Document Type
Thesis - Open Access
Award Date
2020
Degree Name
Master of Science (MS)
Department / School
Counseling and Human Development
First Advisor
Katelyn Romsa
Keywords
College Students, Generation Z, Higher Education, Student Retention, Student-Faculty Interactions
Abstract
Student retention has historically been an important discussion in higher education. While the importance of student retention remains, a new generation of students have filled colleges and universities. This study examines how interactions with faculty influence Generation Z college students’ overall satisfaction and student retention. The quantitative study used the NSSE survey instrument at a public land-grant institution in the Midwest. The results of a Mann-Whitney U analysis indicated a significant difference in student satisfaction reported between students who returned to the same institution the following year and students who did not return. A multiple linear regression analysis indicated that student-faculty interactions significantly predicted student satisfaction. The results provide clear support of the correlation between student-faculty interactions, student satisfaction, and student retention. The study also provides discussion for recommendations for professionals and suggestions for further research.
Library of Congress Subject Headings
College students.
Generation Z.
College teachers.
Interaction analysis in education.
Teacher-student relationships.
College dropouts -- Prevention.
Format
application/pdf
Number of Pages
89
Publisher
South Dakota State University
Recommended Citation
Jarecke, Stephani, "Student-Faculty Interactions as Predictors of Retention and Satisfaction among Generation Z College Students" (2020). Electronic Theses and Dissertations. 3956.
https://openprairie.sdstate.edu/etd/3956
Included in
Rights Statement
