A Cross-Cultural Comparison Between Dutch and French Students' Relationship Quality in Higher Education

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Global Conceptions of the Quality and Value of College (Table 14)

Abstract

This study explores how students' perceptions of the quality of their relationship with their educational faculty and staff (i.e., relationship quality) and their involvement differs across survey responses from 437 Dutch and 394 French students. The results show there are minor differences in their relationship quality. Findings indicate that affective commitment and affective conflict are aspects that influence student engagement. In turn, student engagement’s dedication is positively related to student loyalty in both samples. Interestingly, relationship quality’s dimensions of trust in benevolence and honesty have no statistically significant association with student engagement and student loyalty. The main conclusion is that for educational policy makers, relationship quality seems to be important for students’ involvement cross-culturally.

Authors

• Ingrid Snijders, HZ University of Applied Sciences

• Hélène Maire

• Anne Plantade