Social Integration of Student Veterans

The Influence of Interactions with Faculty on Peer-Group Interactions

Datos Bibliográficos

ID22158290
AutoresTerezia Dean, Carl H Sorgen (0009-0004-8949-8446), Cordelia Zinskie (0000-0003-0197-9612, Georgia Southern University, autor de correspondencia)
Año2020
Volumen6
Número2
Páginas20-29
Fecha de publicación2020-09-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Veterans Studies (JOURNAL)
Identificadores de la revistaISSN: 2470-4768 • E-ISSN: 2470-4768
EditorialVirginia Tech Libraries (PUBLISHER)
DOI10.21061/jvs.v6i2.188
OpenAlexW3084418431
IdiomaEN
Citas recibidas4
Referencias citadas23

Student veterans are distinct nontraditional students, inasmuch as their transition to campus is twofold. They are not only taking on the role of a student, but also their new lives as civilians. Their relationships with peers can then be strained, as the age, maturity level, and expectations may differ from the traditional-aged college student. Therefore, interactions with faculty members are imperative to help encourage student veterans’ peer-group interactions. This quantitative analysis studied peer-group and faculty interactions of 87 veteran undergraduate students in the spring 2020 semester at a regional comprehensive university. Using a linear regression analysis, findings demonstrate that faculty interactions accounted for 23% of the variance in peer-group interactions. Further examination showed there was no statistically significant difference between peer-group and faculty interactions based on gender. Recommendations for practice to support faculty in recognizing the unique needs of student veterans and considerations for further study are offered

Developmental psychology · Medical education · Multilevel model · Peer group · Computer Science · Education and Military Integration · Engineering and Test Systems · Medicine · Psychology · Social Psychology