Influence of Student-Faculty Interactions and Sense of Belonging on Disabled, Postsecondary University Students' Grade-Point Average

ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

N

114

Students with Disabilities; College Faculty; Group Membership; Teacher Student Relationship; Grade Point Average; Undergraduate Students; Interaction; Correlation; Suburban Schools; Private Colleges; Predictor Variables

979-83-7972-865-6

This exploratory, quantitative study examined positive student-faculty interactions, sense of belonging, and cumulative grade-point average among a population of disabled undergraduate students. The purpose of this study was to determine whether or not positive student-faculty interactions and sense of belonging are predictors of the academic outcome of grade-point average among undergraduate students with disabilities. Additionally, this study explored whether or not positive student-faculty interactions correlate to sense of belonging, whether or not positive student-faculty interactions correlate to cumulative grade-point average, and whether or not sense of belonging scores correlate to cumulative grade-point average. This study took place at a mid-sized, suburban, private research institution located in the state of New York. Although the rates of students with disabilities on campuses across the country have been on the rise in recent years, disabled students still struggle to develop a sense of belonging at their college or university. National data suggests that only about 1 in 3 disabled college students disclose their disability status to their college or university, and students with disabilities have worse academic and post-graduate outcomes when compared to their non-disabled peers. Relationships with peers and faculty are critical to students with disabilities and faculty have been shown to improve academic confidence among marginalized groups. With this present study, undergraduate students with disabilities were given a survey containing the Student-Professor Interaction Scale (SPIS) and the Sense of Belonging, Psychological State scale (SOBI-P). Data obtained from the survey was utilized to perform statistical analyses including Pearson correlations and linear regression. Findings from this study include a significant correlation between SPIS and SOBI-P, as well as SPIS and cumulative grade-point average. The SPIS and SOBI-P were found to be predictors of cumulative grade-point average, with SPIS alone a significant predictor of cumulative grade-point average as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2023

ED636063