Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence

Autor/inn/en	Kuh, George D.; Cruce, Ty M.; Shoup, Rick; Kinzie, Jillian; Gonyea, Robert M.
Titel	Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
Quelle	In: Journal of Higher Education, 79 (2008) 5, S.540-563 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Relationship; Student Behavior; Educational Environment; Educational Practices; Academic Achievement; Academic Persistence; Grade Point Average; Interaction; Least Squares Statistics; Time on Task; Outcomes of Education; Grades (Scholastic); National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Wechselbeziehung; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Schulleistung; Interaktion; Zeitaufwand; Lernleistung; Schulerfolg; Notenspiegel
Abstract	This study aims to determine the relationships between key student behaviors and the institutional practices and conditions that foster student success. To do so, student-level records from different types of colleges and universities are merged to examine the links between student engagement and two key outcomes of college: academic achievement and persistence. A second goal is to determine the effects of engaging in educationally purposeful activities on these outcomes for students from different racial and ethnic backgrounds. The data for this study are from 18 baccalaureate-granting colleges and universities that administered the National Survey of Student Engagement (NSSE) at least once between 2000 and 2003. The data are analyzed in two stages. In the first stage, ordinary least squares or logistic regression are used to estimate separate models for first-year students of the general effects of time on task and engagement in educationally purposeful activities on academic year grade point average (ranging from 0.0 to 4.0) and persistence to the second year of college. In the second stage of the analysis, models are estimated to test for the presence of conditional or interaction effects. The findings from this study yield a detailed portrait of the relationships between students' backgrounds and pre-college characteristics, college experiences, and the two outcomes measured. The findings point to two conclusions. First, student engagement in educationally purposeful activities is positively related to academic outcomes as represented by first-year student grades and by persistence between the first and second year of college. Second, engagement has a compensatory effect on first-year grades and persistence to the second year of college at the same institution. (Contains 4 figures, 4 notes and 4 tables.) (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10