivation and involvement; this, in turn, enhances students' intellectual commitment and encourages them to think about their own values and future plans (Chickering & Gamson, 1987). A host of studies indicate that faculty exert much influence in their out of class contacts with students (Terenzini & Pascarella, 1994). High levels of faculty-student interaction have been shown to influence student development (Feldman & Newcomb, 1969; Lamport, 1993; Pascarella & Terenzini, 1991; Volkwein & Carbone, 1994), persistence (Pascarella & Terenzini, 1977), academic achievement (Centra & Rock, 1971), and career and educational aspirations of college students (Thistlethwaite, 1960). Faculty member's educational influence appears to be significantly enhanced when their contacts with students extend beyond the formal classroom to informal non-classroom settings (Terenzini & Pascarella, 1994). The out-of-classroom experience (OCE) not only involves discussing previous class events, but is also an opportunity for academic and social development for the student. This form of facultyPredicting Faculty-Student Interaction: An Analysis of New Student Expectations