Show Them You Care: Faculty Responsiveness Augments Student Buy‐in to Active Learning

It has been well documented that positive teacher behavior can improve student motivation, self‐efficacy, and learning. However, less is known regarding the extent to which student‐faculty interactions can further benefit student learning within active learning classroom environments. In this study, we focus on the impact of faculty responsiveness on student learning by examining ways in which student perceptions of faculty responsiveness predict buy‐in to active learning. To quantify student buy‐in to active learning, we used an Exposure‐Persuasion‐Identification‐Commitment (EPIC) process model. In addition, we explored potential predictors of buy‐in, including perceptions of instructor responsiveness and growth mindset. Instructor responsiveness was assessed using a student survey based on Reis and Clark's (2004) interpersonal relationship theoretical framework adapted by the authors for the classroom setting. We utilized a validated 3‐item measure to assess growth mindset among student participants. We examined student (N=245) perceptions of instructor responsiveness as a key predictor of student performance in an undergraduate science course featuring active learning. Regression analyses indicated a statistically significant association between perceived instructor responsiveness and student buy‐in to active learning. Growth mindset (i.e., student views of intelligence as malleable) was also found to significantly predict buy‐in to active learning. Student buy‐in to active learning was positively associated both with engagement in self‐regulated learning, and with students' overall course performance. Interestingly, we found that perceived responsiveness also impacted students' views on intelligence, which in turn affects their likelihood of buy‐in. Implications for best practice in securing student buy‐in and engagement are discussed. Support or Funding Information NSF 1323079