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Exploratory analyses suggest instructor-student relationships predict multiple consequential college outcomes and reveal a relationship perception gap between instructors and students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nTaking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College  \nCarly D. Robinson  \nHarvard University  \nWhitney Scott  \nCalifornia State University, Northridge  \nMichael A. Gottfried  \nUniversity of California, Santa Barbara  \nCompeting in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.  \nKeywords: college, persistence, instructor-student relationships, similarity, intervention  \nWhile educators and policymakers have commendably focused on getting more students into college, too little attention has been paid to helping them graduate. The result is that unacceptable numbers of students fail to complete their studies at all.  \n—U.S. Department of Education (2006)  \nThe goalposts for educational attainment have moved. A highschool diploma no longer scores occupational and financial stability for graduates. The changing metrics of educational success have led schools and society at large to promote the norm of “college for all” (Goyette, 2008), resulting in an increasing number of U.S. high school graduates enrolling in college (Snyder, de Brey, & Dillow, 2016). At the same time, the proportion of students earning college degrees has not kept pace (Bound, Lovenheim, & Turner, 2007). Almost half of the students who enroll in a 4-year college will not earn a degree within 6 years (Kena et al., 2015) . Students of color, especially those who traditionally lack opportunities, and first-generation students face even lower graduation rates than their White and continuing-generation peers (Engle &  \nTinto, 2008; Shapiro et al., 2017), further exacerbating social and economic disparities. As compared with high school graduates, college graduates earn $32,000 more annually (Trostel, 2017), receive more employment fringe benefits (e.g., health insurance and retirement contributions; Oreopoulous & Salvanes, 2011), and live longer (Meara, Richards, & Cutler, 2008) .  \nSo, while the “college for all” movement may have successfully increased postsecondary enrollment, it failed to account for the barriers facing students upon arrival to campus. Higher education institutions are starting to recognize that students come from diverse backgrounds, which results in matriculating students having experienced vastly different opportunities. Now, universities are being challenged to become “student ready” rather than demanding that students be “college ready”(McNair, Albertine, Cooper, McDonald,& Major, 2016). Understanding the ","cbCaicavQLcELBjJ","https://ap.wps.com/l/cbCaicavQLcELBjJ","pdf",403994,15,"English","# Background and rationale\n## College completion challenge\n## Instructor-student relationships as a pathway\n# Study design and aims\n## Registered report and intervention focus\n# Findings and exploratory insights\n## Effects on similarity\n## Lack of downstream outcomes\n## Predictive relationship between ISRs and student outcomes","[{\"question\":\"What question does the registered report test in the college setting?\",\"answer\":\"It tests whether an intervention highlighting instructor-student commonalities increases similarity, improves instructor-student relationships, and affects academic achievement and persistence for undergraduate students.\"},{\"question\":\"What impact did the intervention have on students and relationships?\",\"answer\":\"The intervention increased students’ perceptions of similarity, but it did not produce downstream effects on relational outcomes or academic achievement.\"},{\"question\":\"How do the findings inform understanding of persistence and relationship perception gaps?\",\"answer\":\"The study suggests instructor-student relationships relate to consequential college outcomes and identifies a notable gap: instructors reported less positive relationships with certain student groups, while students on average perceived similarly positive relationships with instructors.\"}]","Taking It to the Next Level - A Field Experiment to Improve Instructor-Student Relationships in College | PDF",1792068319,38]