Document Type
Article
Publication Date
1-1-2018
Abstract
This study investigated factors influencing community college student academic retention\, specifically a student’s commitment to learn. Data was obtained from two local community colleges\, and the study’s proposed model was evaluated using structural equation modelling. Student Identity Capital and Relational Climate functioned as mediating factors influencing academic retention as they relate to supportive faculty behaviors. Direct effects of supportive bonding faculty behaviors on academic retention were also considered. Results supported mediation from student identity capital to academic retention\, and relational climate was found to be insignificant. Finally\, supportive faculty behaviors proved to be a significant factor overall in the evaluation of the model’s relationships. Overall\, the results suggest that supportive bonding faculty behaviors is a primary\, significant factor when addressing a student’s academic commitment to learn. Suggestions for future research and recommendations for practice are provided. Key words: Bonding Faculty Behaviors\, Empathy\, Care\, Humanness\, Identity Capital\, Academic Retention\, Commitment to Learn\, Relational Climate\, Shared Vision\, Compassion\, Relational Energy\, Community College
Keywords
education, higher, universities and colleges, management, Weatherhead School of Management
Rights
© The Author(s). This is an open access work distributed under the terms of the Creative Commons Attribution-Non-Commercial (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Department/Center
Design & Innovation
Recommended Citation
Heddleson, Lucia D., "Beyond the Grade: Bonding Faculty Behaviors Predicting Community College Student Commitment to Learning" (2018). Student Scholarship. 639.
https://commons.case.edu/studentworks/639