عبداله‌‌پور، حلیمه (1395). پیش‌بینی تعاملات بیرونی استاد – دانشجو بر اساس رفتارهای آموزشی، فعالیت‌های حرفه‌ای/ وضعیت‌ها و تعاملات اتفاقی اعضاء هیئتعلمی. پایان‌نامه کارشناسی ارشد چاپ نشده، دانشگاه شهید باهنر کرمان.
عبداله‌‌پور، حلیمه؛ سلطانی، اصغر، و کرامت، اسمی (1396). تعاملات بیرونی استاد-دانشجو بر اساس رفتارهای آموزشی و فعالیت‌های حرفه‌ای اعضای هیئت علمی. آموزش عالی ایران، 9(3)، 152-133.
قانعی‌راد، محمد امین. (1385). نقش تعاملات دانشجویان و اساتید در تکوین سرمایه اجتماعی دانشگاهی. مجله جامعه‌شناسی ایران،7(1)، 29-3.
گلستانی، ساره (1396). بررسی کیفی راهبردها و الگوهای تعاملی استاد – دانشجو در میان دانشجویان دانشگاه شهید باهنر کرمان. پایان‌نامۀ کارشناسی ارشد چاپ نشده، دانشگاه شهید باهنر کرمان.
Alderman, R. V. (2008). Faculty and student out-of-classroom interaction: Student perceptions of quality of interaction. Unpublished Doctoral Dissertation, Texas A&M University.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297–308.
Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: American Council for Education and Oryx Press.
Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80, 4–33.
Chang, J. C. (2005). Faculty-student interaction at the community college: A focus on students of color. Research in Higher education, 46, 769-802.
Cole, D. (2007). Do interracial interactions matter? An examination of student-faculty contact and intellectual self-concept. The Journal of Higher Education, 78, 249–281.
Cox, B. E., McIntosh, K. L., Terenzini, P. T., Reason, R. D., Lutovsky Quaye, B. R. (2010). Pedagogical signals of faculty approachability: factors shaping faculty–student interaction outside the classroom, Research in Higher Education, 51, 767–788.
Crombie, G., Pike, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students’ perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education, 74, 51–76.
Cuseo, J. (2018). Student–faculty engagement. New Directions for Teaching and Learning, 154, 87-97.
Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53, 596–610.
Dwyer, T. (2017). Persistence in higher education through student–faculty interactions in the classroom of a commuter institution. Innovations in Education and Teaching International, 54, 325-334.
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203–220.
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53, 229–261.
Guiffrida, D., Lynch, M. F., Wall, A., & Abel, D. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54, 121–139.
Ingraham, K. C., Davidson, S. J., & Yonge, O. (2018). Student-faculty relationships and its impact on academic outcomes. Nurse education today, 71, 17-21.
Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36, 380–386.
Jackson, A. P., Smith, S. A., & Hill, C. L. (2003). Academic persistence among Native American college students. Journal of College Student Development, 44, 549–565.
Kim, Y. K. (2010). Racially different patterns of student-faculty interaction in college: A focus on levels, effects, and causal directions. Journal of the Professoriate, 3, 161–189.
Kim, Y. K., Armstrong, C. L., & Edwards, S. R. (2015). The relationship between student-faculty interaction and college outcomes: Does academic discipline moderate the relationship? Journal on Excellence in College Teaching, 26, 53–80.
Kim, Y. K. & Lundberg, C. A. (2016). A Structural model of the relationship between student–faculty interaction and cognitive skills development among college students. Research in Higher Education, 57, 288-309.
Kim, Y. K., & Sax, L. J. (2009). Student-faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50, 437–459.
Kim, Y. K., & Sax, L. J. (2011). Are the effects of student-faculty interaction dependent on major? An examination using multi-level modeling. Research in Higher Education, 52, 589–615.
Kim, Y. K., & Sax, L. J. (2014). The effects of student-faculty interaction on academic self-concept: Does academic major matter? Research in Higher Education, 55, 780–809.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610.
Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24, 309–332.
Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups. Research in Higher Education, 51, 528–545.
Mei, W., Parkay, F. W., & Pitre, P. E. (2016). Student–faculty interaction: A key to academic integration and success for ethnic minority students at a major university in southwest China. Frontiers of Education in China, 11, 483-502.
Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first year of college: Additional evidence. Journal of College Student Development, 53, 243–266.
Pascarella, E. T. (1985). College environmental influences on learning and cognitive development: A critical review and synthesis. In J. C. Smart (Ed.), Higher education: Handbook of Theory and Research (Vol. 1, pp. 1–61). New York: Agathon Press.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass.
Roberts, K. A. (2014). Student – faculty interaction in the first year of College: Exploring the effects of policy on student engagement. Unpublished Masters’ Thesis, Florida State University.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Sax, L. J., Bryant, A. N., & Harper, C. E. (2005). The differential effects of student-faculty interaction on college outcomes for women and men. Journal of College Student Development, 46, 642–659.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American educational research journal, 33, 359–382.
Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Strauss, L. C., & Terenzini, P. T. (2007). The effects of students’ in-and out-of-class experiences on their analytical and group skills: A study of engineering education. Research in Higher Education, 48, 967–992.
Tauber, R. (1997). Self-fulfilling prophecy: A practical guide to its use in education. Westport, CN: Praeger.
Terenzini, P. T., & Pascarella, E. T. (1980). Student/faculty relationships and freshman year educational outcomes: A further investigation. Journal of College Student Personnel, 21, 521–528.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: The University of Chicago Press.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68, 599-623.
Twale, D., & Sanders, C. (1999). Impact of nonclassroom experiences on critical thinking ability. Journal of Student Affairs Research and Practice, 32, 108–121.
Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46, 153–184.
Volkwein, J. F., King, M. C., & Terenzini, P. T. (1986). Student-faculty relationships and intellectual growth among transfer students. The Journal of Higher Education, 57, 413–430.
Weidman, J. C. (1989). Undergraduate socialization: A conceptual approach. Higher Education: Handbook of Theory and Research, 5, 289–322.
Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? ASHE-ERIC Higher Education Report, Volume 28, Number 3. Jossey-Bass Higher and Adult Education Series. San Francisco, CA: ER
)