Student-faculty interaction's influence on student motivation: A comparison of perceptions between students and faculty in technology
Abstract
Instructors in higher education often tell personal stories or share past experiences of their time in industry in order to connect with and potentially help motivate students inside the classroom. This is especially common in technology classrooms since instructors are typically required to have industry experience. This study examined whether or not students and faculty perceive the information shared by instructors as having any effect on students' motivation in the classroom. In addition, perceptions of what types of information, including work experience, research interests, educational background, family background, hobbies and interests, religious views, and political views, are acceptable for the instructor to share with their students inside the classroom were compared. The study surveyed students and faculty within the College of Technology of a large Midwestern Research University. Both faculty and students answered questions based on a 7-point Likert scale to determine whether they agree or disagree with different factors that may affect a student's motivation within the classroom. These factors include attitude homophily, social interpersonal attraction, instructor self-disclosure, and instructor credibility. The faculty survey results were compared to the student survey results to ascertain any difference in perceptions. Additional comparisons for students were made between grade level and major. Comparisons amongst faculty were made between rank and department.
Degree
Ph.D.
Advisors
Cox, Purdue University.
Subject Area
Educational psychology|Vocational education
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