The Relationships Between Perceived Faculty-Student Interaction and University Students' Self-Regulated Learning, Learning Engagement, and Academic Persistence Intention

This study investigated the structural relationships between faculty-student interaction, learning engagement, and academic persistence intention among university students, focusing on the mediating role of self-regulated learning (SRL). Using data from 45,424 students across four-year universities from the 2022 KEDI panel dataset, descriptive statistics, correlation, and mediation regression analyses were performed alongside 5,000 resamples of bootstrapping. Faculty-student interaction significantly and positively predicted learning engagement and academic persistence intention, both directly and indirectly. Notably, SRL partially mediated these relationships, with its indirect effect accounting for approximately 64.4% of the total effect on learning engagement. The findings indicate that the impact of faculty-student interaction is substantially amplified through students' SRL capabilities. Therefore, universities should implement comprehensive policies and support systems to foster quality interactions while systematically cultivating self-directed learning skills to maximize engagement and prevent dropout.