Social Interactions between Academic Staff and High-Risk Students and the Contribution to Students’ Educational Success

Date of Conferral

10-10-2023

Degree

Ph.D.

School

Psychology

Advisor

Eric Hickey

Abstract

This study highlights the importance of high-risk students’ access to supportive social interactions within an educational context to their academic success. The study utilized a quantitative methodology, using a secondary archival analysis, to address the gap in literature within the social learning theory framework. The secondary archival analysis was conducted using student surveys that were distributed over a five-year period at the beginning, middle and end of the school year. The data was analyzed using a Chi-Square test for Independence as the data was not continuous and the relationships and associations were nominal in nature. The study specifically evaluated whether student’s perceived interactions with the staff as influential to their academic success, and whether the identification of specific staff was impactful on the measures of success. The results indicated that interactions with staff did significantly impact student success and the identification of at least one staff member was significant to measure of success. Study outcomes reinforce the critical importance of access to pro-social support, especially among high-risk student populations.

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